There are three young men, aged 17, 16, and 13. All three are charming, intelligent and motivated students who will be a pleasure to work with. They have been home schooled for the last four years, and have followed a pathway which has enabled them to sit the exams they chose as they have become ready for them. As a result, the two eldest boys have a selection of seven GCSEs each, and are currently studying for AS qualifications in their respective areas of interest. The youngest has already started preparation for GCSE examinations in geography and biology, which he is scheduled to sit in November 2016. The two older boys have made preparations to study computer science at A level under the guidance of a third Tutor (not through Tutors International), starting in September.

The oldest boy’s academic pathway is clearly biased towards those subjects which are connected in some way to technology. He excels in mathematics and physics, and has a keen interest in computing science, particularly the field of augmented reality. When discussing topics along these lines, he is an animated and passionate conversationalist. However, when conversation is not on these topics, he is patient but can seem withdrawn. He has completed seven GCSE examinations to date which, with the exceptions of history (B) and English literature and language (B/C), have all been in technological or science related fields. In these subjects he scored A* or B, but must improve his subject spread to ensure he has the breadth of knowledge to support him through further study. It is likely that he will take 1 or 2 more GCSEs, perhaps one in Spanish, and to repeat his English to get better grades than he has currently if he wants to apply to Stanford or California Institute of Technology, both of which would suit his academic interests and ability.

The middle boy has taken a very different route than his brother. He is currently preparing for an AS examination in English Literature, and has embraced the syllabus with vim and vigour. He is an open, animated, interesting and interested individual whose dedication to his studies does him credit. Although his written English is a little weak in certain areas, with guidance and encouragement, he will go far. He clearly loves to write and has interesting ideas. He has a natural empathy with the people around him, and a global perspective which helps him appear mature for his age. Like his older brother, he has completed a range of GCSE examinations with moderate success, but his grades have been in the B/C bracket, and he has some way to go to broaden his subject range and increase the depth of his subject knowledge. He too will need to retake some of these weaker graded examinations and widen the subject range if he is to make a competitive application at the top US colleges.

While his older brothers have been concentrating on their GCSE and AS preparations, the youngest boy’s education has not necessarily been the focus of the family’s academic efforts. However, he is undoubtedly a bright boy, and at 13, is already very mature and engaging. He is currently studying GCSE geography and biology with a view to sitting the November exams, but it is clear that he has the capacity to sit many more subjects concurrently, and it is likely he will excel under the increased workload and the company of two very good Tutors working with his older brothers.

The boys’ parents have expressed an interest in preparing them to attend good west coast universities such as Stanford or Cal Tech, or perhaps an Ivy League university. Although the boys clearly have the necessary intelligence to do well in these environments, their current academic record is quite narrow, and they simply don’t have the breadth of subject knowledge to make competitive applications. Added to this is the fact that they have been following a purely British curriculum. In order to be accepted and to thrive in American universities of this calibre, the boys will all need to sit the SAT exams and become more familiar with both the content and style the American curriculum, its teaching, and assessment.

In light of this, it is likely that from September, the boys will start to follow a more cross-Atlantic, hybrid curriculum which incorporates both systems in an effort to increase and extend their range of subjects. For example, the youngest boy may enrol at National University Virtual High School (NUVHS) and study some AP courses in mathematics alongside his GCSE preparation, just as all three of them will need to start preparing for the SAT. It may be that the boys can study some subjects together – for example GCSE Spanish or another language. Likewise, it may be worth learning a musical instrument or engaging in some other kind of extra curricular program in an effort to broaden their academic horizons and increase their chances of entry to a prestigious college. The oldest boy wants to take a private pilot’s license, and certainly these additional qualifications and challenges should be encouraged.

While the parents do have high academic ambitions, they do not wish to pressure the boys unnecessarily, and are comfortable with each of their children sitting the courses and exams when they are ready to do so. However, there is a balance to be found here – the boys are more than capable of increasing their work loads and must work at a certain pace to ensure they can keep up with their peers on entering college.

This role calls for a Tutor to work as one half of a tutoring team in a coordinated and cooperative manner to ensure both breadth and depth in the boys’ education.

In particular, this Tutor will be able to deliver both mathematics and physics A level courses, as well as maths and science to GCSE level and a range of other GCSE subjects. Fluency in Spanish (or another European language) would be advantageous, as would experience with the American SATs and college entry processes. The other Tutor will be required to teach the other half of the curriculum, covering the humanities and arts as well sharing their extra curricular skills and interests.

This position requires a serious educator with a positive and enthusiastic disposition and a clear interest in his or her subjects. They should have demonstrable experience working with students in the secondary stages of their education. Working as a partnership, the Tutors should have the expertise and knowledge to design a program for the boys that encompasses the local resources (wherever the family may travel), taking advantages of the freedom and flexibility afforded by home-schooling, and ensuring that where possible, structured learning takes place outside the classroom environment. Both Tutors must be organised, self-reliant, and independent.

Given the requirement of broadening the boys’ subject range, both Tutors must be proactive in seeking out opportunities to extend and develop the boys’ knowledge and experience. Visits to galleries, theatre productions and museums are to be encouraged, as are lessons which take advantage of the local area, be it in terms of historical, geological or political significance.

As the Tutors settle into their roles, it is likely that the family will increase the amount of travel they undertake. The Tutors should be prepared to move between the family homes often, and should be flexible enough to adapt to last-minute changes to their timetables, and resourceful enough to cope with any necessary changes to their lesson plans.

As with all private tutoring roles, the relationship between the family and the Tutors is one based in professionalism and privacy. Although the family is very warm and friendly, the Tutors must be sure to maintain their professional integrity throughout the duration of the role, respecting the family’s time, space, and private lives.

Ultimately, the parents want to raise three well-adjusted, happy boys who have had a good, solid education and the time to follow their own interests. They want the boys to flourish, and are searching for the right Tutors who can get the best results from their children, inspiring them to learn for learning’s sake, but without the pressure of school and constant assessments.

The Tutor will typically work with the boys for about six hours a day for five days a week, with preparation in addition. The timetable must be established with reference to the family’s travel plans, and should be flexible enough to accommodate unexpected changes. As far as possible, a consistent pattern should be established, with periods of formal classroom study as well as activity-based learning which makes use of their local environment.

The Tutor is entitled to two consecutive days off per week, but should not always expect these to occur at weekends or to be regular in their timing.

The Tutors will each be provided with his or her own apartment, separate from the Client’s accommodation. Save for the Tutor’s personal telephone use, the Client will cover all bills on this apartment.

When travelling, the Tutor will have his or her own hotel room. All expenses for this, except for the Tutor’s own personal phone calls or use of hotel facilities (such as dry cleaning) will be covered by the Client.

The Tutors will have the use of a car for their local personal use.

The successful candidate will be able to offer more than the minimum requirements of this position. He or she will not only be an excellent educator, but also a good role model: educated and polished, with excellent manners and personal values.

The Tutor must be fit and healthy, a non-smoker.

The family is very private, and the Tutor will be expected to maintain complete confidentiality both during and after their appointment. They should remember that this is a professional appointment, and although the family are warm and generous, the Tutors should not develop any sense of entitlement in their role, and nor should they act in any way which jeopardises the professional nature of this relationship.