The students started their IB Diploma Program in September 2019. Although close in age they are not twins, but they are in the same year group at school and get on with one another very well. Both boys are intelligent, articulate and have high academic goals. One would ultimately like to attend university reading economics and/or business. The other is a little less focused but is considering a career in engineering, probably studying in the US.

The boys are keen sportsmen. One is a left-handed field hockey player at county level, and the other is a soccer player who is currently trying out for county level teams. Unsurprisingly both boys are very fit and active and have a busy sporting and social timetable to fit around their schoolwork.

One of the boys is the main focus of this assignment. His first year on the IB programme has highlighted a serious anxiety disorder which has had a huge impact on his grades this year. At the moment, his GPA is estimated to be in the region of 3.1, down from an estimated 3.4 last year. If his recent performance decline continues, his GPA will likely end up around 2.5. He is a bright young man, but his anxiety manifests itself in a physiological response to stress, particularly in academic settings, and particularly in assessments. To say he does not test well would be a substantial understatement – his anxiety leads him on a downward spiral to the point where he has been known to breakdown in exam situations. He is aware of this issue and has been trying to manage its increasing severity since the age of 8 or 9. He has recently undergone a full education assessment which has ruled out any further SEN issues such as dyslexia and dyscalculia or ADD, but the significant generalised anxiety disorder that was uncovered remains a substantial challenge. From September 2020, he will be home schooled, following the US track while enrolled with National University Virtual High School (NUVHS)

The boys come from a loving and stable family. Conversation and dialogue are considered very important, and the topics discussed are wide ranging and enlightening. The boys are mature and considered in their communications (both written and spoken) and there is no animosity or unfriendly rivalry between them. The family is kind, welcoming and warm.

There are two distinct parts to this job. The first, and the priority, is with the student with the anxiety concerns. He will be starting his Junior year with NUVHS and it is expected that instead of the usual load of 6 courses per semester he will start with just 4. This is to enable he and the Tutor to work on managing his anxiety. At the moment this is out of control, with poor sleeping habits, poor exercise habits, too much caffeine (coffee and cola) and too much alcohol consumption.

The role requires someone who is not only able to support him academically, but is also able to rebuild his self-confidence while leading him through the successful completion of his US high school diploma. He will need patience and encouragement to help develop his resilience, as well as a guiding hand to keep him on track and help improve his academic performance and self-confidence, and make better lifestyle decisions.

Alongside his NUVHS work, he might also study for some A levels or AS levels which could potentially take the place of any AP course requirements, four of which are required for entry into the university of his choice. German A-level would be a good option as he is already fluent. It is likely that the AP requirement at his preferred university will be achieved through a combination of US and UK qualifications according to his strengths. To attend in September 2022, he will need a GPA of 3.8 or more, and will also need excellent ACT results, another area where he has underperformed in testing due to anxiety and insufficient practice.

This position requires an energetic, enthusiastic and interesting teacher who has experience working across multiple curricula. The Tutor’s role will be to focus on the principal student, but also to provide academic support to his brother. The Tutor is expected to ensure that all work provided is completed on time, to a very high standard, and that the foundations of knowledge are sound. 100% mastery should be the aim for every topic. The Tutor will be required to deliver lessons and oversee homework assignments, giving direction and assistance where necessary, while ensuring that both boys continue to develop exemplary study skills and techniques. The Tutor should provide tricks and tips for effective study methods, as well as revision strategies and stress management exercises which could help all three in their future lives – academic and professional and sporting.

While on the IB pathway, the first student's HL subjects were History, Economics and German and his SL subjects were English, Maths and ESS; it is likely his NUVHS and A level choices will reflect this subject spread. His brother is taking HL Physics, Maths and Business, with SL English, German and Economics and would like to study engineering at university either in the US or the UK. It’s not expected that one Tutor can cover all these subjects and languages at the required standard, but it is expected that the Tutor will have sufficient knowledge of them that they can support the subjects or refresh their own knowledge through self-study in the background.

The German A level will be covered by an additional by-the-hour Tutor, probably largely online. This might also be needed for SAT and ACT preparation, but the main Tutor in this role will be required to assist with university applications, entrance essays and interview techniques for the boys’ chosen institutions, wherever they may be.

The Tutor will need to be highly organised and an excellent record keeper. He or she should be eloquent, knowledgeable and able to inspire with their enthusiasm for any given subject. They should be energetic, fun and have a certain lightness about their teaching that leads rather than pushes the boys to reach their potential. The Tutor should be an exceptional role model; diplomatic, polite and friendly at all times. It is essential that the Tutor speaks and writes impeccable English.

The Tutor should be kind, fun, efficient and flexible in their work. They should have a good sense of adventure as well as a good sense of humour. They should be flexible enough in their lesson plans to allow tangential lines of enquiry to be followed but structured enough to ensure that their lessons are not consistently hijacked. They must be able to balance excellent teaching and academia with accurate record keeping, research and administrative skills.

The right Tutor for this role will have a very positive attitude and will embrace the opportunities that this position affords. They are likely to get as much from their time tutoring the boys as the boys will get from the tutor.

The Tutor will typically work with the students for a total of about 8 hours a day, 5 days a week, usually Monday to Friday. The principal student will enjoy the majority of this time, but the Tutor should be careful not to overlook his brother's requirements as well, offering him support after his school hours and possibly over the weekend too. The Tutor’s preparation time is additional to these contact hours.

The Tutor is entitled to two consecutive days off per week but should not expect these to occur at weekends or to be regular in their timing. As far as possible the Client will try to give the Tutor at least two weeks’ notice of when their ‘weekend’ break will be, but the Tutor will need to understand this is not always possible. The standard annual minimum 9 weeks (45 working days) of vacation applies to this contract, with breaks being taken at times convenient to the Client. Due to the IB exams in May 2021, and high school graduation in May 2022, the majority of the paid vacation allowance will likely be after the exams.

Untaken vacation allowance or weekend days that have not been possible, will be compensated by payment in lieu at a pro-rated day rate.

The Tutor will be provided with furnished accommodation near the family homes. The rent, utilities and Internet on this apartment will be arranged and paid for by the Client. It may be that the classroom forms part of the Tutor’s accommodation. Any online parts of the contract do not include any accommodation provision.

The Client is not responsible for the Tutor’s personal phone bills.

The Tutor will be reimbursed for all local public transport and any travels costs incurred while travelling with the family (though these occasions are likely to be few and far between). The Client is not responsible for the costs of personal travel when the Tutor is taking paid vacation beyond the requirements regarding flights to the Tutor’s place of normal residence as set out in the Terms.

The successful candidate will be able to offer more than the minimum requirements of this position and will need to have been raised in a socially appropriate background. He or she will not only be an excellent educator, but also a good role model for teenage boys: educated and polished, with excellent manners and personal values.

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