Female Secondary Principal

IMPORTANT: The position is for the next academic year.

Start Date: August 2026

About The International Programs School (IPS)

The International Programs School (IPS) in Al Khobar, established in 2000 with just 19 students, has grown significantly and now serves over 1,443 students from more than 53 different nationalities. As a dynamic and gender segregated international school in Saudi Arabia, IPS provides a North American curriculum and is accredited by the Middle States Association (MSA), in addition to being authorized by the Saudi Ministry of Education.

IPS boasts a diverse faculty that includes certified teachers from English speaking countries alongside Saudi and Arabic educators from the region. The school's core curriculum is aligned with North American standards and emphasizes a high quality classroom environment tailored to meet the needs of its international student body.

In the academic year, IPS became an IB World School, initiating the Primary Years Program (PYP) and the Diploma Program (DP), which further enhanced its educational offerings.

Working at IPS presents an excellent opportunity for educators to be part of a prestigious institution with a commitment to academic excellence and offers promising career prospects within a vibrant learning community.

Job Overview

The principal shall pledge her commitment to providing leadership, organizational, and management skills to successfully guide school programs that will ensure that each student achieves success. The principal must have a lifelong love of learning, manage a highly qualified faculty, motivate students, and develop a working relationship with the parents.

Some of the Key Responsibilities of the Secondary Principal

1. Providing instructional leadership across Grades 6-12 with a strong focus on student achievement and well being
2. Leading the implementation and development of the IB Diploma Programme, ensuring alignment with IB philosophy and standards
3. Ensuring consistent implementation of school policies and procedures aligned with the school strategic plan and values
4. Building and mentoring a high performing team of educators and department heads through coaching, evaluation, and professional growth opportunities
5. Collaborating closely with the Head of School and senior leadership on long term planning, accreditation, and school improvement initiatives
6. Maintaining high standards of behavior, equity, inclusion, and student safety in the school community
7. Engaging with students, parents, and staff through open communication, visibility, and a hands on leadership approach

Requirements

1. Education degree: A Bachelor's degree in education or a related field. A foundational academic qualification that ensures the candidate has formal training in teaching and learning practices.
2. Experience: A minimum of three years experience as a secondary principal. Proven ability to lead a secondary school division, with responsibility for academic programs, student wellbeing, staff supervision, and overall school operations.
3. Preferred Qualifications
   • A Master's degree in education or a related field. An advanced degree indicating deeper expertise in educational theory, leadership, or curriculum design, supporting high level decision making and strategy.
   • Experience working in the Arab Gulf countries.
   • Experience with school accreditation processes. First hand involvement in preparing for or leading school accreditation visits with organizations such as CIS, NEASC, or others.
   • IB Diploma Programme (DP) leadership experience. Direct experience in leading or managing the IB DP, ensuring alignment with its rigorous standards and philosophy.
   • Familiarity with the IB DP authorization or re authorization process. Knowledge of the protocols, documentation, and implementation steps required for successful IB DP authorization or re authorization.
   • Licensed/certified as a school administrator.
   • Proven international leadership experience as a Principal. Successful leadership in an international school setting, with a clear understanding of the complexities and dynamics of a cross cultural educational environment.

Desired Leadership Qualities

1. Student centered: Prioritizes the academic, social, and emotional growth of every student; makes decisions that serve students best interests and support their holistic development.
2. Collaborative: Fosters a culture of teamwork by involving staff, students, and parents in shared decision making and creating a strong sense of community.
3. Visible and engaged: Takes an active and present role in daily school life; attends events, visits classrooms, and builds strong relationships with students and staff.
4. Excellent organizational skills: Effectively manages time, resources, and complex school operations to ensure smooth day to day functioning and long term planning.
5. Life long learner: Models continuous learning through professional development, reflection, and staying updated on educational trends and best practices.
6. Strong problem solving skills: Approaches challenges with a proactive mindset, using data, input from others, and sound judgment to find thoughtful, practical solutions.
7. Strategic thinker: Aligns initiatives and school improvement plans with the school long term goals and vision, anticipating future needs and opportunities.

Desired Personal Qualities

1. Integrity - models ethical principles and behavior: Upholds high ethical standards in all actions and decisions, demonstrating honesty, accountability, and transparency.
2. Exceptional communication skills: Articulates ideas clearly and with purpose; listens actively and ensures open, two way communication with all members of the school community.
3. Highly developed interpersonal skills: Builds trust and maintains respectful, professional relationships with staff, students, and parents; navigates conflict constructively.
4. Internationally minded - multicultural competence and sensitivity:
5. Understands and respects cultural differences, promoting an inclusive environment that embraces diverse perspectives.
6. Appreciates diversity and fosters inclusion and belonging: Creates a safe and welcoming space for students and staff of all backgrounds, and champions policies and practices that support equity.
7. Flexible, adaptable, and growth minded: Responds positively to change and feedback, remaining agile and solutions oriented in dynamic educational settings.
8. Resilient and patient: Demonstrates perseverance and emotional strength under pressure or during challenges, maintaining a calm and supportive presence.