Master Teacher - Ed Tech

About the Company

PUE is committed to elevating pedagogy, strengthening curriculum and assessment coherence, developing teacher capability, and measurably improving student outcomes across its schools. The organization aims to build an ecosystem of professional educators aligned with the QF PUE 2040 Strategy.

About the Role

The Master Teacher will act as a district wide pedagogical leader, modeling excellent practice while enabling other teachers to grow through coaching, PLC facilitation, curriculum design, research, assessment literacy, and effect size tracking. This role is central to PUE’s vision.

1. Purpose of the Master Teacher Role

To elevate pedagogy, strengthen curriculum and assessment coherence, develop teacher capability, and measurably improve student outcomes across PUE schools.

Master Teachers will act as district-wide pedagogical leaders, modelling excellent practice while enabling other teachers to grow through coaching, PLC facilitation, curriculum design, research, assessment literacy, and effect size tracking.

This role is central to PUE’s vision of building an ecosystem of professional educators and aligns with the QF PUE 2040 Strategy.

2. Key Responsibilities

Master Teachers are expert practitioners expected to lead teaching and learning across schools within their subject domain. They will maintain ~20% teaching load in their host school to preserve instructional credibility while dedicating 50% of time to cross-school system leadership.

3. Core Responsibility Domains (All Roles)

Domain / Expectations

1. Curriculum Mapping & Design

Lead vertical & horizontal curriculum mapping (K–12), IB alignment, design of exemplars and scope & sequence documents. Facilitate curriculum moderation across schools.

2. Subject-Specific Milestone Examinations & Item Bank

Lead the design, review and maintenance of high-quality milestone examinations for the subject area. Establish and update an item bank with validated questions and Co-coordinate moderation cycles across schools.

3. Assessment Literacy & Design

Build assessment for learning practices, co-design summative assessments, lead moderation cycles, enhance data literacy and feedback practices.

4. Professional Learning Communities (PLCs)

Establish and coach effective PLCs using collaborative inquiry and CFA cycles. Develop teacher leadership and embed data-driven dialogue.

5. High-Impact Practices & Effect Sizes

Implement research-informed strategies (feedback, metacognition, explicit instruction). Track instructional impact using effect sizes (Cohen’s d), cohort/class/student level.

6. Research & Dissemination

Lead action research aligned to PUE priorities. Share findings with peers, prepare briefs, attend subject-specific conferences, and strengthen teacher networks across PUE and QIBA.

3. Core Responsibility Domains (All Roles)

Domain

Expectations

1. Curriculum Mapping & Design

Lead vertical & horizontal curriculum mapping (K–12), IB alignment, design of exemplars and scope & sequence documents. Facilitate curriculum moderation across schools.

2. Subject-Specific Milestone Examinations & Item Bank

Lead the design, review and maintenance of high-quality milestone examinations for the subject area. Establish and update an item bank with validated questions and Co-coordinate moderation cycles across schools.

3. Assessment Literacy & Design

Build assessment for learning practices, co-design summative assessments, lead moderation cycles, enhance data literacy and feedback practices.

4. Professional Learning Communities (PLCs)

Establish and coach effective PLCs using collaborative inquiry and CFA cycles. Develop teacher leadership and embed data-driven dialogue.

5. High-Impact Practices & Effect Sizes

Implement research-informed strategies (feedback, metacognition, explicit instruction). Track instructional impact using effect sizes (Cohen’s d), cohort/class/student level.

6. Research & Dissemination

Lead action research aligned to PUE priorities. Share findings with peers, prepare briefs, attend subject-specific conferences, and strengthen teacher networks across PUE and QIBA.

4. Eligibility & Selection Criteria

Minimum Requirements

• Bachelors degree in education or relevant subject area, Masters degree is preferred.
• 8+ years of teaching with evidence of student impact.
• Strong coaching or mentoring experience.
• Experience leading PD, workshops, PLCs, conference talks.
• EdTech certification (ISTE, Google Certified Educator, etc.)
• Proven ability to collaborate across school teams.
• IB Educator/Workshop Leader/Examiner certification (or working toward).
• Evidence of contribution beyond own classroom/school.
• Bachelor’s degree + teaching qualification (Master’s preferred).

Desirable Assets

• Experience with effect size / data-informed teaching.
• Data analysis skills
• Published research.
• Evidence of leadership / teacher development.
• Bilingualism (Arabic/English)