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ai learning experience lead Jobs in Doha Qatar

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foundation stage one class teacher - january 2026 Jobs in Doha Qatar

foundation stage one class teacher - january 2026

hs inclusion (learning support/eal) with possibility of whole school lead Jobs in Doha Qatar

hs inclusion (learning support/eal) with possibility of whole school lead

hs inclusion learning support eal with possibility of whole school lead

International School of London Qatar

<div>High School Inclusion Teacher

Reporting to: Head of Inclusion and Student Well-Being 
Start Date: August 2026

Our Commitment

At ISL Qatar, we are committed to being a community where everyone feels Affirmed, Safe, and Welcome. We believe students learn best when they feel seen, heard, valued, and supported. Our inclusive practices celebrate diversity and ensure all learners can access meaningful learning opportunities.

Job Purpose

The High School Inclusion Teacher works directly with students who have additional learning or language needs, providing targeted academic and/or English language support. The role involves delivering small group or individual interventions, co-teaching with subject teachers, and supporting the implementation of inclusive strategies in mainstream classrooms. The teacher is an integral part of the Inclusion and Student Well-Being Team and High School Team, contributing to a culture where all students are supported to succeed.

Key Responsibilities

Teaching and Student Support
<ul>
<li>Deliver small-group or one-to-one interventions focused on academic or English language development.</li>
<li>Support students in accessing the curriculum through differentiated planning and scaffolding.</li>
<li>Co-plan and co-teach with subject teachers to meet individual student needs in the classroom.</li>
<li>Develop, implement, and review Individual Learning Plans (ILPs) and/or EAL support plans.</li>
<li>Assist with exam access arrangements, inclusive assessments, and progress tracking.</li>
<li>Participating in the High School&rsquo;s Pastoral program (Community Time) as a Mentor</li>
<li>Other duties as may be assigned</li>
</ul>
Collaboration and Communication
<ul>
<li>Attend and contribute to High School student support team meetings.</li>
<li>Work closely with classroom teachers, coordinators, and counselors to ensure cohesive student support.</li>
<li>Communicate with families regarding student progress and support plans.</li>
<li>Participate in transition planning for students moving into or out of the High School.</li>
</ul>
Professional Contribution
<ul>
<li>Stay current with research-based inclusive teaching strategies and intervention practices.</li>
<li>Engage in schoolwide professional learning related to inclusion, differentiation, and student well-being.</li>
<li>Maintain accurate records and contribute to school documentation related to student support.</li></ul> 


Professional Alignment
<ul>
<li>Supports the implementation of:
<ul><li>Council for Exceptional Children (CEC) standards</li>
<li>WIDA English Language Development framework</li>
<li>Universal Design for Learning (UDL) and MTSS principles</li>
</ul>
</li></ul>Qualifications

Required
<ul>
<li>Bachelor&rsquo;s degree and teaching qualification, with specialization or experience in Learning Support and/or EAL.</li>
<li>Minimum 3&ndash;5 years of teaching experience, including work with students with additional learning needs.</li>
<li>Strong collaboration and communication skills.</li>
<li>Understanding of inclusive teaching and assessment practices.</li>
</ul>
Preferred
<ul>
<li>Experience in an international school setting with multilingual learners.</li>
<li>Familiarity with the IB MYP and/or DP frameworks.</li>
<li>Experience with co-teaching models, MTSS, or UDL practices.</li>
</ul>
Evaluation Criteria
<ul>
<li>Quality and effectiveness of support provided to students.</li>
<li>Evidence of student progress and engagement.</li>
<li>Contribution to the inclusion and well-being of students in the High School.</li>
<li>Active participation in collaborative planning and professional learning.</li></ul> 


WS Inclusion Lead (Additional Responsibility Role)

Reporting to: Head of Inclusion and Student Well-Being 
Scope: Whole-School (EY&ndash;12 Learning Support &amp; EAL) 
Start Date: August 2026 


Our Commitment

At ISL Qatar, we are committed to being a community where everyone feels Affirmed, Safe, and Welcome. We believe learning flourishes when students feel seen, heard, valued, and supported. We celebrate diversity and work to ensure inclusive systems enable every learner to thrive. 


Role Overview

The WS Inclusion Lead supports the alignment and development of Learning Support and EAL provision across the school (EY&ndash;Grade 12), working closely with the Head of Inclusion and Student Well-Being and divisional inclusion leads. This is a stipend role held in addition to a full-time teaching position, and is designed to strengthen cross-school collaboration, communication, and consistency of inclusive practices. 


Key Responsibilities

Whole-School Leadership
<ul>
<li>Support the Head of Inclusion and Student Well-Being in aligning Learning Support and EAL structures across Early Years, Primary, Middle School, and High School.</li>
<li>Coordinate regular meetings and collaboration between divisional Learning Support and EAL.</li>
<li>Promote consistency in inclusive practices, processes, and documentation aligned with MTSS and UDL principles.</li>
<li>Contribute to whole-school planning and discussions related to inclusion and student well-being.</li>
</ul>
Systems &amp; Data Support
<ul>
<li>Assist in the review and refinement of support systems, including intervention models and tiered support pathways.</li>
<li>Contribute to the collation and sharing of data related to student progress, screening, and support impact.</li>
<li>Support the documentation and visibility of schoolwide inclusion efforts.</li>
</ul>
Collaboration &amp; Communication
<ul>
<li>Act as a link between divisions to ensure inclusive practices are shared, understood, and implemented consistently.</li>
<li>Help promote a shared language and vision of inclusion across the school.</li>
<li>Support the onboarding of new staff by sharing inclusion protocols and practices.</li>
</ul>
Professional Frameworks
<ul>
<li>CEC Standards: Inclusive education practices and professional standards.</li>
<li>WIDA Framework: Language development integration across curriculum.</li>
<li>MTSS &amp; UDL Principles: Tiered support and proactive, inclusive design for learning.</li></ul> 


Qualifications

Required
<ul>
<li>Bachelor&rsquo;s degree in education or related field.</li>
<li>Currently in a teaching position at ISL Qatar.</li>
<li>Experience working with students with diverse learning and/or language needs.</li>
<li>Strong collaboration, communication, and organizational skills.</li>
<li>Familiarity with inclusive education frameworks such as MTSS and UDL.</li>
</ul>
Preferred
<ul>
<li>Experience with Learning Support and/or EAL in an international school context.</li>
<li>Knowledge of the IB (PYP, MYP, DP) programmes.</li>
<li>Experience in co-planning, co-teaching, or facilitating inclusive practices.</li></ul> 


Evaluation Criteria
<ul>
<li>Contribution to greater consistency and collaboration across divisions.</li>
<li>Effective coordination of divisional leads and sharing of inclusive practices.</li>
<li>Support for schoolwide systems and initiatives aligned to the Inclusion Strategy.</li>
<li>Positive working relationships with staff and alignment with ISL Qatar&rsquo;s mission and values.</li></ul></div>

HS Inclusion (Learning Support/EAL) with possibility of Whole School Lead

Teach Away

<div><div>Contract Length: 3 years</div><div>
Number of Vacancies: 4</div><div>
Student Level:
<ul><li>Elementary</li></ul></div><div>
Eligible Candidates:
<ul><li>Licensed Teacher, University Graduate</li></ul></div><div>
School Requirements:
<ul><li>Education Required: Bachelor</li><li>
Minimum Teaching Experience: 2 years of teaching experience</li><li>
Major: Education, English, Social Studies</li><li>
Required Certificates:
<div><div>Teaching Credential/License</div></div></li><li>
Work Visa Eligibility: Canada, United Kingdom (UK), United States (USA), Australia</li></ul>
Additional School Requirements:
<div><ul><li>Bachelor&rsquo;s degree in Education, English, Social Studies, or a related field.</li><li>
Teaching qualification (e.g., PGCE, B.Ed., or equivalent).</li><li>
Experience in IB PYP or inquiry-based learning preferred.</li><li>
Strong knowledge of literacy development, research skills, and social studies concepts.</li><li>
Excellent communication, collaboration, and classroom management skills.</li></ul></div>
</div><div>Job Benefits:
<ul><li>Tax-free salary</li><li>
Transportation</li><li>
Health care</li><li>
Paid vacations</li><li>
External and internal professional development</li><li>
Career advancement opportunities</li></ul></div><div>
Job Description:
EGA's Grade 4 &amp; 5 English and Social Studies Teacher plays a key role in fostering inquiry-based learning and developing students' literacy, communication, and global awareness. The teacher delivers engaging lessons aligned with the IB Primary Years Programme (PYP) and prepares students for the transition to Middle School.
Key Responsibilities:<ul><li>
Curriculum Implementation: Teach English Language Arts (reading, writing, speaking, and listening) and Social Studies using an inquiry-based approach aligned with the IB PYP framework.</li><li>
Student-Centered Learning: Differentiate instruction to support diverse learners, including English as an Additional Language (EAL) students.</li><li>
Interdisciplinary Learning: Integrate literacy and social studies themes with other subjects, promoting transdisciplinary learning.</li><li>
Assessment &amp; Feedback: Use formative and summative assessments to track student progress, provide constructive feedback, and guide instruction.</li><li>
Classroom Culture: Foster a collaborative, respectful, and inclusive learning environment that supports student inquiry and independence.</li><li>
Global Perspectives: Incorporate international-mindedness and cultural awareness, helping students understand global and historical contexts.</li><li>
Communication &amp; Collaboration: Work closely with colleagues, specialists, and parents to ensure student growth and well-being.</li><li>
Safeguarding &amp; Well-being: Adhere to the school&rsquo;s child protection and safeguarding policies, ensuring a safe learning environment.</li></ul></div></div>

G4 & 5 English and Social Studies Teacher

<div>Scope: High School

Reporting to: Head of Inclusion &amp; Well-being

Secondary Reporting to: Head of High school

Application Deadline: 30 November 2025 


In order to fill this role effectively, the successful candidate must possess a diverse skill set and experience, excelling as a learner, motivator, and communicator. The candidate for HS Comprehensive Counselor must have exceptional interpersonal skills and foster a supportive, respectful environment while addressing learning obstacles. He/Shes should facilitate an internationally minded community, emphasizing environmental preservation, mutual care, and enthusiastic learning. He/She must address students' academic, career, and social-emotional needs through the design, implementation, evaluation, and enhancement of a comprehensive school counseling program to promote student success. 


Qualifications and experience.
<ul>
<li>Qualification in Psychology, Masters in School Counselling or equivalent</li>
</ul><ul><li>Experience in school counselling, preference will be given to those candidates with previous IBDP Counseling experience</li></ul> 


Knowledge and Skills.
<ul>
<li>Alignment with the ISL values of belonging, integrity, grit and kindness.</li>
<li>Possess excellent communication skills and be willing to adapt to the demands of an international school in Qatar, in particular he/she should have a working knowledge of spoken and written English</li>
</ul><ul><li>Have a caring, supportive and understanding nature in order to be an advocate for students</li>
</ul><ul><li>have counselling and advisory skills in order to support and guide students, parents and colleagues</li>
</ul><ul><li>Be resourceful and innovative in developing college counselling frameworks</li>
</ul><ul><li>Possess a strong understanding of current research on child development and learning, as well as knowledge of adolescent growth stages and college counseling programs.</li>
</ul><ul><li>Be familiar with relevant international curricula, university programs of study and entrance procedures.</li>
</ul><ul><li>Have 
a high level of awareness of current developments in college counselling.</li></ul> 


Responsibilities. 

<ul>
<li>Provide individual and group counseling sessions to address students' social-emotional needs, fostering personal growth and resilience.</li>
</ul><ul><li>Help students and parents understand about universities/college admissions process, trends, procedures, and testing; advise and support Grade 9-12 and their families as they go through 
the process; and help students and families aspire realistically and choose wisely, including organising and giving presentations to students and parents throughout the process.</li>
</ul><ul><li>Meet with students individually, in groups and in Homeroom time, to support the university/college placement and counselling process.</li>
</ul><ul><li>Advise Grade 9, 10, 11 &amp; 12 students on curricular choices, as needed, and work with students to understand university and college admissions worldwide.</li>
</ul><ul><li>Approve course changes for Grade 9 to 12 students and update these changes in the Student Information System.</li>
</ul><ul><li>Ensure students who are taking entrance tests to universities/colleges, are given effective training and support.</li>
</ul><ul><li>Assist students with applications for summer/spring revision programmes and work experience.</li>
</ul><ul><li>Assist with arranging university/college visits.</li>
</ul><ul><li>Meet with all university/college admissions representatives who visit the school and facilitate meetings between college representatives and students.</li>
</ul><ul><li>Serve as a liaison with university/college admissions offices and be available during the summer to advise students once their results have been published.</li>
</ul><ul><li>Compile an annually updated record, indicating where our students have been accepted.</li>
</ul><ul><li>Maintain records and transcripts for all High School students.</li>
</ul><ul><li>Coordinate the process and finalise the school reference for each Grade 12 student.</li>
</ul><ul><li>Update an annual University/College Handbook, with information about the university/college admissions process.</li>
</ul><ul><li>Keep parents informed through the school weekly bulletin, school website, and monthly newsletter about test dates, local university/college events etc.</li>
</ul><ul><li>Make regular reports to the Head of Secondary School and Head of School on the application process and results.</li>
</ul><ul><li>Liaise with LOLs to offer subject specific support to students.</li>
</ul><ul><li>Be actively aware of issues and trends in college admission, higher education, testing, as well as keeping up-to-date about specific university/college and maintaining membership in key professional organizations.</li>
</ul><ul><li>Liaise with admissions tutors on student applications and where necessary work with the University Liaison Officers appointed by the IBO.</li>
</ul><ul><li>Develop and run a programme of expert interview practice relating to subject specific content.</li>
</ul><ul><li>Maintain a current High School Profile to be published each academic school year.</li></ul></div>

HS Comprehensive Counselor

<div>Scope: High School

Reporting to: Head of High School

Application Deadline: 30 November 2025 


In order to fill this role effectively, the successful candidate will need to have a diverse range of qualities, competencies and experience. The HS MYP Integrated Science and DP Chemistry Teacher should be an outstanding learner, motivator and communicator, with excellent interpersonal skills, and should be capable of creating an environment of mutual support and respect by identifying and addressing factors that inhibit learning. He/she should be able to provide support to students, staff and parents to facilitate the development of an internationally minded community which shares a common interest in preserving the environment, caring for each other and engaging enthusiastically in learning. 


Qualifications and Experience 

<ul>
<li>Bachelor&rsquo;s degree in Education 
or equivalent</li>
</ul><ul><li>Qualified teacher status appropriate to the teaching duties to be undertaken.</li>
</ul><ul><li>Experience with the IB Middle Years Programme (MYP) in Sciences and Diploma Programme (DP) in Chemistry.</li></ul> 


Knowledge and Skills. 

<ul>
<li>Alignment with the ISL values of belonging, integrity, grit and kindness.</li>
</ul><ul><li>Excellent communication skills with the ability to effectively communicate in English.</li>
</ul><ul><li>High-level understanding of current research on how students learn and the ability to motivate High School students.</li>
</ul><ul><li>Ability to inspire students of varying backgrounds and abilities through differentiated instruction and engaging learning opportunities.</li>
</ul><ul><li>Capability to support student needs in learning and pastoral matters.</li>
</ul><ul><li>Awareness of the principles of Understanding by Design and Assessment for Learning.</li>
</ul><ul><li>Active participation in the development of the High 
School and fostering team spirit.</li>
</ul><ul><li>Stay informed about current developments and research findings in the field of High School teaching 
and learning of Integrated Science and Chemistry.</li>
</ul><ul><li>Effective time management skills to manage a diverse and demanding workload.</li></ul> 


Responsibilities. 

<ul>
<li>Implement MYP &amp; DP policy and strategic plans.</li>
</ul><ul><li>Collaborate with the Head of High School and the MYP and DP Coordinators to ensure effective curriculum delivery, including resource selection and management.</li>
</ul><ul><li>Participate in the design, development, implementation, and review of the MYP and DP curriculum.</li>
</ul><ul><li>Contribute to the design, development, implementation, and review of assessment and reporting systems.</li>
</ul><ul><li>Promote the health and safety of High School classes.</li>
</ul><ul><li>Engage in professional development and contribute to regular staff training and meetings.</li>
</ul><ul><li>Foster a sense of team spirit in the High 
School and build connections with colleagues across the school.</li>
</ul><ul><li>Contribute to community service and global citizenship goals.</li>
</ul><ul><li>Participate in the extra-curricular activities program of the school.</li>
</ul><ul><li>Promote a positive attitude between the High School and the wider community through cooperative relations, publications, competitions, and other initiatives.</li>
</ul><ul><li>Enhance the professional standing of the teaching body.</li>
</ul><ul><li>Participate in the ongoing development of the DP and MYP, addressing matters from the authorization report.</li>
</ul><ul><li>Use technology to support High School learning, especially through the use of a Virtual Learning Environment (e.g., Toddle, Microsoft Teams, etc.).</li>
</ul><ul><li>Support the school in meeting its program obligations for NEASC and the IB.</li>
</ul><ul><li>Contribute to the development of Assessment for Learning (AFL) and Understanding by Design (UBD) within the High School.</li></ul></div>

HS MYP Integrated Science & DP Chemistry

Park House English School

<div>
 
 Description
 
 
 
 Head of Department-Role Profile
 
 
 Purpose of Role
 
 
 The main role of the Head of Subject is to provide strong academic leadership. The Head of Subject is required to lead, manage and develop the department staff and curriculum to ensure it achieves the highest possible standards of excellence in all its activities. All Heads of Subject are required to exercise leadership, demonstrate vision, and empower others in order to deliver the agreed departmental strategy within the school.
 
 
 ISP Principles
 
 
 Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health &amp; Safety issues and acting and following up on all concerns appropriately.
 
 
 Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
 
 
 Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
 
 
 Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
 
 
 Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
 
 
 Head of Department Key Responsibilities
 
 
 Academic Leadership
 
 
 <ul>
 <li>
 Create, deliver and monitor the Subject Curriculum and Schemes of Work across the Secondary school which are in line with the English National Curriculum
 </li>
 <li>
 Establish clear expectations and constructive working relationships among staff involved with the subject, including through team working and mutual support, devolving responsibilities and delegating tasks, as appropriate, evaluating practice and developing an acceptance of accountability
 </li>
 <li>
 Ensure that the subject area under your leadership has a high profile in the life of the school
 </li>
 <li>
 Ensure that subject team meetings are run effectively and efficiently and used to share good teaching and learning practice
 </li>
 <li>
 Take responsibility for producing department improvement plans in the line with the school&rsquo;s priorities and ensuring it is regularly evaluated and reviewed
 </li>
 <li>
 Support departmental staff in student disciplinary matters, ensuring the school policies are followed
 </li>
 <li>
 Ensure the department fulfils its role in promoting British values, whilst ensuring subject matter is appropriate for the given audience
 </li>
 <li>
 Ensure that quality assurance processes are used to improve the performance of the department
 </li>
 <li>
 Lead staff through internal and external subject reviews, accreditations and inspections
 </li>
 <li>
 Ensure effective deployment of staff
 </li>
 <li>
 Create, collect and analyse appropriate assessments in all Years, and use that information to improve teaching, learning and attainment
 </li>
 <li>
 Ensure that high-quality reports are provided to parents in line with whole school expectations
 </li>
 <li>
 Select appropriate external examination courses
 </li>
 <li>
 Manage the performance of all department staff and to report to the Head of Secondary as required with reference to training needs, examples of excellence and concern
 </li>
 <li>
 Engender a culture of excellence, co-operation and respect both within and beyond the department
 </li>
 <li>
 Allocate staff timetables in conjunction with Senior Staff in order to make effective use of all staffing resources and seek opportunities for collaboration and joint working with others beyond the department
 </li>
 <li>
 Bring forward appropriate plans, suggestions and recommendations to the Head of Secondary for the improvement of the Department
 </li>
 <li>
 Refresh and develop new programmes in order to attract new students and promote the department
 </li>
 <li>
 Train teachers on and be available for pastoral care
 </li>
 <li>
 Ensure a safe and healthy environment for both staff and students, and full compliance with health and safety requirements
 </li>
 <li>
 Observe lessons within the department, coach and mentor staff and feedbackon lesson observations
 </li>
 <li>
 Comply with quality assurance and risk management procedures both internal and external
 </li>
 <li>
 Complete regular reviews of assessment data and take appropriate action to secure excellent outcomes for all students
 
 
 </li>
 </ul>
 Learning and Teaching
 
 
 <ul>
 <li>
 Monitor and evaluate the department&rsquo;s specification and schemes of work
 </li>
 <li>
 Engage all subject staff in the creation, consistent implementation and improvement of the schemes of work
 </li>
 <li>
 Ensure curriculum coverage, continuity and progression in the subject for all students, including those of high ability and those with special educational or linguistic needs
 </li>
 <li>
 Ensure that examinations or other suitable methods of assessment are devised and applied at appropriate times. To ensure that all tests, examinations and assessments are based on the department's specification and marked according to a scheme common to the whole cohort
 </li>
 <li>
 Initiate and, where appropriate, organise curricular, extra-curricular and educational enhancement activities related to the subject
 </li>
 <li>
 Ensure effective development of students&rsquo; literacy, numeracy and information technology skills through the subject
 </li>
 <li>
 Establish and implement clear policies and practices for assessing, recording and reporting on pupil achievement, and for using this information to recognise achievement and to assist students in setting targets for further improvement
 </li>
 <li>
 Ensure that information about students&rsquo; achievements in previous classes and schools is used effectively to secure good progress in the subject
 </li>
 <li>
 Set expectations and targets for staff and students in relation to standards of pupil achievement and the quality of teaching
 </li>
 <li>
 Establish clear targets for pupil achievement, and evaluate progress and achievement in the subject by all students, including those with special educational and linguistic needs
 </li>
 <li>
 Evaluate the teaching of the subject in the school, use this analysis to identify effective practice and areas for improvement, and take action to improve further the quality of teaching
 </li>
 <li>
 Use a variety of methods to monitor and evaluate the teaching and learning offered by the subject staff, and take appropriate action to improve further the quality of teaching and learning
 </li>
 <li>
 Provide quality assurance monitoring and intervention with all subject staff
 </li>
 <li>
 Monitor progress and evaluate the effects of any improvement strategies on teaching and learning by working alongside subject staff, analysing work and outcomes
 </li>
 <li>
 Provide regular feedback to the Head of Secondary/Principal to help the school evaluate its practice
 </li>
 <li>
 Assist the Head of Secondary/Principal in the regular review of the standards of leadership, teaching and learning in the subject area
 </li>
 <li>
 Ensure that subject staff are aware of the cultural sensitivity issues that may present themselves when teaching the subject matter, consulting where necessary to ensure all subject matter is appropriate to the target audience
 </li>
 <li>
 Regularly review teaching resources to ensure they are appropriate for the target audience
 </li>
 <li>
 Hold department staff to account, provide feedback and support to ensure they meet school standards pertaining to their role
 
 
 </li>
 </ul>
 Student Support and Guidance
 
 
 <ul>
 <li>
 Monitor, evaluate and support intervention to tackle any student underperformance
 </li>
 <li>
 Support Progress Leaders in dealing with areas of concerns with all students
 </li>
 <li>
 Help staff to achieve constructive working relationships with students
 
 
 </li>
 </ul>
 Staff Development and Welfare
 
 
 <ul>
 <li>
 Carry out and/or assist with performance management for subject staff
 </li>
 <li>
 Undertake regular learning walks and book reviews within department
 </li>
 <li>
 Ensure development areas for all staff members are continually reviewed and fed back to Head of Secondary
 
 
 </li>
 </ul>
 Resource Management
 
 
 <ul>
 <li>
 Ensure that the Department operates wholly within its allocated budget
 </li>
 <li>
 Manage the departmental resources appropriately in line with the priorities identified in the improvement plan
 </li>
 <li>
 Hold responsibility for Departmental stock, its effective deployment and its upkeep
 
 
 </li>
 </ul>
 General
 
 
 <ul>
 <li>
 Teach a timetable appropriate to the needs of the school curriculum
 </li>
 <li>
 Keep abreast of new developments and initiatives in your subject area so subject area and school can be further developed
 </li>
 <li>
 Provide an appropriate Extra-curricular Programme of activities through the department
 </li>
 <li>
 Perform such additional tasks and duties as might be reasonably directed by the Head of Secondary or the Principal from time to time
 </li>
 <li>
 To complete all other tasks that can be reasonably expected of a Head of Department
 </li>
 <li>
 Take responsibility for own professional development
 </li>
 <li>
 Cover for absent colleagues
 
 
 </li>
 </ul>
 Health and Safety
 
 
 <ul>
 <li>
 Emphasizes the importance of safety in all areas of the curriculum, communicating to the students the importance of a responsible attitude towards personal safety, the safety of others and respect for Park House English School&rsquo;s property and equipment
 </li>
 <li>
 Perform break time duties on time and with due diligence to safeguard Park House students
 </li>
 <li>
 Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
 </li>
 <li>
 Assist in implementing all policies and rules governing student life and conduct
 </li>
 <li>
 Ensure that, all the necessary health and safety rules and procedures are being followed
 </li>
 <li>
 Maintain an awareness of all the health and safety measures to be taken when in school
 </li>
 <li>
 Safeguard Park House duties
 
 
 </li>
 </ul>
 Profile
 
 
 <ul>
 <li>
 UK Bachelors Degree in Education,
 
 
 </li>
 </ul>
 or
 
 
 Bachelor&rsquo;s Degree, as well as PGCE (Post Graduate Certificate of Education) with QTS or equivalent
 
 
 <ul>
 <li>
 Fluency in English is mandatory
 </li>
 <li>
 Child safeguarding trained
 </li>
 <li>
 Minimum 3 years of relevant experience
 </li>
 <li>
 Meet professional teacher education requirements of school
 </li>
 <li>
 Must hold a current Enhanced Criminal Records Bureau Disclosure, or equivalent, for countries lived in outside of the UK
 
 
 </li>
 </ul>
 
 Skills And Abilities
 
 
 
 Knowledge
 
 
 <ul>
 <li>
 In-depth knowledge and understanding of School curriculum (National Curriculum &ndash; Secondary) and associated assessment methods
 </li>
 <li>
 Up to date curriculum developments
 </li>
 <li>
 Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)
 </li>
 <li>
 Proven leadership and management skills
 </li>
 <li>
 A leader of teaching and learning
 </li>
 <li>
 Experienced curriculum and team leader
 
 
 </li>
 </ul>
 
 Skills
 
 
 
 <ul>
 <li>
 The ability to develop good personal relationships within a team
 </li>
 <li>
 An effective and experienced communicator (written and verbal) to a variety of audiences
 </li>
 <li>
 High level of IT competency
 
 
 </li>
 </ul>
 Personal Attributes
 
 
 <ul>
 <li>
 Passionate about delivering quality education
 </li>
 <li>
 Critical thinker
 </li>
 <li>
 Able to command respect of students, colleagues and parents
 </li>
 <li>
 Organised with proven ability to meet deadlines
 </li>
 <li>
 Driven by wanting to improve quality and develop the school
 </li>
 <li>
 Reliable with an attention to detail and a commitment to quality
 
 
 </li>
 </ul>
 ISP Leadership Competencies
 
 
 You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.
 
 
 <ul>
 <li>
 Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
 </li>
 <li>
 Learning &amp; Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.
 </li>
 <li>
 Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.
 </li>
 <li>
 Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
 </li>
 <li>
 Resilience. Can deal with setbacks and challenges calmly and effectively.
 </li>
 <li>
 Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
 </li>
 <li>
 Integrity &amp; Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.
 
 
 </li>
 </ul>
 ISP Commitment to Safeguarding Principles
 
 
 ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
 
 
 All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years&rsquo; employment history.
 
 
 ISP Commitment to Diversity, Equity, Inclusion, and Belonging
 
 
 ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.
</div>

Head of MFL

International Schools Partnership

<div>Description 
 
 
 
Head of Department-Role Profile 
Purpose of Role
The main role of the Head of Subject is to provide strong academic leadership. The Head of Subject is required to lead, manage and develop the department staff and curriculum to ensure it achieves the highest possible standards of excellence in all its activities. All Heads of Subject are required to exercise leadership, demonstrate vision, and empower others in order to deliver the agreed departmental strategy within the school. 
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health &amp; Safety issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. 
Head of Department Key Responsibilities
Academic Leadership<ul><li>
Create, deliver and monitor the Subject Curriculum and Schemes of Work across the Secondary school which are in line with the English National Curriculum</li><li>
Establish clear expectations and constructive working relationships among staff involved with the subject, including through team working and mutual support, devolving responsibilities and delegating tasks, as appropriate, evaluating practice and developing an acceptance of accountability</li><li>
Ensure that the subject area under your leadership has a high profile in the life of the school</li><li>
Ensure that subject team meetings are run effectively and efficiently and used to share good teaching and learning practice</li><li>
Take responsibility for producing department improvement plans in the line with the school&rsquo;s priorities and ensuring it is regularly evaluated and reviewed</li><li>
Support departmental staff in student disciplinary matters, ensuring the school policies are followed</li><li>
Ensure the department fulfils its role in promoting British values, whilst ensuring subject matter is appropriate for the given audience</li><li>
Ensure that quality assurance processes are used to improve the performance of the department</li><li>
Lead staff through internal and external subject reviews, accreditations and inspections</li><li>
Ensure effective deployment of staff</li><li>
Create, collect and analyse appropriate assessments in all Years, and use that information to improve teaching, learning and attainment</li><li>
Ensure that high-quality reports are provided to parents in line with whole school expectations</li><li>
Select appropriate external examination courses</li><li>
Manage the performance of all department staff and to report to the Head of Secondary as required with reference to training needs, examples of excellence and concern</li><li>
Engender a culture of excellence, co-operation and respect both within and beyond the department</li><li>
Allocate staff timetables in conjunction with Senior Staff in order to make effective use of all staffing resources and seek opportunities for collaboration and joint working with others beyond the department</li><li>
Bring forward appropriate plans, suggestions and recommendations to the Head of Secondary for the improvement of the Department</li><li>
Refresh and develop new programmes in order to attract new students and promote the department</li><li>
Train teachers on and be available for pastoral care</li><li>
Ensure a safe and healthy environment for both staff and students, and full compliance with health and safety requirements</li><li>
Observe lessons within the department, coach and mentor staff and feedback on lesson observations</li><li>
Comply with quality assurance and risk management procedures both internal and external</li><li>
Complete regular reviews of assessment data and take appropriate action to secure excellent outcomes for all students</li></ul> 
Learning and Teaching<ul><li>
Monitor and evaluate the department&rsquo;s specification and schemes of work</li><li>
Engage all subject staff in the creation, consistent implementation and improvement of the schemes of work</li><li>
Ensure curriculum coverage, continuity and progression in the subject for all students, including those of high ability and those with special educational or linguistic needs</li><li>
Ensure that examinations or other suitable methods of assessment are devised and applied at appropriate times. To ensure that all tests, examinations and assessments are based on the department's specification and marked according to a scheme common to the whole cohort</li><li>
Initiate and, where appropriate, organise curricular, extra-curricular and educational enhancement activities related to the subject</li><li>
Ensure effective development of students&rsquo; literacy, numeracy and information technology skills through the subject</li><li>
Establish and implement clear policies and practices for assessing, recording and reporting on pupil achievement, and for using this information to recognise achievement and to assist students in setting targets for further improvement</li><li>
Ensure that information about students&rsquo; achievements in previous classes and schools is used effectively to secure good progress in the subject</li><li>
Set expectations and targets for staff and students in relation to standards of pupil achievement and the quality of teaching</li><li>
Establish clear targets for pupil achievement, and evaluate progress and achievement in the subject by all students, including those with special educational and linguistic needs</li><li>
Evaluate the teaching of the subject in the school, use this analysis to identify effective practice and areas for improvement, and take action to improve further the quality of teaching</li><li>
Use a variety of methods to monitor and evaluate the teaching and learning offered by the subject staff, and take appropriate action to improve further the quality of teaching and learning</li><li>
Provide quality assurance monitoring and intervention with all subject staff</li><li>
Monitor progress and evaluate the effects of any improvement strategies on teaching and learning by working alongside subject staff, analysing work and outcomes</li><li>
Provide regular feedback to the Head of Secondary/Principal to help the school evaluate its practice</li><li>
Assist the Head of Secondary/Principal in the regular review of the standards of leadership, teaching and learning in the subject area
</li><li>Ensure that subject staff are aware of the cultural sensitivity issues that may present themselves when teaching the subject matter, consulting where necessary to ensure all subject matter is appropriate to the target audience</li><li>
Regularly review teaching resources to ensure they are appropriate for the target audience</li><li>
Hold department staff to account, provide feedback and support to ensure they meet school standards pertaining to their role</li></ul>
Student Support and Guidance<ul><li>
Monitor, evaluate and support intervention to tackle any student underperformance</li><li>
Support Progress Leaders in dealing with areas of concerns with all students</li><li>
Help staff to achieve constructive working relationships with students</li></ul>
Staff Development and Welfare<ul><li>
Carry out and/or assist with performance management for subject staff</li><li>
Undertake regular learning walks and book reviews within department</li><li>
Ensure development areas for all staff members are continually reviewed and fed back to Head of Secondary</li></ul>
Resource Management<ul><li>
Ensure that the Department operates wholly within its allocated budget</li><li>
Manage the departmental resources appropriately in line with the priorities identified in the improvement plan</li><li>
Hold responsibility for Departmental stock, its effective deployment and its upkeep</li></ul>
 General<ul><li>
Teach a timetable appropriate to the needs of the school curriculum</li><li>
Keep abreast of new developments and initiatives in your subject area so subject area and school can be further developed
</li><li>Provide an appropriate Extra-curricular Programme of activities through the department</li><li>
Perform such additional tasks and duties as might be reasonably directed by the Head of Secondary or the Principal from time to time</li><li>
To complete all other tasks that can be reasonably expected of a Head of Department</li><li>
Take responsibility for own professional development</li><li>
Cover for absent colleagues</li></ul>
Health and Safety<ul><li>
Emphasizes the importance of safety in all areas of the curriculum, communicating to the students the importance of a responsible attitude towards personal safety, the safety of others and respect for Park House English School&rsquo;s property and equipment</li><li>
Perform break time duties on time and with due diligence to safeguard Park House students</li><li>
Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities</li><li>
Assist in implementing all policies and rules governing student life and conduct</li><li>
Ensure that, all the necessary health and safety rules and procedures are being followed</li><li>
Maintain an awareness of all the health and safety measures to be taken when in school</li><li>
Safeguard Park House duties</li></ul> 
Profile<ul><li>
UK Bachelors Degree in Education,
</li></ul>or
Bachelor&rsquo;s Degree, as well as PGCE (Post Graduate Certificate of Education) with QTS or equivalent
<ul><li>Fluency in English is mandatory</li><li>
Child safeguarding trained</li><li>
Minimum 3 years of relevant experience
</li><li>Meet professional teacher education requirements of school
</li><li>Must hold a current Enhanced Criminal Records Bureau Disclosure, or equivalent, for countries lived in outside of the UK</li></ul>
Skills and Abilities
Knowledge<ul><li>
In-depth knowledge and understanding of School curriculum (National Curriculum &ndash; Secondary) and associated assessment methods</li><li>
Up to date curriculum developments</li><li>
Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)</li><li>
Proven leadership and management skills
</li><li>A leader of teaching and learning
</li><li>Experienced curriculum and team leader</li></ul>
Skills<ul><li>
The ability to develop good personal relationships within a team</li><li>
An effective and experienced communicator (written and verbal) to a variety of audiences</li><li>
High level of IT competency</li></ul>
Personal Attributes<ul><li>
Passionate about delivering quality education</li><li>
Critical thinker</li><li>
Able to command respect of students, colleagues and parents</li><li>
Organised with proven ability to meet deadlines</li><li>
Driven by wanting to improve quality and develop the school</li><li>
Reliable with an attention to detail and a commitment to quality</li></ul> 
ISP Leadership Competencies
You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.
<ul><li>Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
</li><li>Learning &amp; Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.
</li><li>Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.</li><li>
Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
</li><li>Resilience. Can deal with setbacks and challenges calmly and effectively.
</li><li>Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
</li><li>Integrity &amp; Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.</li></ul> 
ISP Commitment to Safeguarding Principles
ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years&rsquo; employment history. 
ISP Commitment to Diversity, Equity, Inclusion, and Belonging
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.</div>

Spectra Global School

Primary Homeroom teachers for 2025-26 academic year ( immediate start)- with Bachelors degree and BEd and minimum of 3 years of experience working in British Schools.Core Objective will include:<ul><li>Planning</li><li>Setting and Supervising Work by Pupils</li><li>Marking and Recording</li><li>Discipline And Relationships</li><li>Communication with Parents</li><li>The Classroom: To maintain an attractive, safe and stimulating classroom environment and to contribute to displays in the school as a whole.</li><li>Overall Policy and Review: To comply with all school policies and guidelines and take part in whole-school reviews of policy and aims</li></ul>Job Type: Full-time

Primary School - Homeroom teacher

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Head of MFL

Head of MFL

Primary School - Homeroom teacher