send teacher

Prospero Teaching

Job DescriptionProspero Teaching is looking for SEMH Specialist Tutors to deliver bespoke tuition packages on a 1:1 basis to young people with SEMH that cannot currently access mainstream education.Are you a passionate and dedicated SEMH tutor looking for a rewarding opportunity to make a real difference in the lives of exceptional children? Look no further! As we are looking for passionate SEMH Tutors to provide engaging and innovative lesson plans with the help of our resources to students that are currently unable to access education.As an SEHM Tutor you will be: Qualified SEND Teacher: Hold QTS (Qualified Teacher Status) and have experience working with children with SEND. Empathetic and Inclusive: Demonstrate a deep understanding of diverse learning needs and the ability to create an inclusive classroom environment.Innovative and Creative: Bring fresh ideas and innovative teaching methods to engage and motivate students.Team Player: Collaborate effectively with colleagues, support staff, and parents to ensure the best outcomes for your students.Passionate Advocate: Be an advocate for children with SEND, championing their rights and potential.As an SEMH Teacher, Academics can offer you: Flexibility: Choose when and where you work, and enjoy a better work-life balance. Variety: Work with different age groups and schools, keeping your SEND experience diverse and engaging. Competitive pay: We offer highly competitive rates of pay, ensuring that your skills and experience are valued. Opportunities for progression: We offer professional development opportunities to help you grow and advance in your career. A supportive agency: We provide ongoing support, including access to training and resources, to help you succeed in your role.Experience, Training and Qualifications of the SEND Specialist Tutor: <ul><li>QTS or equivalent</li><li>Possess UK classroom teaching experience</li><li>PECS/Makaton training preferred but not essential</li><li>Be creative, patient and willing to think outside of the box</li><li>Have experience working with challenging behavior and disengaged pupils</li></ul>To be eligible for this role, the potential SEND Specialist Tutor must: <ul><li>Hold the right to work in the UK</li><li>Hold an enhanced child barred list DBS certificate registered with the online update service or be willing to process a new application</li><li>Provide two professional child-related references.</li></ul>

SEN Outreach Tutor

International Schools Partnership

<div>Description 
 
 
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. 
 
For all staff in school we share a responsibility to ensure that children are safe and properly supervised at all times. Our school is committed to &lsquo;amazing learning&rsquo;- providing enjoyable and meaningful learning experiences so that every pupil makes as much progress as possible. All staff are expected to adhere to The Aquila Professional Code of Conduct and commit to promoting our vision &ndash; &lsquo;A happy community school with amazing learning at its heart where pupils are empowered to make choices, engage in meaningful learning experiences and make exceptional progress&rsquo;. Our focus is providing children with amazing learning and to be the school of choice for the community we serve. 
The Aquila School 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 and satisfactory Criminal Background Checks or equivalent covering the previous 10 years&rsquo; employment history. 
In line with KHDA guidance the support teacher is &ldquo;a highly competent teacher who demonstrates high level of skill and ability in applying inclusive approaches within their teaching practises. Their core function is to serve as a role model, coach and mentor to classroom teachers as they work to develop their practises to meet the learning needs of the children&rdquo;. 
 
We are looking for an inclusion teacher for remaining two terms of the academic year 2025-26. 
 
Key qualities and skills:<ul><li>
To be able to teach in an enjoyable, creative, and inclusive way, promoting independence, so that every child makes as much progress as possible
</li><li>To be able to develop positive working relationships with all members of the school community</li><li>
To be able to use initiative, be flexible, fun, proactive and positive</li></ul> 
 
Core purposes:<ul><li>
To be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible through &lsquo;real learning&rsquo;</li><li>
To work collaboratively, coaching, supporting and training colleagues and families</li>
To have a positive impact on the work of the school 
<li>
</li></ul> 
 
Key duties for all teachers include:<ul><li>
To ensure children are safe and well cared for at all times</li><li>
To plan and deliver creative and engaging lessons, ensuring that children are actively learning throughout each lesson and that every child makes as much progress as possible</li><li>
To ensure effective communication and direct the work of others, as appropriate</li><li>
To lead CAS activities, participating and leading staff training and contributing to the establishment and development of the school community</li><li>
To comply with our agreed policies and Aquila Ways
</li><li>To actively engage with our school community e.g. through newsletters, informal dialogue, reporting, supporting school functions and contributing to community and marketing activities to make The Aquila School the school of choice for the community</li><li>
To actively participate in the performance management process of self and others</li><li>
To be involved in improving learning across the school as a subject leader</li></ul> 
 
Additional duties for the inclusion teacher include:
<ul><li>To be a role model, coach and professional mentor to show excellent inclusive practises to meet the needs of all learners</li><li>
To work with children- groups or individuals- to implement interventions to accelerate achievement (at least 80%)</li><li>
To keep up to date with best practise relating to inclusive education
</li>To provide supply cover as and when needed (we hope this would be rarely) 
<li>
</li></ul> 
 
Person specification<div><div><div> 
CRITERIA</div><div> 
Essential</div><div> 
Desirable</div></div> 
<div><div> 

Qualifications
 
and training</div><div> 
Qualified teacher</div><div> 
SEND qualifications</div></div> 
<div><div> 

Experience</div><div> 
Taught for 2 + years
 </div><div> 
Taught SEND children
</div></div> 
<div><div> 
Skills and knowledge</div><div> 
Understanding of SEND needs</div></div></div> 
<div></div>
 
 
In addition, all staff are required to carry out any tasks required by the school or the regional office to facilitate the smooth day to day running of the school 
 
To be line managed by the Head of Inclusion
 
Hours of work- 7.25am to 4.15pm Monday to Thursday; 7:25am to 12noon on Fridays, plus occasional evening and weekend work 
Holidays- as per the school KHDA approved calendar 
 
You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.
 
<ul><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></ul> 
<ul><li>Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs. 
</li></ul> 
<ul><li>Resilience. Can deal with setbacks and challenges calmly and effectively. 
</li></ul> 
<ul><li>Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families. 
</li></ul> 
<ul><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> 
<ul><li>Agile. Responds and adapts to changing circumstances; manages and solves problems by providing solutions in a climate of ambiguity. 
</li></ul> 
<ul><li>Planning &amp; Decision Making. Makes decisions on the best course of action and then plans, organises, prioritises and balances resources to achieve the desired outcome. 
</li></ul> 
<ul><li>Diversity &amp; Equity. Has the sensitivity, awareness and skill to understand the values, behaviours, attitudes and practices across cultures that supports all children and adults to learn and work effectively.</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>

Secondary Inclusion Teacher(Temporary role)

The Arbor School

<div></div><div><div><h3 class="jobSectionHeader">Job Summary</h3>

The Arbor School seeks a special individual for an exciting opportunity that has arisen within our school. The ideal candidate will have an extensive SEND experience and be able to support a team of inclusion teachers and support school staff in implementing research-driven inclusive practices across the primary school under the supervision of the SENDCo and Head of Thrive. The successful candidate will be able to modify and develop appropriate curriculum and interventions to meet the needs of a diverse range of students including, but not limited to, those identified with autism, dyslexia, ADHD and physical disabilities. This position will suit someone who is comfortable coaching or mentoring members of the Arbor community, and who is excited by action research projects focusing on meeting and developing sustainable skills.

Enough For All, For Ever

The Arbor School opened in 2018 with a very different vision of what education could and should be &ndash; experiential, authentic and inspired by the natural beauty, human ingenuity, and profound ecological and social challenges of the Arabian Peninsula.

The cultivation of a learning community uniquely committed to understanding and restoring the health of ecological and human communities as interconnected parts of a whole requires equal parts optimism, ambition, and humility. A fundamental belief in the inherit goodness of people and their capacity to act with empathy and compassion underscores the sense of hope that is fundamental to learning for a sustainable future. The resilience and determination to tackle challenges that have grown to global proportion is essential to finding sustainable solutions and orchestrating the social changes needed to grow them to scale. The realisation that comes from recognising that we are all students &ndash; never a master &ndash; drives our commitment to ignite a lifelong love of learning.

Recognising the interconnected nature of the cognitive, affective and participative domains, and their roles in shaping learning, we are pursuing a holistic approach to teaching and learning, designed to prepare learners:

to understand the interconnected concepts of sustainability, individual and collective well-being, and environmental and social justice; 
to find purpose, meaning and joy in their interactions with the natural world and with each other, and to seek to understand people who are different to themselves; and 
to experience a sense of accomplishment and self-efficacy through their actions at home, in school and in the wider world.

Job Summary

As a member of the Inclusion Team, you will have responsibility to support the SENDCo in promoting the learning and personal development of students, particularly those with special educational needs and disabilities (&ldquo;SEND&rdquo;). As the Inclusion Teacher at the Arbor School, you will play a key role in embedding and fostering a learning culture centred around our Strategic Intent and Guiding Visions: The Mission Statement and the Arbor Promise.
<h3 class="jobSectionHeader">
The Arbor Promise</h3>

Arbor teachers are a part of a community which is inclusive, fun-loving, and active. Arbor teachers enjoy authentic friendships with their colleagues, positive relationships with school leaders, who care for their wellbeing, and are a team in the true sense. Arbor teachers are resilient in the face of challenge, are stable and calm in the face of change, and creative and flexible when solving problems. Arbor teachers bring their passions and interests to enrich our school and are clear that there is an expectation to do so. We commit to meeting agreed deadlines, to communicating proactively with an assumption of positive intent and share a passion to provide an education of the highest quality to our students.
<h3 class="jobSectionHeader">
Required Candidate Profile:</h3>

Native-level English language skills 
Bachelor&rsquo;s degree in Inclusion, SEND or similar, with a PGCE in SEND/ QTS or equivalent 
A minimum of 3-5 years&rsquo; experience in a reputable school (British curriculum preferred) 
A track record of outstanding teaching and learning and an ability to create a caring and nurturing classroom environment
<h3 class="jobSectionHeader">
Remuneration:</h3>

Competitive tax-free salary, school provided accommodation, free school places for children, private medical insurance, annual airfares, and end of contract gratuity as per the UAE labour law.
<h3 class="jobSectionHeader">
Application:</h3>

To apply for this position please complete the application on TES and upload:

An up-to-date CV with a recent photograph to be included. 
A letter of application, no longer than two pages in length, which outlines your educational philosophy and suitability for the Arbor School.

The Arbor School is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We hold ourselves to a high standard of effective safer recruiting practices with specific attention to child protection. All appointments are subject to CV and qualification checks, interview, identity checks, criminal record checks, and successful references.

All appointments are subject to the approval of the Knowledge and Human Development Authority and the Ministry of Human Resources and Emiratisation.</div></div>
 <div></div><ul><li>Company: The Arbor School</li> <div></div><li>Employment Type: Full Time</li> <div></div><li>Education Level: Bachelor</li> <div></div><li>Experience: 3 Years </li><div></div><li>Gender: Mixed</li> <div></div><li>Job Type: Teaching, SEN</li></ul>

Inclusion Teacher

The Hamilton International School

<div>
 
 Description
 
 
 
 InclusionClass Teacher
 
 
 
 Job Description
 
 
 
 Type: Permanent
 
 
 Department: Academic
 
 
 Line Manager: Head of Inclusion
 
 
 Functional Reporting: N/A
 
 
 _____________________________________________________________________________________
 
 
 
 Rationale
 
 
 
 TheInclusion Teacher supports the Head of Inclusion and Inclusion Coordinator to ensure that Special Educational Needs and Disabilities (SEND) provision is both efficiently and effectively managed. It is expected that all legal and statutory requirements as per Qatar MOEHE are met.
 
 
 The Inclusion teacher takes responsibility for leading the provision for a dedicated Inclusion classroom for students with additional needs. This entails providing high quality teaching through an adapted curriculum in conjunction with the development and delivery of Individual Education Plans. The Inclusion Teacher is part of a multi-disciplinary Inclusion team supporting students on Tier 1, 2 and 3 of the Inclusion Register in dedicated classrooms.
 
 
 Key Duties and Areas of Responsibility
 
 
 LEARNING AND TEACHING
 
 
 
 Key Responsibilities
 
 
 
 
 Lead a Dedicated Classroom for students with Additional Learning Needs:
 
 
 
 <ul>
 <li>
 Supporting students in a dedicated special needs classroom, ensuring that each student with special educational needs (SEN) is provided with the individualized support they need to fully engage with their learning. This involves tailoring teaching methods, materials, and activities to suit the unique learning styles and requirements of each student.
 </li>
 <li>
 Working closely with subject teachers and support staff to create an inclusive learning environment where students with SEN are able to participate meaningfully in all lessons, receive additional support when needed, and thrive academically and socially.
 
 
 </li>
 </ul>
 
 Assessment And Monitoring Of Progress
 
 
 
 <ul>
 <li>
 A key aspect of the Inclusion Teacher role is to assess and track the progress of students with SEN.The teacher will regularly observe and document student performance, both academically and socially, using formative and summative assessments.
 </li>
 <li>
 Collaboration with the Inclusion Coordinator to ensure that students' Individual Education Plans (IEPs) are effectively addressing their needs and that academic progress is consistently monitored, making necessary adjustments to teaching approaches based on data.
 
 
 </li>
 </ul>
 
 IEP Process And Implementation
 
 
 
 <ul>
 <li>
 To be involved in theIEP processfor students with SEN. You will collaborate with the Inclusion Coordinator, teachers, parents, and other professionals to develop and review IndividualizedEducation Plans (IEPs)that are tailored to meet the specific needs of each student.
 </li>
 <li>
 To ensure that IEPs are implemented effectively in the classroom, adjusting teaching practices as necessary to meet each student&rsquo;s evolving needs.
 </li>
 <li>
 Conduct IEP reviews to assess progress, make adjustments to goals or strategies, and ensure that all relevant stakeholders are informed and involved.
 
 
 </li>
 </ul>
 
 Curriculum Planning And Adaptation
 
 
 
 <ul>
 <li>
 Plan and adapt the curriculum to meet the diverse needs of SEN students.
 </li>
 <li>
 Collaborate with subject teachers to ensure that lesson plans are inclusive and accessible for all learners.
 </li>
 <li>
 Modification and differentiation of lesson content, instructional methods, and assessment strategies to accommodate students with different abilities, ensuring they can engage meaningfully with the curriculum.
 
 
 </li>
 </ul>
 
 Subject And Curriculum Knowledge
 
 
 
 <ul>
 <li>
 To have a strong understanding of the school&rsquo;s curriculum and the subjects being taught across various grade levels.
 </li>
 <li>
 Ensure that students with SEN can access and participate in the full range of subject areas.
 </li>
 <li>
 Provide guidance and support to classroom teachers to ensure that content is appropriately modified or delivered in a way that supports the specific needs of students with disabilities or learning challenges.
 </li>
 <li>
 Remain updated on best practices in curriculum design for inclusive education and ensure that all students, regardless of their learning challenges, are able to achieve academic success.
 
 
 </li>
 </ul>
 
 Collaboration With Therapists And Specialists
 
 
 
 <ul>
 <li>
 Collaborate with an inhouse team of dedicated professionals, including speech therapists, occupational therapists, and other specialists.
 </li>
 <li>
 Create a holistic support system for each student.
 
 
 </li>
 </ul>
 
 Inclusion And Advocacy
 
 
 
 <ul>
 <li>
 Promote an inclusive and supportive classroom environment where all students feel valued and respected.
 </li>
 <li>
 Ensure that students with SEN are actively included in all class activities, fostering a culture of empathy, respect, and inclusivity.
 </li>
 <li>
 Advocate for the needs of SEN students, ensuring that their voices are heard and their learning requirements are met.
 
 
 </li>
 </ul>
 
 Professional Development And Reflection
 
 
 
 <ul>
 <li>
 Engage in training, workshops, and conferences that focus on best practices in special education and inclusive teaching.
 </li>
 <li>
 Reflect on teaching practices and seek feedback to improve and refine your approach.
 </li>
 <li>
 Remain updated with the latest research and strategies in SEN education.
 </li>
 <li>
 Ensuring that the students in your care receive the best possible educational experience.
 
 
 </li>
 </ul>
 
 Manage behavior effectively to ensure a good and safe learning environment
 
 
 
 <ul>
 <li>
 Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school&rsquo;s/Inclusion Department&rsquo;s behaviour policy
 </li>
 <li>
 Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
 </li>
 <li>
 Manage classes effectively, using approaches which are appropriate to students&rsquo; needs in order to involve and motivate them
 </li>
 <li>
 Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary
 
 
 </li>
 </ul>
 
 Fulfil Wider Professional Responsibilities
 
 
 
 <ul>
 <li>
 Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other &lsquo;out of hours&rsquo; requirements
 </li>
 <li>
 Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
 </li>
 <li>
 Deploy support staff effectively
 </li>
 <li>
 Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
 </li>
 <li>
 Contribute fully to the extra-curricular program within the department and assist in the organization and running of curriculum days such as Language Day
 </li>
 <li>
 Communicate effectively with parents with regard to pupils&rsquo; achievements and well-being
 
 
 </li>
 </ul>
 
 General
 
 
 
 <ul>
 <li>
 To complete all other tasks that can be reasonably expected of a teacher
 </li>
 <li>
 To be fully aware of Health and Safety across the school
 
 
 </li>
 </ul>
 
 Health and Safety
 
 
 
 <ul>
 <li>
 Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for The Hamilton International School&rsquo;s property and equipment
 </li>
 <li>
 Perform playground duties on time and with due diligence to safeguard Hamilton 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>
 </ul>
 
 PERSONAL AND PROFESSIONAL CONDUCT
 
 
 
 All teachers are expected to demonstrate consistently high standards of personal and professional conduct.
 
 
 Teachers must maintain high standards of ethics and behavior, within and outside school, by:
 
 
 <ul>
 <li>
 Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher&rsquo;s professional position
 </li>
 <li>
 Having regard for the need to safeguard students&rsquo; well-being
 </li>
 <li>
 Showing tolerance of and respect for the rights of others
 </li>
 <li>
 Not undermining fundamental values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
 </li>
 <li>
 Ensuring that personal beliefs are not expressed in ways which exploit pupils&rsquo; vulnerability or might lead them to break the law
 </li>
 <li>
 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
 
 
 </li>
 </ul>
 Teachers must have an understanding of, and always act within, the cultural expectations of Qatar and the policies and expectations of the school which set out their professional duties and responsibilities.
 
 
 
 Other Duties And Responsibilities
 
 
 
 Any other duties that the Principal may from time to time ask the post-holder to perform
 
 
 
 Education
 
 
 
 
 Position Requirements
 
 
 
 <ul>
 <li>
 Bachelor&rsquo;s degree in teaching from an accredited institution &ndash; Special Education.
 </li>
 <li>
 Required teaching certification for Qatar MOEHE
 </li>
 <li>
 Meet professional teacher education requirements of school
 </li>
 <li>
 Child Care and Protection
 
 
 </li>
 </ul>
 Experience: Minimum 2 years&rsquo; relevant experience
 
 
 Language: English is mandatory
 
 
 
 Required Skills And Knowledge
 
 
 
 
 Knowledge
 
 
 
 
 Competencies
 
 
 
 <ul>
 <li>
 In-depth knowledge and understanding of School 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 organization and learning strategies)
 </li>
 <li>
 Proven management skills
 </li>
 <li>
 Excellent communication skills and command of the English language, in spoken and written form
 </li>
 <li>
 Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences
 </li>
 <li>
 Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
 </li>
 <li>
 The ability to work on a regular and punctual basis
 </li>
 <li>
 Flexible and work well under pressure
 </li>
 <li>
 Customer service
 </li>
 <li>
 Critical thinking
 </li>
 <li>
 Ability to negotiate, persuade and motivate others
 </li>
 <li>
 Willing attitude to be a part of the school team
 </li>
 <li>
 Strong sense of professionalism
 </li>
 <li>
 Safeguarding and welfare of children
 </li>
 <li>
 A collaborative team-player with excellent interpersonal skills whilst recognizing and transcending cultural differences
 </li>
 <li>
 The ability to develop good personal relationships within a team
 </li>
 <li>
 Behaviour management
 </li>
 <li>
 Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
 </li>
 <li>
 Accurate data collection ability
 </li>
 <li>
 Record keeping and report preparation methods
 </li>
 <li>
 Interpersonal skills including tact, courtesy and patience
 </li>
 <li>
 Customer focused
 </li>
 <li>
 Willingness to undertake appropriate Professional Development
 
 
 </li>
 </ul>
 
 Attributes
 
 
 
 <ul>
 <li>
 Empathetic listener
 </li>
 <li>
 Integrity and confidentiality
 </li>
 <li>
 Internationally minded
 </li>
 <li>
 Emotional intelligence
 </li>
 <li>
 Intercultural awareness, creative
 </li>
 <li>
 Flexible and a can-do attitude
 </li>
 <li>
 Passionate about delivering quality education
 </li>
 <li>
 Able to command respect of pupils, colleagues and parents
 </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>
 <li>
 An innovator with a willingness to embrace change
 
 
 </li>
 </ul>
 Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.
 
 
 The school will endeavor to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. This job description is current at the date shown, but, in consultation with you, may be changed by the Principal to reflect or anticipate changes in the job commensurate with the grade and job title.
 
 
 
 As a member of the staff of THIS you will need to comply with the below:
 
 
 
 <ul>
 <li>
 Compliance with the school's Vision, Mission and Policies
 </li>
 <li>
 Positive Professional Relationship with all staff members are maintained.
 </li>
 <li>
 Contact with students is on a strictly professional basis with the physical and emotional safety of students being of paramount importance.
 </li>
 <li>
 The hours of work as arranged with the principal are strictly followed.
 </li>
 <li>
 This position entails working with information, much of which is held in confidence. Under no circumstances is this confidentiality to be compromised.
 
 
 </li>
 </ul>
 
 The International Schools Partnership
 
 
 
 The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our students, colleagues and parents. We are committed to getting better, all the time.
 
 
 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>

SEN Teacher

International Schools Partnership Limited

<div>
 Inclusion Class Teacher
 
 
 
 Job Description
 
 
 
 Type: Permanent
 
 
 Department: Academic
 
 
 Line Manager: Head of Inclusion
 
 
 Functional Reporting: N/A
 
 
 _____________________________________________________________________________________
 
 
 
 Rationale
 
 
 
 The Inclusion Teacher supports the Head of Inclusion and Inclusion Coordinator to ensure that Special Educational Needs and Disabilities (SEND) provision is both efficiently and effectively managed. It is expected that all legal and statutory requirements as per Qatar MOEHE are met.
 
 
 The Inclusion teacher takes responsibility for leading the provision for a dedicated Inclusion classroom for students with additional needs. This entails providing high quality teaching through an adapted curriculum in conjunction with the development and delivery of Individual Education Plans. The Inclusion Teacher is part of a multi-disciplinary Inclusion team supporting students on Tier 1, 2 and 3 of the Inclusion Register in dedicated classrooms.
 
 
 Key Duties and Areas of Responsibility
 
 
 LEARNING AND TEACHING
 
 
 
 Key Responsibilities
 
 
 
 
 Lead a Dedicated Classroom for students with Additional Learning Needs:
 
 
 
 <ul>
 <li>
 Supporting students in a dedicated special needs classroom, ensuring that each student with special educational needs (SEN) is provided with the individualized support they need to fully engage with their learning. This involves tailoring teaching methods, materials, and activities to suit the unique learning styles and requirements of each student.
 </li>
 <li>
 Working closely with subject teachers and support staff to create an inclusive learning environment where students with SEN are able to participate meaningfully in all lessons, receive additional support when needed, and thrive academically and socially.
 
 
 </li>
 </ul>
 
 Assessment And Monitoring Of Progress
 
 
 
 <ul>
 <li>
 A key aspect of the Inclusion Teacher role is to assess and track the progress of students with SEN. The teacher will regularly observe and document student performance, both academically and socially, using formative and summative assessments.
 </li>
 <li>
 Collaboration with the Inclusion Coordinator to ensure that students' Individual Education Plans (IEPs) are effectively addressing their needs and that academic progress is consistently monitored, making necessary adjustments to teaching approaches based on data.
 
 
 </li>
 </ul>
 
 IEP Process And Implementation
 
 
 
 <ul>
 <li>
 To be involved in the IEP process for students with SEN. You will collaborate with the Inclusion Coordinator, teachers, parents, and other professionals to develop and review Individualized Education Plans (IEPs) that are tailored to meet the specific needs of each student.
 </li>
 <li>
 To ensure that IEPs are implemented effectively in the classroom, adjusting teaching practices as necessary to meet each student&rsquo;s evolving needs.
 </li>
 <li>
 Conduct IEP reviews to assess progress, make adjustments to goals or strategies, and ensure that all relevant stakeholders are informed and involved.
 
 
 </li>
 </ul>
 
 Curriculum Planning And Adaptation
 
 
 
 <ul>
 <li>
 Plan and adapt the curriculum to meet the diverse needs of SEN students.
 </li>
 <li>
 Collaborate with subject teachers to ensure that lesson plans are inclusive and accessible for all learners.
 </li>
 <li>
 Modification and differentiation of lesson content, instructional methods, and assessment strategies to accommodate students with different abilities, ensuring they can engage meaningfully with the curriculum.
 
 
 </li>
 </ul>
 
 Subject And Curriculum Knowledge
 
 
 
 <ul>
 <li>
 To have a strong understanding of the school&rsquo;s curriculum and the subjects being taught across various grade levels.
 </li>
 <li>
 Ensure that students with SEN can access and participate in the full range of subject areas.
 </li>
 <li>
 Provide guidance and support to classroom teachers to ensure that content is appropriately modified or delivered in a way that supports the specific needs of students with disabilities or learning challenges.
 </li>
 <li>
 Remain updated on best practices in curriculum design for inclusive education and ensure that all students, regardless of their learning challenges, are able to achieve academic success.
 
 
 </li>
 </ul>
 
 Collaboration With Therapists And Specialists
 
 
 
 <ul>
 <li>
 Collaborate with an inhouse team of dedicated professionals, including speech therapists, occupational therapists, and other specialists.
 </li>
 <li>
 Create a holistic support system for each student.
 
 
 </li>
 </ul>
 
 Inclusion And Advocacy
 
 
 
 <ul>
 <li>
 Promote an inclusive and supportive classroom environment where all students feel valued and respected.
 </li>
 <li>
 Ensure that students with SEN are actively included in all class activities, fostering a culture of empathy, respect, and inclusivity.
 </li>
 <li>
 Advocate for the needs of SEN students, ensuring that their voices are heard and their learning requirements are met.
 
 
 </li>
 </ul>
 
 Professional Development And Reflection
 
 
 
 <ul>
 <li>
 Engage in training, workshops, and conferences that focus on best practices in special education and inclusive teaching.
 </li>
 <li>
 Reflect on teaching practices and seek feedback to improve and refine your approach.
 </li>
 <li>
 Remain updated with the latest research and strategies in SEN education.
 </li>
 <li>
 Ensuring that the students in your care receive the best possible educational experience.
 
 
 </li>
 </ul>
 
 Manage behavior effectively to ensure a good and safe learning environment
 
 
 
 <ul>
 <li>
 Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school&rsquo;s/Inclusion Department&rsquo;s behaviour policy
 </li>
 <li>
 Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
 </li>
 <li>
 Manage classes effectively, using approaches which are appropriate to students&rsquo; needs in order to involve and motivate them
 </li>
 <li>
 Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary
 
 
 </li>
 </ul>
 
 Fulfil Wider Professional Responsibilities
 
 
 
 <ul>
 <li>
 Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other &lsquo;out of hours&rsquo; requirements
 </li>
 <li>
 Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
 </li>
 <li>
 Deploy support staff effectively
 </li>
 <li>
 Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
 </li>
 <li>
 Contribute fully to the extra-curricular program within the department and assist in the organization and running of curriculum days such as Language Day
 </li>
 <li>
 Communicate effectively with parents with regard to pupils&rsquo; achievements and well-being
 
 
 </li>
 </ul>
 
 General
 
 
 
 <ul>
 <li>
 To complete all other tasks that can be reasonably expected of a teacher
 </li>
 <li>
 To be fully aware of Health and Safety across the school
 
 
 </li>
 </ul>
 
 Health and Safety
 
 
 
 <ul>
 <li>
 Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for The Hamilton International School&rsquo;s property and equipment
 </li>
 <li>
 Perform playground duties on time and with due diligence to safeguard Hamilton 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>
 </ul>
 
 PERSONAL AND PROFESSIONAL CONDUCT
 
 
 
 All teachers are expected to demonstrate consistently high standards of personal and professional conduct.
 
 
 Teachers must maintain high standards of ethics and behavior, within and outside school, by:
 
 
 <ul>
 <li>
 Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher&rsquo;s professional position
 </li>
 <li>
 Having regard for the need to safeguard students&rsquo; well-being
 </li>
 <li>
 Showing tolerance of and respect for the rights of others
 </li>
 <li>
 Not undermining fundamental values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
 </li>
 <li>
 Ensuring that personal beliefs are not expressed in ways which exploit pupils&rsquo; vulnerability or might lead them to break the law
 </li>
 <li>
 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
 
 
 </li>
 </ul>
 Teachers must have an understanding of, and always act within, the cultural expectations of Qatar and the policies and expectations of the school which set out their professional duties and responsibilities.
 
 
 
 Other Duties And Responsibilities
 
 
 
 Any other duties that the Principal may from time to time ask the post-holder to perform
 
 
 
 Education
 
 
 
 
 Position Requirements
 
 
 
 <ul>
 <li>
 Bachelor&rsquo;s degree in teaching from an accredited institution &ndash; Special Education.
 </li>
 <li>
 Required teaching certification for Qatar MOEHE
 </li>
 <li>
 Meet professional teacher education requirements of school
 </li>
 <li>
 Child Care and Protection
 
 
 </li>
 </ul>
 Experience: Minimum 2 years&rsquo; relevant experience
 
 
 Language: English is mandatory
 
 
 
 Required Skills And Knowledge
 
 
 
 
 Knowledge
 
 
 
 
 Competencies
 
 
 
 <ul>
 <li>
 In-depth knowledge and understanding of School 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 organization and learning strategies)
 </li>
 <li>
 Proven management skills
 </li>
 <li>
 Excellent communication skills and command of the English language, in spoken and written form
 </li>
 <li>
 Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences
 </li>
 <li>
 Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
 </li>
 <li>
 The ability to work on a regular and punctual basis
 </li>
 <li>
 Flexible and work well under pressure
 </li>
 <li>
 Customer service
 </li>
 <li>
 Critical thinking
 </li>
 <li>
 Ability to negotiate, persuade and motivate others
 </li>
 <li>
 Willing attitude to be a part of the school team
 </li>
 <li>
 Strong sense of professionalism
 </li>
 <li>
 Safeguarding and welfare of children
 </li>
 <li>
 A collaborative team-player with excellent interpersonal skills whilst recognizing and transcending cultural differences
 </li>
 <li>
 The ability to develop good personal relationships within a team
 </li>
 <li>
 Behaviour management
 </li>
 <li>
 Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
 </li>
 <li>
 Accurate data collection ability
 </li>
 <li>
 Record keeping and report preparation methods
 </li>
 <li>
 Interpersonal skills including tact, courtesy and patience
 </li>
 <li>
 Customer focused
 </li>
 <li>
 Willingness to undertake appropriate Professional Development
 
 
 </li>
 </ul>
 
 Attributes
 
 
 
 <ul>
 <li>
 Empathetic listener
 </li>
 <li>
 Integrity and confidentiality
 </li>
 <li>
 Internationally minded
 </li>
 <li>
 Emotional intelligence
 </li>
 <li>
 Intercultural awareness, creative
 </li>
 <li>
 Flexible and a can-do attitude
 </li>
 <li>
 Passionate about delivering quality education
 </li>
 <li>
 Able to command respect of pupils, colleagues and parents
 </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>
 <li>
 An innovator with a willingness to embrace change
 
 
 </li>
 </ul>
 Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.
 
 
 The school will endeavor to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. This job description is current at the date shown, but, in consultation with you, may be changed by the Principal to reflect or anticipate changes in the job commensurate with the grade and job title.
 
 
 
 As a member of the staff of THIS you will need to comply with the below:
 
 
 
 <ul>
 <li>
 Compliance with the school's Vision, Mission and Policies
 </li>
 <li>
 Positive Professional Relationship with all staff members are maintained.
 </li>
 <li>
 Contact with students is on a strictly professional basis with the physical and emotional safety of students being of paramount importance.
 </li>
 <li>
 The hours of work as arranged with the principal are strictly followed.
 </li>
 <li>
 This position entails working with information, much of which is held in confidence. Under no circumstances is this confidentiality to be compromised.
 
 
 </li>
 </ul>
 
 The International Schools Partnership
 
 
 
 The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our students, colleagues and parents. We are committed to getting better, all the time.
 
 
 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>

<div>Description 
 
Inclusion Class Teacher
Job Description
Type: Permanent
Department: Academic
Line Manager: Head of Inclusion
Functional Reporting: N/A
_____________________________________________________________________________________
Rationale
The Inclusion Teacher supports the Head of Inclusion and Inclusion Coordinator to ensure that Special Educational Needs and Disabilities (SEND) provision is both efficiently and effectively managed. It is expected that all legal and statutory requirements as per Qatar MOEHE are met.
The Inclusion teacher takes responsibility for leading the provision for a dedicated Inclusion classroom for students with additional needs. This entails providing high quality teaching through an adapted curriculum in conjunction with the development and delivery of Individual Education Plans. The Inclusion Teacher is part of a multi-disciplinary Inclusion team supporting students on Tier 1, 2 and 3 of the Inclusion Register in dedicated classrooms. 
Key Duties and Areas of Responsibility
LEARNING AND TEACHING
Key Responsibilities: 
 Lead a Dedicated Classroom for students with Additional Learning Needs:<ul><li>
Supporting students in a dedicated special needs classroom, ensuring that each student with special educational needs (SEN) is provided with the individualized support they need to fully engage with their learning. This involves tailoring teaching methods, materials, and activities to suit the unique learning styles and requirements of each student.
</li><li>Working closely with subject teachers and support staff to create an inclusive learning environment where students with SEN are able to participate meaningfully in all lessons, receive additional support when needed, and thrive academically and socially.</li></ul>
Assessment and Monitoring of Progress:<ul><li>
A key aspect of the Inclusion Teacher role is to assess and track the progress of students with SEN. The teacher will regularly observe and document student performance, both academically and socially, using formative and summative assessments.
</li><li>Collaboration with the Inclusion Coordinator to ensure that students' Individual Education Plans (IEPs) are effectively addressing their needs and that academic progress is consistently monitored, making necessary adjustments to teaching approaches based on data.</li></ul>
IEP Process and Implementation:<ul><li>
To be involved in the IEP process for students with SEN. You will collaborate with the Inclusion Coordinator, teachers, parents, and other professionals to develop and review Individualized Education Plans (IEPs) that are tailored to meet the specific needs of each student.
</li><li>To ensure that IEPs are implemented effectively in the classroom, adjusting teaching practices as necessary to meet each student&rsquo;s evolving needs.
</li><li>Conduct IEP reviews to assess progress, make adjustments to goals or strategies, and ensure that all relevant stakeholders are informed and involved.</li></ul>
Curriculum Planning and Adaptation:<ul><li>
Plan and adapt the curriculum to meet the diverse needs of SEN students.
</li></ul><ul><li>Collaborate with subject teachers to ensure that lesson plans are inclusive and accessible for all learners.
</li><li>Modification and differentiation of lesson content, instructional methods, and assessment strategies to accommodate students with different abilities, ensuring they can engage meaningfully with the curriculum.</li></ul>
Subject and Curriculum Knowledge:<ul><li>
To have a strong understanding of the school&rsquo;s curriculum and the subjects being taught across various grade levels.
</li><li>Ensure that students with SEN can access and participate in the full range of subject areas.
</li><li>Provide guidance and support to classroom teachers to ensure that content is appropriately modified or delivered in a way that supports the specific needs of students with disabilities or learning challenges.
</li><li>Remain updated on best practices in curriculum design for inclusive education and ensure that all students, regardless of their learning challenges, are able to achieve academic success.</li></ul>
Collaboration with Therapists and Specialists:<ul><li>
Collaborate with an inhouse team of dedicated professionals, including speech therapists, occupational therapists, and other specialists.</li><li>
Create a holistic support system for each student.</li></ul>
Inclusion and Advocacy:<ul><li>
Promote an inclusive and supportive classroom environment where all students feel valued and respected.
</li></ul><ul><li>Ensure that students with SEN are actively included in all class activities, fostering a culture of empathy, respect, and inclusivity.
</li><li>Advocate for the needs of SEN students, ensuring that their voices are heard and their learning requirements are met.</li></ul>
Professional Development and Reflection:<ul><li>
Engage in training, workshops, and conferences that focus on best practices in special education and inclusive teaching.
</li></ul><ul><li>Reflect on teaching practices and seek feedback to improve and refine your approach.
</li><li>Remain updated with the latest research and strategies in SEN education.</li><li>
Ensuring that the students in your care receive the best possible educational experience.</li></ul>
Manage behavior effectively to ensure a good and safe learning environment<ul><li>
Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school&rsquo;s/Inclusion Department&rsquo;s behaviour policy</li><li>
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly</li><li>
Manage classes effectively, using approaches which are appropriate to students&rsquo; needs in order to involve and motivate them</li><li>
Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary</li></ul>
Fulfil wider professional responsibilities<ul><li>
Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other &lsquo;out of hours&rsquo; requirements</li><li>
Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support</li><li>
Deploy support staff effectively</li><li>
Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues</li><li>
Contribute fully to the extra-curricular program within the department and assist in the organization and running of curriculum days such as Language Day</li><li>
Communicate effectively with parents with regard to pupils&rsquo; achievements and well-being</li></ul>
General<ul><li>
To complete all other tasks that can be reasonably expected of a teacher</li><li>
To be fully aware of Health and Safety across the school</li></ul>
Health and Safety<ul><li>
Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for The Hamilton International School&rsquo;s property and equipment</li><li>
Perform playground duties on time and with due diligence to safeguard Hamilton students</li></ul><ul><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></ul>
PERSONAL AND PROFESSIONAL CONDUCT
All teachers are expected to demonstrate consistently high standards of personal and professional conduct.
Teachers must maintain high standards of ethics and behavior, within and outside school, by:<ul><li>
Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher&rsquo;s professional position</li><li>
Having regard for the need to safeguard students&rsquo; well-being</li><li>
Showing tolerance of and respect for the rights of others</li><li>
Not undermining fundamental values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs</li><li>
Ensuring that personal beliefs are not expressed in ways which exploit pupils&rsquo; vulnerability or might lead them to break the law</li><li>
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality</li></ul>
Teachers must have an understanding of, and always act within, the cultural expectations of Qatar and the policies and expectations of the school which set out their professional duties and responsibilities.
Other duties and responsibilities
Any other duties that the Principal may from time to time ask the post-holder to perform 
Position Requirements
Education:
<ul><li>Bachelor&rsquo;s degree in teaching from an accredited institution &ndash; Special Education.
</li><li>Required teaching certification for Qatar MOEHE
</li><li>Meet professional teacher education requirements of school</li><li>
Child Care and Protection
</li></ul>Experience: Minimum 2 years&rsquo; relevant experience
Language: English is mandatory 
Required Skills and Knowledge
Knowledge
Competencies<ul><li>
In-depth knowledge and understanding of School 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 organization and learning strategies)</li><li>
Proven management skills
</li><li>Excellent communication skills and command of the English language, in spoken and written form
</li><li>Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences</li><li>
Organization skills: well organized and able to prioritize, multi tasks and meet deadlines</li><li>
The ability to work on a regular and punctual basis</li><li>
Flexible and work well under pressure</li><li>
Customer service
</li><li>Critical thinking
</li><li>Ability to negotiate, persuade and motivate others
</li><li>Willing attitude to be a part of the school team</li><li>
Strong sense of professionalism</li><li>
Safeguarding and welfare of children</li><li>
A collaborative team-player with excellent interpersonal skills whilst recognizing and transcending cultural differences</li><li>
The ability to develop good personal relationships within a team</li><li>
Behaviour management</li><li>
Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications</li><li>
Accurate data collection ability</li><li>
Record keeping and report preparation methods</li><li>
Interpersonal skills including tact, courtesy and patience</li><li>
Customer focused</li><li>
Willingness to undertake appropriate Professional Development</li></ul>
Attributes<ul><li>
Empathetic listener</li><li>
Integrity and confidentiality</li><li>
Internationally minded</li><li>
Emotional intelligence</li><li>
Intercultural awareness, creative</li><li>
Flexible and a can-do attitude</li><li>
Passionate about delivering quality education</li><li>
Able to command respect of pupils, colleagues and parents</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><li>
An innovator with a willingness to embrace change</li></ul> 
Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.
The school will endeavor to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. This job description is current at the date shown, but, in consultation with you, may be changed by the Principal to reflect or anticipate changes in the job commensurate with the grade and job title.
As a member of the staff of THIS you will need to comply with the below:
<ul><li>Compliance with the school's Vision, Mission and Policies</li><li>
Positive Professional Relationship with all staff members are maintained.</li><li>
Contact with students is on a strictly professional basis with the physical and emotional safety of students being of paramount importance.</li><li>
The hours of work as arranged with the principal are strictly followed.</li><li>
This position entails working with information, much of which is held in confidence. Under no circumstances is this confidentiality to be compromised.</li></ul>
The International Schools Partnership
The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our students, colleagues and parents. We are committed to getting better, all the time.
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>

Fortes Education

Fortes Education has
 been a leading education provider in the UAE for over four decades with premium
 international schools and nurseries that have experienced outstanding success
 and growth. Our schools offer the most innovative and character-building
 education in the entire Middle East region.
 
Our core ethos and philosophy of education is
 Positive Education (PosEd). Through PosEd, our schools foster active engagement
 in learning, celebrating character strengths and accomplishments. We encourage children to
 cultivate fulfilling relationships with others and seek meaning and purpose in
 their own lives.?We enable children to become happy learners and develop into
 innovative thinkers, confident young adults, and life-long learners. Our
 students develop resilience, a growth mindset and deep character strengths that
 allow them to flourish in an ever-changing world.?
 
About Sunmarke School – Where Amazing Happens
 
Sunmarke School provides an ambitious and inspiring, values-based education
 that nurtures the hearts and minds of students so that they can flourish and
 achieve their dreams. Powered by our unique signature programs, Sunmarke is a
 uniquely innovative school, transforming young lives. This was reflected in Sunmarke School winning the
 coveted ‘Most Innovative School’ award at the Which School Advisor ceremony in
 Dubai and London.
 
Sunmarke is an all–through
 school which offers a premium education across a fantastic range of pathways
 for students including the National Curriculum of England,
 GCSE/IGCSE, ‘A’ Levels, BTEC and the IB Diploma and Career Related
 Programmes. We also offer a suite of Signature Programmes unrivalled
 in Dubai. With unique experiences in Environmental and Sustainability Studies,
 students learn in Forest School settings, as well as utilising cutting-edge
 hydroponic technology to examine how science can support sustainability in
 future terrains. Our world-class STEAM centre and curriculum offers students an
 incredible opportunity to apply their learning in solving real-world problems,
 from Foundation Stage through to Year 9. We run best-in-class mini-MBA programmes for our Year 10 to 13 students in conjunction with the
 Peter Jones Academy, to ensure their future success in business and
 entrepreneurship. We are technologically innovative and run comprehensive AI
 programmes for students in all core subjects, as well as deepening other
 subjects through Augmented and Virtual Reality AR/VR experiences. We have
 outstanding performing arts opportunities with fantastic facilities and amazing
 teachers to help our more creative students truly find their
 voice. Sunmarke School was judged by the Dubai School Inspection
 Bureau (DSIB) as a ‘Very Good’ school in our 3rd year of
 operation and ‘Outstanding’ in our British Schools Overseas
 (BSO) inspection in 2019.
 
We present an exciting
 opportunity to join our all through school and to play an important part in our
 journey to “outstanding”. Sunmarke School, Dubai is one of our flag-ship
 schools, located at a prime location in Jumeirah Village Triangle.
 
About
 
you: 
We seek to appoint an experienced Primary
 Inclusion Teacher on a temporary (Supply) contract to join our team mid
 <ul>
<li>January 2026. The candidate must be well-qualified, holding, as</li>
</ul>
a minimum, a Bachelor’s degree in Education with a SEND qualification or equivalent is a must.
 
This is a local contract with no benefits and
 would be a 2-term contract. Candidates applying for this position MUST be
 sponsored by their spouse/parent.
 
Application Process: 
If
 you have the passion, energy, and commitment to drive accelerated outcomes for
 young people, we will welcome your application. In return, you will join
 a rapidly evolving organisation that can offer you a central role in our future
 growth plans.
 
Candidates are invited
 to complete our Online Application by visiting: http://forteseducation.com/Careers/Current-Openings?
 
The
 closing date for applications is the 28th of November 2025.
 Please note that due to the expected volume of applications, only shortlisted
 candidates will be contacted for an interview. The school reserves the right to
 make suitable appointments before the official closing date, and therefore we
 would encourage candidates to apply early in the process. The appointment start date will be mid- January
 2026.
 
Fortes Education is committed
 to safeguarding children and young people. All post holders in regulated
 activity are subject to appropriate vetting procedures including a satisfactory
 International Child Protection Certificate, plus resident country Police
 checks.

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