What Jobs are available for Senior Teacher in Qatar?

Description
Responsibilities:

Develop and implement curriculum and lesson plans for secondary/high school students. Deliver engaging and effective instruction. Assess and monitor student learning and progress. Prepare students for exams and post-secondary education.

Skills: Strong subject matter expertise and instructional skills. Excellent classroom management and communication abilities. Ability to engage and motivate secondary/high school students.

Requirements: Degree in education or a related field. Teaching certification and experience in secondary/high school education.

Pearling Season International School - Al Gharrafa Branch

Qatar

Job type:

Full Time, Fixed Term

Apply by:

15 October 2025

Join us in the dynamic city of Doha, Qatar, where an exciting opportunity awaits you at Pearling Season International School (PSIS), a mesmerising cosmopolitan hub, seamlessly blends the allure of the desert with a cutting-edge skyline. On your weekends, you can explore various attractions in and around Doha, including its sister city, Lusail - a burgeoning metropolis adorned with avant-garde architecture and modern amenities, embodying Qatar's ambitious vision. You can also visit The Pearl, a stunning island enclave, or experience the charm of Souq Waqif, a traditional marketplace.

We are currently in search of a qualified Primary Teacher with expertise in the UK National Curriculum. Whether you are an experienced international educator or embarking on your first overseas role, we enthusiastically welcome your application.

What We Provide:

• Attractive employment benefits
• Competitive, tax-free salary
• Housing allowance
• Comprehensive medical coverage
• Annual airfare allowance
• Yearly End of Service Benefit
• Opportunity to join our supportive and innovative team at PSIS, known for its low staff turnover
• Access to exceptional professional development and guidance

Requirements:

• A Bachelor's degree in Education or a BA degree with a PGCE qualification
• Preferably, prior experience in teaching the UK National Curriculum
• Previous experience working with non-native level English-speaking students
• A deep passion for teaching and a commitment to holistic education
• Strong professionalism and a focus on the well-being of children
• Active engagement in extracurricular activities
• A respectful approach to all members of the school community, irrespective of their position, gender, age, or ethnicity
• A positive and solution-oriented attitude towards your work
• PSIS is dedicated to safeguarding and promoting the welfare of children and young people, and appointments are subject to satisfactory references and ACRO/DBS Enhanced/Police clearance.

PSIS, a co-educational institution representing over 65 nationalities, operates across two campuses and has seen remarkable growth since its establishment in 2014, now accommodating over 850 students on each campus. Our learner profiles emphasise attributes such as lifelong learning, a growth mindset, curiosity, and aspiration, fostering a nurturing environment.

We are seeking passionate individuals who share our commitment to enhancing student achievement and can serve as inspirational leaders. We value innovative leaders who can inspire transformation in both students and the school community. Successful candidates should deliver engaging lessons and motivate learners with energy and enthusiasm.

To apply, please submit your comprehensive CV and a succinct, two-page letter outlining your suitability for the position and your enthusiasm for the location. Shortlisted candidates will undergo reference checks, and police certificates from previous places of residence will be required. Microsoft Teams interviews will be promptly scheduled for shortlisted applicants, so we encourage early submissions.

Email us

Call us

Pearling Season International School - Al Gharrafa Branch

Building 12, Al Oyoun St No.879, Zone No. 51

Al Gharrafa

Qatar

Pearling Season International Schools are a vibrant and truly international group of schools. We have students from no less than 40 different nations to form a diverse and inspiring community of young people. The Al Mansoura Campus was opened in 2014 and our newest addition, Al Gharafa Campus was opened in August 2021.

This will create two centers of excellence that provide for and cares for everyone within its community. The schools offer international programs from Early Years to Year 13, that help achieve its visionary goals and achievements.

At Pearling Season International Schools, we provide an outstanding experience for pupils, ensuring artistic, sporting and social opportunities are fully provided for and integrated within the curriculum.

Of course, the success of any school is built on partnerships. At Pearling Season International Schools, we value the partnerships between students, staff, parents and the local community. We are committed to build upon these relationships so the full potential of our schools can be realised.

Please note that you are wholly responsible for fact checking in respect of the information provided by schools. Please also check for the latest visa and work permit requirements that may apply. Tes is not responsible for the content of advertisements or the policies adopted by advertising schools. Tes asks that all schools follow Tes' Fair Recruitment Policy .

DSGD Class Teacher Role Profile

Purpose of Role

The purpose of the role is to ensure that all teaching staff at Durham School for Girls (DSGD) uphold the UK Teaching Standards (TS), while also aligning their practices with the school's MARK values, policies, and the cultural expectations outlined by the Qatari Ministry of Education (MOE). This includes delivering high-quality, engaging lessons that cater to the diverse needs of students, promoting a safe and inclusive learning environment, and fostering both academic and personal development. Staff are expected to maintain professional conduct, collaborate effectively with colleagues and stakeholders, and actively contribute to the school community. Additionally, they must ensure that all teaching practices, curriculum plans, and resources are in line with DSGD/MARK values, Qatari culture, and MOE ethics. This role also encompasses the continuous professional development of staff, adherence to school policies, and supporting student well-being and high-performance learning (HPL) strategies. Ultimately, the role aims to create a positive, respectful, and effective learning environment that supports the growth of both students and educators.

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 & 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.

Key Responsibilities

Design and deliver engaging and effective lessons

• Develop and implement a curriculum (individually or as part of a team as directed) that aligns with the subject's standards, learning or assessment objectives (AO's).
• Create and implement lessons and planning (individually or as part of a team as directed) that caters to the diverse learning needs of students, incorporating various instructional strategies and resources.
• Ensure that all curriculum planning and resources that are used are in line with DSGD/MARK and Qatari values and culture.
• Use appropriate technology and other innovative tools to enhance teaching and promote active student-led learning and engagement.
• Provide timely and constructive feedback to students and relevant stakeholders on their progress and assignments.
• Continuously assess and evaluate student learning to inform and adapt instructional decisions and differentiated instruction accordingly with professional assessment, or directives from line managers or SENCO.
• To review, and if necessary, report immediately any concerns with planning or resources that are in conflict with the DSGD and Qatari values or culture to their direct line manager (verbal and written) before leaving the school premises.

Foster a positive and inclusive classroom environment.

• Establish clear expectations and rules for behaviour, ensuring a safe and respectful learning environment.
• Promote collaboration, respect, and inclusivity among students, encouraging them to appreciate diverse perspectives.
• Address individual student needs and provide appropriate support or accommodation as necessary.
• Encourage student participation and facilitate discussions to enhance critical thinking and problem-solving skills.
• Promote a growth mindset and encourage students to take ownership of their learning.
• Provide a range of student-led learning opportunities and forms of assessment.
• Ensure there are curriculum links with planning and teaching to real life learning and careers.
• Provide positive learning opportunities that promote HPL, House, MARK and Qatari values and culture.
• Action and follow up on any positive or negative incidents, including clear communication with relevant stakeholders (as per the staff handbook and Penalty list)

Communicate effectively with students, parents, colleagues, or outside relevant stakeholders.

• Maintain regular and open communication with students, providing clear instructions and expectations.
• Collaborate positively with colleagues to align curriculum, share resources, and exchange best practices.
• Communicate with parents regularly (electronically and face to face), providing updates on student progress and addressing any concerns or questions.
• Provide concise and quantifiable (qualitative and quantitative) progress reports (formal or informal) to appropriate stakeholders.
• Ensure all deadlines for communication are adhered to.
• Communicate clearly (verbal and written) and complete all tasks within timeframes provided with any stakeholders, including links with Further Education organizations.
• Utilize the school portal and other communication platforms email, iSams or CPOMS) to share important information and resources with appropriate stakeholders.

Support students' well-being and personal development

• Provide guidance and support to students in their academic and personal growth.
• Promote and where necessary guide positive working relationships with stakeholders.
• Promote a positive and respectful classroom culture, addressing sensitively any issues of concern such as bullying, discrimination and mental health.
• Encourage students to develop essential life skills, such as critical thinking, communication, and problem-solving.
• Provide opportunities to integrate real life learning opportunities and links with Further Education organizations.
• Communicate clearly and in a reasonable timeframe any stakeholder concerns to the relevant DSGD staff.
• Collaborate with the school's support services team to identify and address any individual student needs or concerns.
• Implement any reasonable directives or actions from SLT, EDO or Principal within the timeframe communicated.

Engage in professional development and growth.

• Stay updated with subject-specific knowledge, educational research or changes to the British/MOE Curriculum or examination boards AO's, expectations or content, and best teaching practices.
• Participate positively in professional development opportunities to enhance teaching skills and pedagogical knowledge.
• Reflect on teaching practices and seek feedback from colleagues and supervisors to continuously improve.
• Engage positively in all aspects of Quality Assurance by engaging in reflective practices, such as self-assessment and peer observation, to continuously improve teaching practice.
• Complete all tasks, action points or directives assigned and, in the timeframe provided, that support professional development and growth.
• Maintain a minimum satisfactory standard of all expectations, professional conduct, and responsibilities.

Act as an ambassador for the school and its values

• Embody and promote the school's values and mission in all interactions.
• Serve as a positive role model for students, demonstrating integrity, respect, and professionalism both in and out of the scheduled DSGD work hours, in accordance with the Staff Handbook.
• Engage positively by promoting and providing involvement opportunities for self/stakeholders in school events and activities, showcasing student achievements and contributing to the wider school community.

Utilize the school portal and communication platforms.

• Ensure effective and clear communication with all relevant stakeholders in English and where necessary and appropriate, Arabic, in accordance with the Secondary Staff Handbook.
• Effectively use the school portal and other communication platforms to share resources, assignments, and updates with students and parents.
• Utilize tools like email/Class Dojo/iSams to communicate with parents, provide feedback on student progress, and share important announcements.
• Collaborate with colleagues to share best practices and innovative ideas for utilizing these platforms effectively.

Contribute to the school community by actively participating in school events, extracurricular activities, and staff meetings.

• Engage positively in wider life of school such as assemblies, sports day, or cultural events, to foster a sense of community and school spirit.
• Volunteer to lead/support and create student/stakeholders' extracurricular activities, clubs, competitions, or field trips that enrich students' learning experiences.
• Attend staff meetings, worksops and professional development on time. Actively and positively participate in all staff meetings, department meetings, and professional development sessions to collaborate with colleagues and contribute to school-wide initiatives.
• Complete all additional tasks set by line managers by the deadlines provided during the preparation or implementation of events or meetings.

Adhere school to policies and procedures, including those related to safeguarding, health and safety, and student welfare.

• Follow and implement the school's safeguarding policies to ensure the safety and well-being of all students.
• Comply with health and safety regulations and promote a safe learning environment.
• Report any concerns or incidents to the appropriate authorities or designated safeguarding leads within the designated timeframe and method of communication stated.

Develop high quality learning, teaching and assessment practices to support students in achieving their full potential.

• In line with the School Teaching and Learning and Assessment for Learning Polices, implement high quality teaching and learning and assessment for learning to stretch and challenge students' academic and pastoral standards.
• Identify and nurture students' strengths, talents, and potential through differentiation and personalized learning approaches.
• Provide opportunities for students to engage in higher-order thinking skills, critical analysis, problem-solving, and student led learning.
• Incorporate metacognitive strategies to develop students' self-regulation, resilience, and growth mindset.
• Collaborate with colleagues to share and develop best practices, planning, lesson implementation and resources related to high quality learning, teaching and assessment.
• In line with the School Assessment Policy, regularly assess and track students' progress, providing goals and provide clear SMART targeted feedback for improvement.
• Ensure all student progress is clearly communicated to the relevant stakeholders in the timeframes assigned.

Values - serve as an ambassador for the school and its MARK (Mission, Ambition, Respect, Kindness) and Qatari national values.

• Embody and promote the school's mission, vision, and values in all interactions with students, parents, colleagues, and the wider community.
• Model and reinforce the school's values of respect, kindness, integrity, and cultural understanding in daily interactions with students and colleagues.
• Actively participate positively in school events, such as open days, parent information sessions, and community outreach programs, to showcase the school's values and achievements.
• Foster an inclusive and diverse learning environment that celebrates and respects the Qatari national values and traditions.
• Integrate Qatari culture and heritage into the planned curriculum (academic and pastoral), where appropriate, to promote cultural awareness and appreciation among students.
• Seek advice at the earliest opportunity for any misunderstandings or concerns regarding appropriateness of any planning, decisions, or resources content (academic or pastoral) from a relevant line manager and implement actions determined.
• Collaborate positively with colleagues to develop initiatives that promote community engagement and support the local community in line with Qatari national values.
• Maintain a professional and positive image of the school within the local and international educational community and uphold professional standards of conduct.

Ensure the curriculum is in line with Qatari MOE ethics.

• Regularly review and align the curriculum with the ethical guidelines set by the Qatari Ministry of Education (MOE) to ensure it reflects the cultural values, traditions, and ethics of Qatar.
• Collaborate with SLT, HOD's and teachers to ensure that lesson plans, materials, and assessments appropriateness of any planning, decisions, or resources content (academic or pastoral) from a relevant line manager and implement actions determined.
• Integrate Qatari cultural and ethical values into the curriculum, incorporating local examples, stories, and traditions to promote a sense of identity and cultural awareness among students.
• Positively attend and participate in any professional development opportunities for teachers to enhance their understanding of Qatari MOE ethics and ensure they are equipped to deliver lessons that align with these values.
• Seek feedback from students, parents, and the wider community and discuss and implement any required actions in the timeframe provided with relevant line managers to ensure that the curriculum is inclusive, relevant, and respectful of Qatari cultural and ethical norms.
• Collaborate with the school leadership team and curriculum coordinators to ensure that any updates or changes in the Qatari MOE ethics are reflected in the curriculum, planning or resources in the time frame provided.
• Foster an environment of open dialogue and respect with all stakeholders, encouraging students to engage in discussions about appropriate ethical, moral, or pastoral issues and encouraging student led learning, critical thinking and decision-making skills based on Qatari MOE ethics.
• Regularly assess and evaluate the curriculum's alignment with Qatari MOE ethics, making necessary adjustments to ensure continuous improvement and compliance with national values are in accordance with the Qatari MOE ethics.
• Seek advice at the earliest opportunity for any misunderstandings or concerns regarding.

DSGD Senior Leadership Team (SLT) and EDO reserves the right to request from staff any additional action or responsibility, deemed to be reasonable by the Head of Secondary or DSGD Principal, that is not listed above.

Skills, Qualifications And Experience
Position Requirements

Education

• Bachelor's Degree in teaching from an accredited institution
• Post Graduate Certificate in Education
• Degree subject which is on the approved list from the MOE
• Required teaching certification for Qatar MOEHE
• Meet professional teacher education requirements of school
• Child Care and Protection

Language: English is mandatory

Required Skills And Knowledge
Competencies

• In-depth knowledge and understanding of School and associated assessment methods
• Up to date curriculum developments
• 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)
• Proven management skills
• Excellent communication skills and command of the English language, in spoken and written form
• Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences
• Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
• The ability to work on a regular and punctual basis
• Flexible and work well under pressure
• Customer service
• Critical thinking
• Ability to negotiate, persuade and motivate others
• Willing attitude to be a part of the school team
• Strong sense of professionalism
• Safeguarding and welfare of children
• A collaborative team-player with excellent interpersonal skills whilst recognizing and transcending cultural differences
• The ability to develop good personal relationships within a team
• Behaviour management
• Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
• Accurate data collection ability
• Record keeping and report preparation methods
• Interpersonal skills including tact, courtesy and patience
• Customer focused
• Willingness to undertake appropriate Professional Development

Attributes

• Empathetic listener
• Integrity and confidentiality
• Internationally minded
• Emotional intelligence
• Intercultural awareness, creative
• Flexible and a can-do attitude
• Passionate about delivering quality education
• Able to command respect of pupils, colleagues and parents
• Driven by wanting to improve quality and develop the school
• Reliable with an attention to detail and a commitment to quality
• An innovator with a willingness to embrace change

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' 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.

Mind Center for Individuals with Disabilities Qatar is looking for a dedicated
Shadow Teacher
to join our team.

Requirements:

• Minimum 3 years of proven experience as a Shadow Teacher
• Bachelor's degree in Special Education or Psychology
• Immediate availability

Apply now by sending your CV to

Our school is looking for an English Teacher and a Science Teacher who are capable of teaching American Curriculum (HMH) for Grade 2.

If you have the required experience and qualifications, send your CV to

Job Type: Full-time

primary and middle school french teacher

Job Type: Full-time

Pay: QAR1.00 - QAR2.00 per month

Teacher Role Profile

Purpose of Role

The purpose of the role of Class Teacher is to share the responsibility for planning, teaching and assessments of the subjects assigned that guides and encourages students to develop and fulfill their academic potential. They must take responsibility for promoting high standards of literacy and articulacy as well as set high expectations and standards which inspire, motivate and challenge pupils. The Class Teacher will be a suitably qualified educator with a proven capacity to lead and effectively deliver teaching and learning to a very high standard. They will be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible and as independently as possible. The incumbent will work closely with colleagues and support the work of the school. They will require initiative, be empathetic and proactive, with a personable and positive character. The post holder will be required to have a positive impact on the work of the school e.g. through subject leadership and extra-curricular activities. Experience working with students for whom English is an additional language would be an advantage.

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 & 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.

Key Responsibilities

LEARNING AND TEACHING

Set high expectations which inspire, motivate and challenge pupils

• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Promote good progress and outcomes by pupils

• Be accountable for pupils' attainment, progress and outcomes
• Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study

Demonstrate good subject and curriculum knowledge

• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Plan and teach well-structured lessons

• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children's intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Adapt teaching to respond to the strengths and needs of all pupils

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Promote good progress and outcomes by pupils

• Be accountable for pupils' attainment, progress and outcomes
• Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study

Demonstrate good subject and curriculum knowledge

• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Plan and teach well-structured lessons

• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children's intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Adapt teaching to respond to the strengths and needs of all pupils

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

Make accurate and productive use of assessment

• Know and understand how to assess the relevant subject and curriculum areas, including internal and external assessment requirements
• Make use of formative and summative assessment to secure pupils' progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
• Manage behaviors effectively to ensure a good and safe learning environment
• 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's behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils' needs in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
• Fulfil wider professional responsibilities
• Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other 'out of hours' requirements
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Deploy support staff effectively
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• Communicate effectively with parents with regard to pupils' achievements and well-being

General

• To complete all other tasks that can be reasonably expected of a teacher
• To be fully aware of Health and Safety across the school

Health and Safety

• 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 Park House English School's property and equipment
• Safeguard Park House students
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Assist in implementing all policies and rules governing student life and conduct
• Ensure that, all the necessary health and safety rules and procedures are being followed
• Maintain an awareness of all the health and safety measures to be taken when in school

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:
• Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position
• Having regard for the need to safeguard pupils' well-being
• Showing tolerance of and respect for the rights of others
• Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
• Ensuring that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law
• 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
• 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

Profile

• UK Bachelors Degree in Education with QTS,

OR

• Bachelor's Degree, as well as PGCE (Post Graduate Certificate of Education) with QTS or equivalent
• Minimum 3 years of relevant experience
• A Level and GCSE experience would be desirable
• Meet professional teacher education requirements of school
• Must hold a current Enhanced Criminal Records Bureau Disclosure, or equivalent, for countries lived in outside of the UK
• English is mandatory
• Child Care and Protection training

Skills And Abilities
Competencies

• In-depth knowledge and understanding of School curriculum (Physical Education National Curriculum - Whole School) and associated assessment methods
• Up to date curriculum developments
• 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)
• Proven management skills
• Excellent communication skills and command of the English language, in spoken and written form
• Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences
• Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
• The ability to work on a regular and punctual basis
• Flexible and work well under pressure
• Customer service
• Critical thinking
• Ability to negotiate, persuade and motivate others
• Willing attitude to be a part of the school team
• Strong sense of professionalism
• Safeguarding and welfare of children
• A collaborative team-player with excellent interpersonal skills
• The ability to develop good personal relationships within a team
• Behaviour management
• Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
• Record keeping and report preparation methods
• Interpersonal skills including tact, courtesy and patience
• Customer focused
• Willingness to undertake appropriate Professional Development

Attributes

• Empathetic listener
• Integrity and confidentiality
• Internationally minded
• Emotional intelligence
• Intercultural awareness, creative
• Flexible and a can-do attitude
• Passionate about delivering quality education
• Able to command respect of pupils, colleagues and parents
• Driven by wanting to improve quality and develop the school
• An innovator with a willingness to embrace change
• Reliable with an attention to detail and a commitment to quality
• An innovator with a willingness to embrace change

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' 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.

A nursery in Gharrafah is in need of a Teacher for children aged below 4 years.

Candidates must be in Qatar, must have her own visa/family or husband's sponsorship.

Graduate of Education or relevant field.

Papers must be stamped by MOFA.

Please email your CV to

Job Type: Full-time

Description
Teacher Role Profile

Purpose of Role

The purpose of the role of Class Teacher is to share the responsibility for planning, teaching and assessments of the subjects assigned that guides and encourages students to develop and fulfill their academic potential. They must take responsibility for promoting high standards of literacy and articulacy as well as set high expectations and standards which inspire, motivate and challenge pupils. The Class Teacher will be a suitably qualified educator with a proven capacity to lead and effectively deliver teaching and learning to a very high standard. They will be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible and as independently as possible. The incumbent will work closely with colleagues and support the work of the school. They will require initiative, be empathetic and proactive, with a personable and positive character. The post holder will be required to have a positive impact on the work of the school e.g. through subject leadership and extra-curricular activities. Experience working with students for whom English is an additional language would be an advantage.

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 & 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.

Key Responsibilities

LEARNING AND TEACHING

Set high expectations which inspire, motivate and challenge pupils

• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Promote good progress and outcomes by pupils

• Be accountable for pupils' attainment, progress and outcomes
• Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study

Demonstrate good subject and curriculum knowledge

• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Plan and teach well-structured lessons

• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children's intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Adapt teaching to respond to the strengths and needs of all pupils

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Promote good progress and outcomes by pupils

• Be accountable for pupils' attainment, progress and outcomes
• Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study

Demonstrate good subject and curriculum knowledge

• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils' interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

Plan and teach well-structured lessons

• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children's intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

Adapt teaching to respond to the strengths and needs of all pupils

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

Make accurate and productive use of assessment

• Know and understand how to assess the relevant subject and curriculum areas, including internal and external assessment requirements
• Make use of formative and summative assessment to secure pupils' progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
• Manage behaviors effectively to ensure a good and safe learning environment
• 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's behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils' needs in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
• Fulfil wider professional responsibilities
• Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other 'out of hours' requirements
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• Deploy support staff effectively
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• Communicate effectively with parents with regard to pupils' achievements and well-being

General

• To complete all other tasks that can be reasonably expected of a teacher
• To be fully aware of Health and Safety across the school

Health and Safety

• 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 Park House English School's property and equipment
• Safeguard Park House students
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
• Assist in implementing all policies and rules governing student life and conduct
• Ensure that, all the necessary health and safety rules and procedures are being followed
• Maintain an awareness of all the health and safety measures to be taken when in school

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:
• Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position
• Having regard for the need to safeguard pupils' well-being
• Showing tolerance of and respect for the rights of others
• Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
• Ensuring that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law
• 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
• 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

Profile

• UK Bachelors Degree in Education with QTS,

OR

• Bachelor's Degree, as well as PGCE (Post Graduate Certificate of Education) with QTS or equivalent
• Minimum 3 years of relevant experience
• A Level and GCSE experience would be desirable
• Meet professional teacher education requirements of school
• Must hold a current Enhanced Criminal Records Bureau Disclosure, or equivalent, for countries lived in outside of the UK
• English is mandatory
• Child Care and Protection training

Skills And Abilities
Competencies

• In-depth knowledge and understanding of School curriculum (Physical Education National Curriculum - Whole School) and associated assessment methods
• Up to date curriculum developments
• 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)
• Proven management skills
• Excellent communication skills and command of the English language, in spoken and written form
• Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences
• Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
• The ability to work on a regular and punctual basis
• Flexible and work well under pressure
• Customer service
• Critical thinking
• Ability to negotiate, persuade and motivate others
• Willing attitude to be a part of the school team
• Strong sense of professionalism
• Safeguarding and welfare of children
• A collaborative team-player with excellent interpersonal skills
• The ability to develop good personal relationships within a team
• Behaviour management
• Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
• Record keeping and report preparation methods
• Interpersonal skills including tact, courtesy and patience
• Customer focused
• Willingness to undertake appropriate Professional Development

Attributes

• Empathetic listener
• Integrity and confidentiality
• Internationally minded
• Emotional intelligence
• Intercultural awareness, creative
• Flexible and a can-do attitude
• Passionate about delivering quality education
• Able to command respect of pupils, colleagues and parents
• Driven by wanting to improve quality and develop the school
• An innovator with a willingness to embrace change
• Reliable with an attention to detail and a commitment to quality
• An innovator with a willingness to embrace change

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' 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.