Skip to main content

Arabic Teacher

This job posting is no longer active.

Park House English School
Doha, Qatar
Date Added: Jun 6, 2022

Save Job Saved

Description

ISP Teacher Role Profile

ISP is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. ISP recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.

 

 

The International Schools Partnership (ISP) is a growing group of international schools which believes in amazing learning and is committed to getting better all the time.

 

GROWING LEARNING, GROWING SCHOOLS embodies our journey and is what binds us together. We are developing schools for 2-18 year olds with learning at the heart of each school and helping our children and students learn to levels that amaze them. At the same time, we are listening to our parents and students to broaden the appeal of our schools, with the aim of each one becoming the school of choice in its local area over time. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world.

 

We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. Our schools are located in the UK, the USA, Canada, Spain, Chile, Costa Rica, the United Arab Emirates, Qatar, Malaysia and Mexico. We are constantly enhancing our existing group of schools with new ones including those we develop ourselves, and new schools that want to join our partnership.

 

We put learners and learning first. Learning is affected by both internal factors (such as emotions, motivation and general health and wellbeing) and external factors (such as environment, curriculum and relationships). The external factor that has the most significant impact on our students’ learning is the teacher.

 

At ISP, everyone is a learner. So as one of our teachers, you are also a learner.  Together, we will embark on an ongoing process of exploring, expanding and evolving your practice in ways that directly impact and improve student learning.  

 

Learner (ISP definition)

Everyone at ISP is a learner. The ISP learner recognizes that their mindset, experiences, and actions drive their learning outcomes. With this awareness, they exercise voice, choice, and ownership over their process of learning - leading their learning and the learning of others.

 

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. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding 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.

 

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

 

 

ISP Teacher Role Profile

 

1.       Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.

 

2.       Shared Ideas. You know and model your school’s values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.

 

3.       A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,

 

4.       Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalized needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching.

 

5.       Evidence of Learning. You gather, document and analyses evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.

 

6.       Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.

 

7.       Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development.

 

8.       In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child’s learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school’s shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school’s learning community.

 

9.       Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school learning improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.

 

Job Role:

 

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

          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

  • Bachelors Degree in Education (in Arabic literature)
  • Fluency in English is mandatory
  • Child safeguarding trained
  • Minimum 3 years of relevant experience
  • 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 

SKILLS AND ABILITIES

 

 Competencies

 

  • In-depth knowledge and understanding of School curriculum (English National Curriculum Primary) 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

 

OTHER     

 

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 endeavour 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 Park House you will need to comply with the below:

          Compliance with the school's Vision, Mission and Policies

          Positive Professional Relationship with all staff members are maintained

          Contact with students is on a strictly professional basis with the physical and emotional safety of students being of paramount importance

          The hours of work as arranged with the principal are strictly followed

          This position entails working with information, much of which is held in confidence.  Under no circumstances is this confidentiality to be compromised

 

 

 

 

 

Share: mail
 

Similar Jobs