Assistant Headteacher - Co-curricular and Harrow Identity

Safeguarding Statement Taaleem is committed to safeguarding and promoting the welfare of children. We hold ourselves to a high standard of effective practices in relation to child protection and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. All successful applicants must be willing to undergo enhanced child protection screening appropriate to the post, including various background checks including, receipt of high-quality references, proof of relevant qualifications, identification and police checks, including overseas checks. No member of staff will be able to start until these checks are complete and this process takes, on average, a month. Job Purpose The Assistant Headteacher (Co-curricular and Harrow Identity) will lead the strategic development and delivery of a broad, inclusive and ambitious programme of wider education from EYFS to Year 8. Reporting to the Head of Junior School, the post-holder will bring coherence to co-curricular provision, sport, educational visits, pupil leadership, community service, partnerships and major school events. The post-holder will ensure that opportunities beyond the classroom contribute purposefully to pupils’ character, confidence, talents and sense of responsibility. They will lead Harrow identity through traditions, shared experiences and the lived expression of Courage, Honour, Humility and Fellowship, making these meaningful and accessible to pupils of all ages. The post-holder will line-manage the Director of Sport and relevant co-curricular leaders, and oversee the House programme and pupil leadership in collaboration with the Assistant Headteacher responsible for Pastoral. Pastoral care, behaviour and wellbeing will remain within the Pastoral portfolio. The role will develop productive links locally, internationally and across the Harrow family of schools, and contribute fully to the leadership and daily life of the Junior School. Key Relationships: Head Master, Head of Junior School, Junior School Leadership Team, Director of Sport, co-curricular leaders, Housemasters, Beaks, Admissions and Marketing, Operations, Finance, safeguarding staff, pupils, parents, external providers, Harrow schools and partner organisations.  Key Accountabilities Strategy and Co-curricular Provision •     Lead an integrated strategy for wider education across EYFS to Year 8, aligned with the School Improvement Plan, Harrow values and pupils’ developing interests and needs. •     Design, coordinate and evaluate a balanced programme of sport, creative and performing arts, academic enrichment, practical pursuits, leadership and service, working with specialist leaders. •     Ensure provision offers both broad participation and appropriate pathways for pupils with particular interests or talents, with accessible entry points and increasing challenge. •     Coordinate schedules, staffing, spaces and communications to ensure a coherent programme alongside teaching, prep, dining and other school commitments. •     Monitor participation, pupil experience and impact; identify barriers, address gaps and report on engagement, quality and development priorities. •     Oversee external activity providers with Operations and relevant leaders, ensuring appropriate checks, clear expectations, effective supervision and regular quality review. Sport and Physical Participation •     Line-manage and support the Director of Sport in delivering a coherent strategy for participation, skill development, fixtures, competition and sporting excellence. •     Ensure sporting opportunities are inclusive, age-appropriate and balanced, promoting enjoyment, fair play, resilience and commitment alongside competitive ambition. •     Oversee the coordination of fixtures, tournaments and sporting events, including staffing, transport, facilities and communication with families. •     Work with academic leaders and the Director of Sport to align curricular PE with wider sporting opportunities while maintaining clear responsibilities for curriculum delivery. Educational Visits and Trips •     Lead the strategic planning and coordination of local visits, residential experiences and international trips, creating a progressive programme with clear educational purposes. •     Oversee visit planning, staff preparation, pupil suitability, inclusion, parental information and consent, ensuring agreed safeguarding, supervision and emergency arrangements are in place. •     Ensure risk assessments, provider checks, transport and accommodation arrangements are reviewed through school procedures and submitted for the required approvals before commitments are made. •     Work with safeguarding, medical and Operations colleagues to review changing conditions, including regional developments, and recommend changes or cancellation where required. •     Evaluate visits and ensure lessons from feedback, incidents and near misses inform future planning. Pupil Leadership Community Service and Houses •     Develop progressive pupil leadership opportunities across EYFS to Year 8, including representation, pupil voice, mentoring and practical responsibilities. •     Develop community service that helps pupils understand needs, contribute responsibly and reflect on their impact. •     Coordinate charitable activity with school leaders, ensuring suitable partners, appropriate approvals and compliance with school procedures and applicable local requirements. •     Lead House activities and events with Housemasters, building participation, healthy competition and fellowship. •     Work with the Pastoral leader to align House activities, recognition and pupil leadership with the wider pastoral system, maintaining clear responsibilities for individual pupil care. Partnerships and Harrow Identity •     Develop purposeful local and international partnerships with schools, community organisations, cultural institutions and sporting bodies, with clear benefits for pupils. •     Build links with Harrow School and other Harrow international schools, including Harrow Abu Dhabi, through shared projects, events, visits and staff collaboration. •     Lead Harrow identity with the Head Master, interpreting traditions, heritage and expectations appropriately for pupils’ ages and the UAE context. •     Embed Harrow values through participation, service and shared experiences; ensure traditions are understood and contribute to belonging and character. •     Coordinate the educational contribution of parents, Old Harrovians and other partners, following safeguarding and visitor procedures and evaluating partnership quality. Major Events People and Resources •     Lead major school events, including Speech Day, Long Ducker, House Songs and agreed celebrations, with the Head Master and relevant leaders. •     Coordinate the annual events calendar with Operations, Admissions and Marketing, ensuring clear responsibilities, realistic preparation, effective communication and suitable contingencies. •     Line-manage the Director of Sport and designated co-curricular leaders; set objectives, support professional development and review the quality and impact of their provision. •     Plan and monitor delegated budgets; evaluate costs, value and affordability, and secure required approvals for expenditure, providers and partnerships. •     Ensure programmes and events are appropriately staffed, safeguarded and risk assessed; contribute evidence to school self-evaluation and improvement planning. Shared Leadership and Professional Responsibilities •     Contribute to strategic planning, self-evaluation, improvement and daily leadership as a member of the Junior School Leadership Team; deputise for the Head of Junior School when delegated. •     Undertake a teaching commitment appropriate to the role, modelling high standards of teaching, pastoral care and professional conduct. •     Support recruitment, induction, appraisal and professional development within the role, following safer recruitment requirements and school procedures. •     Maintain accurate records, communicate professionally, uphold confidentiality and use pupil information responsibly. •     Undertake other reasonable duties appropriate to an Assistant Headteacher, as agreed with the Head of Junior School.

Assistant Headteacher - Early Years and Pre-Prep

Safeguarding Statement   Taaleem is committed to safeguarding and promoting the welfare of children. We hold ourselves to a high standard of effective practices in relation to child protection and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment.   All successful applicants must be willing to undergo enhanced child protection screening appropriate to the post, including various background checks including, receipt of high-quality references, proof of relevant qualifications, identification and police checks, including overseas checks. No member of staff will be able to start until these checks are complete and this process takes, on average, a month.   Job Purpose   The Assistant Headteacher (Early Years and Pre - Prep) will provide strategic and operational leadership of provision from EYFS to Year 2. Reporting to the Head of Junior School, the post-holder will secure high standards of curriculum, teaching, learning and care, and lead the continuing development of this phase as Harrow Dubai grows.   The post-holder will line-manage EYFS to Year 2 staff and establish a coherent educational experience that respects early childhood development while preparing pupils confidently for subsequent learning. Particular priorities will include language and communication, early literacy and mathematics, purposeful play, independence, and effective transitions into school, between year groups and into Year 3.   Working within the curriculum and assessment framework established by the Assistant Headteacher responsible for Curriculum and Assessment, the post-holder will lead its phase-specific implementation, evaluation and improvement. They will model Harrow’s values of Courage, Honour, Humility and Fellowship, build strong partnerships with parents, and contribute fully to the leadership and wider life of the Junior School.   Key Relationships: Head Master , Head of Junior School, Junior School Leadership Team, Assistant Headteacher responsible for Curriculum and Assessment, Assistant Headteacher responsible for Pastoral, phase and subject leaders, Beaks, Learning Assistants, inclusion staff, Admissions, pupils and parents.     Key Accountabilities   Strategic Leadership and Phase Development   Lead the strategic development of EYFS and Pre-Prep, establishing ambitious priorities, measurable success criteria and a clear improvement plan aligned with the School Improvement Plan.   Oversee daily organisation across EYFS to Year 2, ensuring consistent routines, effective deployment of staff and Learning Assistants, and high standards of care and learning.   Evaluate provision through first-hand evidence, pupil learning, staff reflection and parent feedback; report progress and priorities to the Head of Junior School.   Plan for growth in pupil numbers, staffing and resources, advising on learning environments, indoor and outdoor provision, and developmentally appropriate facilities .   Curriculum and Assessment   Lead a broad, balanced and progressive curriculum across EYFS to Year 2, drawing on the EYFS framework and the National Curriculum for England, alongside applicable UAE requirements and school expectations. Ensure continuity between EYFS and Pre-Prep, balancing child-initiated learning, purposeful play and carefully sequenced adult-led teaching as pupils develop.   Secure strong foundations in communication and language, systematic phonics, early reading, writing and mathematics, alongside physical, personal, social and emotional development.   Work with subject leaders, including Arabic and Islamic Education, to ensure specialist provision connects appropriately with pupils’ developmental needs and wider learning.

Deputy Head of Junior School

Safeguarding Statement   Taaleem is committed to safeguarding and promoting the welfare of children. We hold ourselves to a high standard of effective practices in relation to child protection and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment.   All successful applicants must be willing to undergo enhanced child protection screening appropriate to the post, including various background checks including, receipt of high-quality references, proof of relevant qualifications, identification and police checks, including overseas checks. No member of staff will be able to start until these checks are complete and this process takes, on average, a month.   Job Purpose   The Deputy Head of Junior School will be the principal deputy to the Head of Junior School, providing strategic and operational leadership across EYFS to Year 8. The post-holder will ensure that priorities are translated into coordinated action and that high standards of education, care and professional practice are sustained as Harrow Dubai grows.   Reporting to the Head of Junior School, the Deputy will line-manage the four Assistant Headteachers responsible for Curriculum and Assessment, Pastoral, Early Years and Key Stage 1, and Co-curricular and Harrow Identity. They will hold these leaders accountable for the quality and impact of their provision, support their development, and ensure coherence across their portfolios. Timetabling will remain the responsibility of the Assistant Headteacher for Curriculum and Assessment.   The Deputy will serve as Designated Safeguarding Lead for the Junior School within the agreed whole-school safeguarding structure. They will coordinate day-to-day educational operations, school self-evaluation and improvement planning, and contribute to recruitment, induction and preparation for additional year groups. In the Head of Junior School’s absence, they will assume delegated responsibility for leadership, decisions and communication, working closely with the Head Master .   A visible and approachable presence, the Deputy will model Courage, Honour, Humility and Fellowship, build the confidence of staff and parents, and uphold the distinctive expectations and traditions of a Harrow education.   Key Relationships: Head of Junior School, Head Master , four Assistant Headteachers, phase and subject leaders, Beaks, Learning Assistants, safeguarding and inclusion staff, Operations, HR, Finance, Admissions, pupils and parents.   Direct Reports: The four Assistant Headteachers and any additional staff designated by the Head of Junior School.   Key Accountabilities   Leadership and Accountability   Work with the Head of Junior School to set direction, translate strategic priorities into clear plans and ensure implementation across the Junior School.   Line-manage all four Assistant Headteachers, setting objectives , reviewing evidence of impact, providing support and challenge, and holding them accountable for agreed standards and outcomes.   Coordinate the work of the leadership team, clarifying responsibilities, resolving competing priorities and ensuring that academic, pastoral, phase and co-curricular provision work together effectively.   Exercise delegated authority in the Head of Junior School’s absence, make timely decisions within agreed limits, and escalate significant matters to the Head Master .   Provide clear reports on standards, safeguarding, operational effectiveness and improvement priorities to the Head of Junior School and Head Master , and to governors when required .   School Improvement Quality Assurance and Growth   Coordinate the Junior School Self-Evaluation Form and monitor delivery of the School Improvement Plan, ensuring

Homeroom Teacher - Maternity Cover (January 2027)

Taaleem is committed to safeguarding and promoting the welfare of children. At Taaleem, we hold ourselves to a high standard of effective practices in relation to child protection, and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. Successful applicants will be subject to various background checks including receipt of references, proof of relevant qualifications, identification, and police checks, including overseas checks.Job Purpose:The Taaleem teacher embodies, radiates and transmits the unique Taaleem ethos of excellence, innovation, creativity and compassion. Through inspirational teaching, with a deep understanding of students’ individual learning needs, the Taaleem teacher strives to ensure that our distinctive curriculum programmes lay firm foundations for academic and professional success, personal and spiritual fulfilment and a love of lifelong learning in each and every one of our students. Taaleem Teachers inspire young minds.Key Relationships (Internal and External)Students, colleagues, parents and the school Principal, Heads of School and Senior Leadership team.Key Accountabilities:Representing areas of knowledge, understanding and skills, in all their richness, to students taught.Inculcating by precept and example the highest regard for truth, justice, equality of opportunity, human rights, benevolence and compassion.Engaging and motivating students to achieve at levels that are beyond their expectations and previous limits.Using excellent subject knowledge, pedagogic and interpersonal skills to enthuse students and enable students to enjoy learning.Making full use of ICT and the new technologies to enhance the quality of teaching and learning for students of all ages and attainment levels.Planning lessons taking full account of students’ individual learning needs, as well as their individual learning styles, preferences and capabilities.Encouraging and enabling all students to become effective, confident and independent life-long learners.Maintaining excellent professional relationships with colleagues by making a wider professional contribution to the continuing improvement of the school.Planning and delivery of a programme of learning opportunities and activities to enrich and enhance the taught curriculum.Co-operating with colleagues to establish and maintain fair and consistent disciplinary practices in the classroom, around the school and on school trips, and taking active measures to protect students from all forms of abuse, including racist or sexist abuse, bullying, and any kind of corporal punishmentCommunicate open and professionally with parents on a regular basis about the attainment and progress of their child.Maintain high levels of confidentiality when speaking to parents and external parties.Model good practice of academic honesty.Contribute actively to department discussions in meeting.Contribute to and plan after-school activities as required.Actively support the school partnership with the community e.g. attending school / community events which may occasionally occur at weekends or in the evening i.e. school concerts etc.Other responsibilities as reasonably requested.TeachingPlan and prepare schemes of work and complete planning documentation.Teach with consistent effectiveness the students in her/his classes, taking full account of all students’ individual educational needs.Set and mark work to be carried out by the students in school, at home and elsewhere as appropriate.Promote the intellectual, moral, spiritual, cultural, physical and personal abilities and aptitudes of the students in her/his classes and provide guidance and advice to students on educational and relevant social and other matters.Make records of and reports on the personal and social needs of students.Take part as appropriate in whole school development and share and promote best practice.Assessment, Recording and ReportingAssess, record and report on the development, progress and attainment of the students in her/his classes.Provide or contribute to oral and written assessments, reports and references relating to individual students or groups of students.Guide students to set targets to improve on their previous ‘best’ and give regular feedback to students to support next steps in learning.Continuing Professional DevelopmentKeep under review her/his methods of teaching and programmes of work.Be pro-active and take accountability for own development.Participate in arrangements for her/his further training and professional development as a teacher.Curriculum DevelopmentAdvise and co-operate with the Principal and other colleagues on the preparation and development of courses of study, teaching materials, teaching schemes, methods of teaching and assessment and pastoral arrangements.Take responsibility for specific subjects.To embed UAE heritage and culture within the curriculum.Taaleem Professional Teachers’ Standards:Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents and other stakeholders in the best interests of their pupils.Part One: TeachingA teacher must:- 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 with/for 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 the teacher’s 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 pupil’s intellectual curiosity.- Set homework when appropriate 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 pupils, 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 statutory 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 positively to the feedback.- Manage behaviour 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 community and ethos of the school.- 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 and other stakeholders with regard to pupils’ achievements and well- being.Part Two: Personal and Professional ConductA teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, 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, in accordance with statutory/regulatory provisions.- Showing tolerance of and respect for the rights of others.- Not undermining fundamental values and culture of the UAE, ensuring that due diligence and respect is given to the associated precedence of the country.- 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 proper and professional regard and adhere to school policies with regard to dress code, footwear, make up and jewelry.Teachers must have an understanding of, and always act within, the policies set out by Taaleem which set out their professional duties and responsibilities.

School Receptionist - Immediate Start

Taaleem is committed to safeguarding and promoting the welfare of children. At Taaleem, we hold ourselves to a high standard of effective practices in relation to child protection and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. Successful applicants will be subject to various background checks including, receipt of high quality references, proof of relevant qualifications, identification and police checks, including overseas checks. Key Accountabilities: - Welcome visitors to the school and register them, following student protection procedures  - Operate the school switchboard - Respond to telephone/email enquiries from parents and public - Receive parcels and deliveries; ranking outgoing post and arranging special deliveries when necessary - Use Microsoft packages, particularly Word and Excel, to help support the school’s administrative team - Assist with all administrative duties such as photocopying, filing, etc. - Assist in locating students when reported “missing” from class - Understand data protection and confidentiality - Create and distribute the school’s daily briefing - Work to deadlines in a calm and confident manner when under pressure - Assist with school events such as Parent Open Days and School Performances. - Carry out any such task as shall be deemed necessary to the smooth running of the school. - Perform any other duty upon request

Key Stage 2 Learning Assistant - November 2027

Taaleem is committed to safeguarding and promoting the welfare of children. At Taaleem, we hold ourselves to a high standard of effective practices in relation to child protection, and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. Successful applicants will be subject to various background checks including receipt of references, proof of relevant qualifications, identification, and police checks, including overseas checks.  Dubai British School Emirates Hills is recruiting an outstanding Key Stage 2 Learning Assistant, to join their DSIB, BSO, and KHDA rated 'Outstanding' international school.  Taaleem and DBS Emirates Hills Taaleem, one of the largest education providers in the UAE, proudly celebrates Dubai British School Emirates Hills for our ‘Outstanding’ ratings, awarded by both the Dubai Schools Inspection Bureau (DSIB) and British Schools Overseas (BSO). We are a thriving British international school, located in The Springs area of Dubai’s Emirates Hills delivering high-quality National Curriculum for England education to over a thousand students aged 3 to 18. Our mission of ‘Enjoy, Aspire, Achieve’ perfectly captures the ethos of our great school, where students thrive in a nurturing yet challenging environment - able to achieve the best possible educational outcomes and flourish as individuals during the experience. It is this warmth of spirit that sets DBSEH apart, where every student, every member of staff and every parent can find their place. Schools are often talked about as being ‘happy places’, but DBSEH is made up of happy people - happy to be respected, valued, and appreciated, given every opportunity to succeed in a way that is meaningful to them.  DBS Emirates Hills Curriculum Our curriculum is modelled on the National Curriculum for England and adapted to our own international context, leading to a challenging set of GCSE, BTEC and GCE A Level courses from Year 10 to Year 13. We feel the opportunities that students enjoy outside the classroom are just as important as the main curriculum and we offer an extensive and varied Extra-Curricular Activities (ECA) programme.  Recruiting - Outstanding Key Stage 1 Learning Assistant  At DBSEH, we are looking to appoint an enthusiastic, engaging and committed Key Stage 1 Learning Assistant who has a proven track record of supporting children and teaching staff. This role will be supporting in Key Stage 1, so experience is required. Experience of the National Curriculum for England in the UK; with additional experience in an international setting is considered an advantage.  Aside from experience, personality is very important, we look for inspirational support staff who leave a lasting impression on students for years to follow. If you're able to demonstrate outstanding standards of teaching and learning, with a passionate, enthusiastic, creative and dynamic attitude then we want to hear from you!   

KS1 Class Teacher - Maternity Cover

Safeguarding StatementTaaleem is committed to safeguarding and promoting the welfare of children. At Taaleem, we hold ourselves to a high standard of effective practices in relation to child protection, and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. Successful applicants will be subject to various background checks including receipt of references, proof of relevant qualifications, identification, and police checks, including overseas checks. Job Purpose The Taaleem teacher embodies, radiates and transmits the unique Taaleem ethos of excellence, innovation, creativity and compassion. Through inspirational teaching, with a deep understanding of students’ individual learning needs, the Taaleem teacher strives to ensure that our distinctive curriculum programmes lay firm foundations for academic and professional success, personal and spiritual fulfilment and a love of lifelong learning in each and every one of our students. Taaleem Teachers inspire young minds.   Key Relationships (Internal and External) Students, colleagues, parents and the school Principal, Heads of School and Senior Leadership team.   Key Accountabilities: ·       Representing areas of knowledge, understanding and skills, in all their richness, to students taught. ·       Inculcating by precept and example the highest regard for truth, justice, equality of opportunity, human rights, benevolence and compassion. ·       Engaging and motivating students to achieve at levels that are beyond their expectations and previous limits. ·       Using excellent subject knowledge, pedagogic and interpersonal skills to enthuse students and enable students to enjoy learning. ·       Making full use of ICT and the new technologies to enhance the quality of teaching and learning for students of all ages and attainment levels. ·       Planning lessons taking full account of students’ individual learning needs, as well as their individual learning styles, preferences and capabilities. ·       Encouraging and enabling all students to become effective, confident and independent life-long learners. ·       Maintaining excellent professional relationships with colleagues by making a wider professional contribution to the continuing improvement of the school. ·       Planning and delivery of a programme of learning opportunities and activities to enrich and enhance the taught curriculum. ·       Co-operating with colleagues to establish and maintain fair and consistent disciplinary practices in the classroom, around the school and on school trips, and taking active measures to protect students from all forms of abuse, including racist or sexist abuse, bullying, and any kind of corporal punishment ·       Communicate open and professionally with parents on a regular basis about the attainment and progress of their child. ·       Maintain high levels of confidentiality when speaking to parents and external parties. ·       Model good practice of academic honesty. ·       Contribute actively to department discussions in meeting. ·       Contribute to and plan after-school activities as required. ·       Actively support the school partnership with the community e.g. attending school / community events which may occasionally occur at weekends or in the evening i.e. school concerts etc. ·       Other responsibilities as reasonably requested. Teaching ·       Plan and prepare schemes of work and complete planning documentation. ·       Teach with consistent effectiveness the students in her/his classes, taking full account of all students’ individual educational needs. ·       Set and mark work to be carried out by the students in school, at home and elsewhere as appropriate. ·       Promote the intellectual, moral, spiritual, cultural, physical and personal abilities and aptitudes of the students in her/his classes and provide guidance and advice to students on educational and relevant social and other matters. ·       Make records of and reports on the personal and social needs of students. ·       Take part as appropriate in whole school development and share and promote best practice.   Assessment, Recording and Reporting ·       Assess, record and report on the development, progress and attainment of the students in her/his classes. ·       Provide or contribute to oral and written assessments, reports and references relating to individual students or groups of students. ·       Guide students to set targets to improve on their previous ‘best’ and give regular feedback to students to support next steps in learning.   Continuing Professional Development ·       Keep under review her/his methods of teaching and programmes of work. ·       Be pro-active and take accountability for own development. ·       Participate in arrangements for her/his further training and professional development as a teacher.   Curriculum Development ·       Advise and co-operate with the Principal and other colleagues on the preparation and development of courses of study, teaching materials, teaching schemes, methods of teaching and assessment and pastoral arrangements. ·       Take responsibility for specific subjects. ·       To embed UAE heritage and culture within the curriculum.  Taaleem Professional Teachers’ Standards: Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents and other stakeholders in the best interests of their pupils.  Part one: TeachingA Teacher must: 1.              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. 2.              Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Promote good progress and outcomes with/for 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 3.              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 the teacher’s 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. 4.              Plan and teach well-structured lessons: ·  Impart knowledge and develop understanding through effective use of lesson time. ·  Promote a love of learning and pupil’s intellectual curiosity. ·   Set homework when appropriate 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). 5.              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 pupils, 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. 6.              Make accurate and productive use of assessment: • Know and understand how to assess the relevant subject and curriculum areas, including statutory 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 positively to the feedback.  7.              Manage behaviour 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.  8.              Fulfil wider professional r