Assistant Headteacher - Secondary - August 2027

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 high quality references, proof of relevant qualifications, identification and police checks, including overseas checks.Job Purpose:- To build an effective team to improve teaching and learning across the School Section.- To support and develop others in the team (note for this job description School Section wil be referred to as School Section- To specifically support the needs of SEN learners within the School Section.- Approximate time allocation: 50% School Section Leader 50% student support.Key Relationships (Internal and External):- Line manage the class teachers and learning assistants in the School Section- Evaluate, develop and support teaching and learning in the School Section- Liaise closely with the SLT Team- Liaise closely with and support the admissions office- Be a key member of the Section SLT- Develop relationships with other School Section teams within the Taaleem group- Liaise closely with Director of Student Support ServicesKey Accountabilities:Policy Area A: School Guiding statements- Ensure learning across their grade strives to meet the mission and philosophy of the School.- Contribute to whole school vision and mission to improve learning.- Facilitate and develop the understanding and application of the guiding statements with School Section staff.- Promote an inspiring vision dedicated to high standards that is shared by all members of the School Section staff.- Initiate, prioritize and lead School Section’s School improvement activities through effective strategic leadership and planning which supports the vision, mission and values of Taaleem, and School.Policy Area B : Teaching and LearningPromote the “thrill of learning and of inspirational teaching” across the School Section.- Ensure curriculum delivery is well planned in the School Section, so that appropriate differentiation and a range of appropriate teaching and learning styles are used to enhance the learning of all students.- Ensure that the attainment of students is being appropriately assessed and its progress tracked.- Develop initiatives in liaison with subject leaders to improve and develop specific areas across the School Section.- Ensure that School Section staff plan the effective implementation of the school’s curriculum.- Monitor and support the teaching and learning process with School Section staff to further develop the implementation of the curriculum. Ensure that all documentation is completed in a timely and effective manner.- Ensure the integration of ICT into the curriculum.- Assist the Deputy Head and Head of Student Support in the monitoring of student behavior, well-being and academic support in the School Section.- Work closely with the SLT to collect evidence and data regarding student learning in the School Section.Policy C: Governance and Leadership- Play a leading role in the development, implementation and evaluation of the school’s strategic objectives as they operate in the School Section.- Lead the development, analysis and strategic planning of the School Section in regards to inspection and accreditation processes.- Use appropriate documentation to guide the development of the School Section including: IB Standards and practice, curriculum scope and sequences.- Collect and analyze feedback both internal and external to further develop the School Section.- Prepare the self-evaluation form (SEF) for the School Section in regards to accreditation bodies.- Monitor and evaluate the school’s performance on School Section students’ attainment and progress, students’ personal and social development, teaching and assessment, curriculum, health and safety, and student support services.- Provide regular feedback and motivation to others to successfully achieve their targets.- Create a spirit of teamwork and opportunities for cooperation and collaboration.- Monitor and advise staff on the learning environments including bulletin boards.- Strategically plan and set goals based on collected evidence and data. Provide consistent development of the School Section in regards to specific goals in collaboration with the wider SLT.Policy Area D : Faculty and Support Staff- Work with the Leadership Team to induct, train and mentor new members of staff.- Participate in the implementation of the school’s probation and performance management system.- Mentor and lead School Section staff as part of the school’s performance management system.- Play an active role in the welfare and development of all School Section staff members.- Liaise with and advise members of the admin staff in regards to specific needs of the School Section such as cleaning, maintenance, child safety, ECA etc.Policy Area E : Access to teaching and learning- Assist the Leadership Team and Admissions officers in the assessment of new students and their successful placement in the appropriate class, ensuring the teacher is in possession of all records in advance of the child’s arrival.- Assist in the induction of new parents and families.Policy Area F : School Culture and Partnerships for learning- Ensure that student achievement data is appropriately recorded and retrieved in order to report to parents and to inform planning and target setting to improve learning.- Ensure that communication from the School Section dept. is completed in a timely fashion and in accordance with guidelines for the school. Specifically, to ensure that the grade team weekly updates and other communications are accurate and are properly issued.- Organize, prepare and present information regarding the School Section to the wider community including contributions to newsletters, parent meetings, presentations, bulletin boards etc.- Liaise and meet with parents individually or in groups to assist and address concerns or issues that may arise.- Inform the Head of Section of any serious student incidents or parent concerns and work collaboratively with the SLT to resolve issues in a timely and respectful manner.- Build and maintain relationships with School Section parents and the community by establishing regular and appropriate communications with all members of the school community, both internally and externally through appropriate channels.- Engage School Section school parents as active partners in their children’s learning in a variety of ways.- Encourage positive and regular participation of School parents at school events.- Consult the parent community about the work of the School on a regular basis and ensure that parents views are received respectfully and help guide the school’s development.Policy Area G: Operational Systems- Assist the Leadership Team, in the development of all primary school routines and policies and ensure their effective implementation in the School Section.- Advise on the development of the school’s facilities, discussing any suggestions for enhancing the facilities to ensure optimum use.- Keep a watching brief on health and safety matters and be proactive in reporting any perceived risks, especially in their team areas .- Assist in the ordering and purchasing of appropriate resources for the School Section team. Assist the HOS with the management of budgets.- Organize and oversee specific routines eg sibling club, duty supervision, ECA.Specific Teaching Responsibilities (SEN)NB: Definition of Special Educational Needs (SEN) Educational needs that are different from those of the majority of students. They include those who need additional support or challenge in their learning.Provide support and guidance to all School Section staff in relation to SEN.Assist the Director of Student Support Services in identifying specific student needs within the School Section.Provide focused support to specific, identified individual or groups of students in the School Section through a use of both pull out and in class support.Assist the Head of Student Services in maintaining accurate records of SEN students.Develop staff understanding of appropriate strategies to ensure on-going support within the normal classroom setting.Develop appropriate resources and learning environments to support the development of SEN students.

Arabic Early Years Educator - August 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 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: Teaching A 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. 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 Conduct A 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.  

Islamic Teacher - August 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 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: Teaching A 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. 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 Conduct A 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.  

Arabic B Teacher - August 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 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: Teaching A 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. 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 Conduct A 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.  

Arabic A Teacher - August 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 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: Teaching A 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. 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 Conduct A 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 Counsellor - 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 School Counsellor supports and empowers the social, emotional, personal and academic growth of all students. The School Counsellor is an advocate for students and operates in a proactive manner, working in partnership with teachers, parents, colleagues and the local and international community, she/he supports students with the resources to access the school curriculum and to achieve academic success and personal wellbeing.Key Accountabilities:Communicate, build relationships and inspire confidence in all stakeholdersThe Counsellor achieves this through:Ensuring that all staff receive the necessary level of training and support with regards to common student wellbeing issuesProviding a clear channel for parent queries and concerns and supporting parents with advice and introductions to external providers where appropriateContributing to regular discussion forums on topics of interest to parentsPlaying a full part in all Taaleem Job-a-Like meetingsProviding appropriate reports on student issues to Grade Level Leaders and the Secondary Leadership TeamBuilding trusting relationships with external service providersDelivery: Individual Student Planning In collaboration with teachers and parents, help students establish goals and develop and use planning skills. Identify specific goals and develop strategies towards achieving these goalsGuide teachers and parents in utilising assessment results to create ILPs (individual learning plans)Demonstrate accurate interpretation of assessment data and present this information in a clear and concise manner to parents and the Learning Support Team.Conduct formal observationsExplain and interpret the statistical concepts used in assessment batteriesGuard against over interpretation or other inappropriate use of assessment data and maintain its confidential natureMake recommendations based upon evaluation findingsResponsive Services Counsel individual students and small groups of students on an ‘as needs’ basisWork within the context of the multi-disciplinary Learning Support Team Meeting to identify and address counselling needsProvide crisis counselling, as needed (e.g. anxiety, grief, trauma, family break-up)Assist students in establishing concrete behavioural plans aimed at problem resolutionServe as a student advocateConsult effectively with students, parents, colleagues and other professionalsPrior to consultation, gather and prepare the necessary informationDuring consultation, interpret information and communicate ideas effectivelySuggest a variety of options or strategiesAppreciate alternative opinions and promote a spirit of cooperationCoordinate the development and implementation of the plan of actionEncourage feedback and inputImplement an effective referral process within the framework of the Learning Support TeamDetermine the need for and make appropriate referralsMaintain a current list of referral resources in the local communityAssist students and parents throughout the referral process Collaborate with professional services outside of school and assist with implementing their recommendations, as necessaryAccountabilityProvide a comprehensive and balanced guidance program consistent with identified student needs and in collaboration with school staffMaintain a database of student consultationsConduct needs assessments to determine systemic social and emotional needs and prioritiesFollow priorities established within the counselling program framework and in association with the school curriculumUse sound organisational skills to:- Set timelines and follow them- Operate from a program calendar based upon the academic year and provide workshops to parents, accordingly (e.g. on child development, transition and other relevant topics)Implement an effective counselling program evaluation and use this feedback to improve the programExplain/promote the philosophy, priorities, and practices of the counselling programProfessional communication and interaction Demonstrate positive interpersonal relations with students.Promote a positive self-image in students.Provide a climate of open communication.Interact in a mutually respectful and friendly manner, getting to know the students and being available to all students.Use discretion in handling confidential information and difficult situations.Demonstrate positive interpersonal relations with all school colleagues.Work cooperatively with colleagues in planning counselling activities. Share ideas, materials, and methods with other staff members.As a core member of the Learning Support Team, collaborate effectively with other multi-disciplinary specialistsWork cooperatively with the school’s administration to implement policies (e.g. child protection) and regulations for which the school is responsible.Contribute, as a member of the whole school counselling team, in the school-wide development of the counselling program.Demonstrate positive interpersonal relations with parents/guardians.Cooperate with parents in the best interest of the student, providing an open climate of communication.Handle expressions of conflict in a constructive manner.Professional Responsibilities:Demonstrate a commitment to on-going professional growth.Keep abreast of new developments and participate in further learning, maintaining membership and involvement in professional organizations, workshops and conferences.Possess professional and responsible work habits.Carry out responsibilities promptly and accurately in accordance with established job description.Use available information technology to manage the workload and as a resource.Follow the profession’s ethical and legal standards and guidelines.Promote cultural diversity and inclusivity in school policy and interpersonal relationships.Observe professional ethical standards.Maintain confidential information appropriately.Promote equity with respect to gender, ethnicity, and ability of students.

Head of Performing Arts - August 2027

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:Responsible to the Head of Secondary and ultimately the Principal for the management and leadership of the teaching staff and delivery of the academic programme in the relevant department. This encompasses quality assurance, raising standards and tracking each teacher’s planning and delivery of the curriculum.Key Relationships (Internal and External):Head of School, Principal, Teachers, Students, Parents, Senior Leadership Team.Key Accountabilities:- Plan, implement and review the curriculum within the framework of the school's communicated aims and objectives.- Oversee teaching within the department through the preparation of schemes of work.- Responsible for the planning, administration and monitoring of curriculum delivery.- Monitor data in the department, using it to develop action plans for the improvement of student outcomes (progress, attainment and learning skills).- Ensure that students' work is regularly assessed, their achievements recorded and that the department standardises assessment tasks.- Manage the ordering, storage and use of materials, equipment, books, etc. and to account for spending within any allocated budget.- Oversee the work of teaching (and if appropriate non-teaching) staff assigned to the department and to advise and assist the Principal in matters of staff appointments and staff review and development.- Ensure the department develops and adheres to set assessment schedule within the framework of the assessment calendar.- Attend Heads of Department meetings.- Chair departmental team meetings and ensure that accurate minutes are taken and communicated to relevant parties .- Liaise closely with the timetabler with regard to allocation of curriculum time to the department and to the appropriate assignment of staff.- To ensure that the department's teaching area presents a stimulating environment.- To supervise the use and care of all teaching spaces assigned to the department including adherence to relevant health and safety regulations.- To ensure that all department members use assigned school management software to develop their curriculum and record assessments.- Plan and run INSET for the members of the department .- Support the induction of all new colleagues into the department.- Evaluate the performance of members of the department in accordance with the Appraisal Policy.- Plan the routines of the department team and students by providing an annual submission for the timetable; allocating staff to appropriate courses, setting arrangements; organising a staff responsibility structure; allocating teaching rooms; organising teaching groups at the start of the year; monitoring them throughout the year; establishing termly essay/task schedules for students where appropriate.- Maintain and update department policies and review them regularly; to ensure that school expectations with regards to preparation, marking and data analysis are met within the department and to track the progress of pupils and be aware of performance relative to ability.- Request any necessary appointments of staff into the department and to participate in the interview and appointment process if required by the Principal.- Work with department staff to assess the work of the department on a regular basis by, for example, the observation of lessons and the monitoring of marking and assessment.Standards- To lead by example when it comes to outstanding teaching.- You are expected to keep abreast of curriculum developments and best practice in teaching in international schools .- To ensure that all the students receive the best possible preparation for internal and external assessments.Each HOD will develop a SMART action plan for their department, identifying areas of strength and areas for improvement. HODs are expected to provide evidence of, or action plans, designed to achieve the standards outlined by the Regulator and any applicable Inspection and Accreditation Bodies.HODs will provide evidence, both qualitative and quantitative, that evaluates the relevant sections of any inspection or accreditation frameworks applicable to their department.

Foundation Stage Homeroom Teacher - August 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 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: Teaching A 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. 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 Conduct A 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.  

Homeroom Teacher - August 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 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: Teaching A 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. 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 Conduct A 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.  

Teacher of Science - Secondary - August 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 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: Teaching A 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. 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 Conduct A 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.