Class Teacher

Role Overview

Class Teacher at International Schools Partnership, Durham School for Girls (DSGD), located in Qatar.

Company Overview

International Schools Partnership (ISP) is a global network of schools committed to safeguarding and promoting the welfare of children and young people. The organization operates on five core principles: prioritizing children and students, treating everyone with care and respect, operating effectively, making financially responsible choices, and learning continuously. ISP is committed to diversity, equity, inclusion, and belonging, and actively hires and develops high-performing staff regardless of gender, ethnicity, sexual orientation, gender expression, age, disability status, neurodivergence, or socio-economic background.

Role Purpose

To ensure all teaching staff at DSGD uphold UK Teaching Standards while aligning practices with the school's MARK values, school policies, and cultural expectations outlined by the Qatari Ministry of Education. The role encompasses delivering high-quality, engaging lessons that cater to diverse student needs, promoting a safe and inclusive learning environment, fostering academic and personal development, maintaining professional conduct, collaborating effectively with colleagues and stakeholders, and actively contributing to the school community. The role aims to create a positive, respectful, and effective learning environment that supports the growth of both students and educators.

Key Responsibilities

Curriculum Design and Lesson Delivery

• Develop and implement curriculum individually or as part of a team as directed, aligned with subject standards, learning or assessment objectives.
• Create and implement lessons and planning that cater to diverse learning needs of students, incorporating various instructional strategies and resources.
• Ensure all curriculum planning and resources align with DSGD, MARK, and Qatari values and culture.
• Use appropriate technology and innovative tools to enhance teaching and promote active student-led learning and engagement.
• Provide timely and constructive feedback to students and relevant stakeholders on progress and assignments.
• Continuously assess and evaluate student learning to inform and adapt instructional decisions and differentiated instruction with professional assessment or directives from line managers or SENCO.
• Review and report immediately any concerns with planning or resources conflicting with DSGD and Qatari values or culture to direct line manager, verbally and in writing, before leaving school premises.

Classroom Environment and Behaviour Management

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

Stakeholder Communication

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

Student Well-being and Personal Development

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

Professional Development and Growth

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

School Ambassadorship and Values

• Embody and promote the school's MARK values (Mission, Ambition, Respect, Kindness) and Qatari national values in all interactions with students, parents, colleagues, and the wider community.
• Serve as a positive role model for students, demonstrating integrity, respect, and professionalism both in and out of scheduled DSGD work hours, in accordance with the Staff Handbook.
• Engage positively by promoting and providing involvement opportunities for self and stakeholders in school events and activities, showcasing student achievements and contributing to the wider school community.
• Model and reinforce the school's values of respect, kindness, integrity, and cultural understanding in daily interactions with students and colleagues.
• Actively participate positively in school events, such as open days, parent information sessions, and community outreach programs, to showcase the school's values and achievements.
• Foster an inclusive and diverse learning environment that celebrates and respects Qatari national values and traditions.
• Integrate Qatari culture and heritage into planned curriculum, academic and pastoral, where appropriate, to promote cultural awareness and appreciation among students.
• Seek advice at the earliest opportunity for any misunderstandings or concerns regarding appropriateness of any planning, decisions, or resources content, academic or pastoral, from a relevant line manager and implement actions determined.
• Collaborate positively with colleagues to develop initiatives that promote community engagement and support the local community in line with Qatari national values.
• Maintain a professional and positive image of the school within the local and international educational community and uphold professional standards of conduct.

School Portal and Communication Platforms

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

School Community Participation

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

Safeguarding, Health and Safety, and Student Welfare

• Follow and implement the school's safeguarding policies to ensure the safety and well-being of all students.
• Comply with health and safety regulations and promote a safe learning environment.
• Report any concerns or incidents to the appropriate authorities or designated safeguarding leads within the designated timeframe and method of communication stated.
• Consistently identify potential safeguarding and Health and Safety issues and act and follow up on all concerns appropriately.

High Quality Learning, Teaching and Assessment

• Implement high-quality teaching, learning, and assessment for learning in line with the School Teaching and Learning and Assessment for Learning Policies, to stretch and challenge students' academic and pastoral standards.
• Identify and nurture students' strengths, talents, and potential through different