Deputy Head, Prep Teaching & Learning — Free Schooling

Gems Education UAE; Dubai; On-site; AED 420,000 - 640,000; Full time

Benefits offered by this job

Accommodation and schooling benefits

Private medical insurance

Annual airfare to home country

End-of-service gratuity

Job summary

GEMS Wellington Academy – Al Khail in Dubai is seeking a Deputy Head – Prep Teaching and Learning to lead curriculum development and teaching quality across the Prep phase, aligning with the National Curriculum for England and DSIB/ KHDA expectations.

The role focuses on instructional coaching, data‑informed improvement, professional learning, and strong collaboration with the Head of Prep School and SLT to raise pupil outcomes with inclusive, evidence‑informed practices.

Qualifications

• Bachelor’s degree in Education or a relevant academic discipline.
• Recognised teaching qualification such as PGCE, PGDE or an equivalent credential.
• Master’s degree, National Professional Qualification or comparable educational leadership qualification preferred.

Responsibilities

• Develop and communicate a clear Prep School strategy for outstanding teaching, learning and curriculum delivery.
• Lead quality assurance through lesson visits, learning reviews and pupil progress reviews.
• Lead curriculum development and ensure alignment with the National Curriculum for England across the Prep phase.
• Coach and mentor teachers and middle leaders to raise pupil outcomes and drive professional learning.
• Monitor pupil attainment and use data to identify trends, gaps and targeted improvement plans.

Job description

GEMS Wellington Academy – Al Khail in Dubai is seeking a Deputy Head – Prep Teaching and Learning to lead curriculum development and teaching quality across the Prep phase, aligning with the National Curriculum for England and DSIB/ KHDA expectations.

The role focuses on instructional coaching, data‑informed improvement, professional learning, and strong collaboration with the Head of Prep School and SLT to raise pupil outcomes with inclusive, evidence‑informed practices.