English Teacher - Middle School

Nibras International School; Dubai; On-site; AED 60,000 - 120,000; Full time

Job summary

An international educational institution in Dubai invites applications for an English Teacher to join in August 2026. The position requires a commitment to ensuring student safety and fostering a conducive learning environment. Candidates should hold a Bachelor's degree in English or a relevant field and have at least 2 years of teaching experience, preferably in American/International settings. The role emphasizes creating engaging lessons, assessing student progress, and promoting positive behaviour in the classroom.

Qualifications

• 2 years of school-based teaching experience is required.
• Outstanding performance in American/International schools preferred.
• Knowledge of assessment practices and progress monitoring.

Responsibilities

• Create lesson plans that engage students and meet individual needs.
• Assess and report on students' progress and attainment.
• Promote positive behaviour and manage classroom dynamics.

Skills

Excellent communication skills

Classroom management

Collaborative team player

Strong knowledge of international curriculum

Digital teaching skills

Education

Bachelor degree in English or relevant field

Job description

Description

Nibras International School is looking for a qualified English Teacher to join the team in August 2026.

For all staff in school we share a responsibility to ensure that children are always safe and properly supervised. Our school is committed to ‘amazing learning’- providing enjoyable and meaningful learning experiences so that every pupil makes as much progress as possible. All staff are expected to adhere to NIS policies and code of conduct and commit to promoting our vision – ‘A happy community school with amazing learning at its heart where pupils are empowered to make choices, engage in meaningful learning experiences and make exceptional progress’.

Job Purpose

• Set high expectations that inspire, motivate and challenge pupils.
• Establish a safe and stimulated environment rooted in mutual respect.
• Define goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
• Demonstrate consistently the positive attitudes, values and behaviour expected of pupils.
• Promote positive progress and outcomes through accountability of pupils’ attainment, progress and outcomes; awareness of pupils’ capabilities and prior knowledge; guidance to reflect on progress; knowledge and understanding of how pupils learn; encouraging responsibility and conscientious attitude to their own work and study; good subject and curriculum knowledge; critical understanding of developments; high standards of literacy and Standard English; systematic synthetic phonics for early reading; appropriate teaching strategies for early maths; well‑structured lesson planning; love of learning and intellectual curiosity; homework when appropriate; systematic reflection on lessons; contribution to engaging curriculum design; differentiation; awareness of physical, social and intellectual development; clear understanding of all pupils’ needs including SEN, high ability, EAL, disabilities; accurate assessment practices; formative and summative assessment; data‑driven progress monitoring and targets; regular feedback; management of behaviour with clear rules and routines; high expectations of behaviour; discipline framework; classroom effectiveness; positive pupil relationships and decisive authority.

Key Accountabilities

• Represent areas of knowledge, understanding and skills to students.
• Lead by example in the highest regard for truth, justice, equality of opportunity, human rights, benevolence and compassion.
• Engage and motivate students to achieve at levels beyond their expectations and previous limits.
• Use excellent subject knowledge, pedagogic and interpersonal skills to enthuse students and enable students to experience amazing learning.
• Make full use of ICT and new technologies to enhance teaching and learning for students of all ages and attainment levels.
• Plan lessons taking full account of students’ individual learning needs, styles, preferences and capabilities.
• Encourage and enable all students to become effective, confident and independent lifelong learners.
• Maintain excellent professional relationships with colleagues and contribute to the school’s continuing improvement.
• Plan and deliver a programme of learning opportunities and activities to enrich and enhance the taught curriculum.
• Co‑operate with colleagues to establish and maintain fair and consistent disciplinary practices in classroom, school and on trips; actively protect students from all forms of abuse, including racism, sexism, bullying and corporal punishment.
• Communicate openly and professionally with parents regularly about their child’s attainment and progress.
• Maintain high confidentiality when speaking to parents and external parties.
• Model good academic practice.
• Contribute actively to department discussion in academic meetings.
• Plan after‑school activities as required.
• Support the school partnership with the community, e.g., attend school concerts and community events.
• Other responsibilities as reasonably requested.

Teaching

• Plan and prepare schemes of work and complete planning documentation.
• Teach consistently and effectively to all class pupils, accounting for individual educational needs.
• Set and mark work to be carried out by students in school, online, at home and elsewhere as appropriate.
• Promote the intellectual, moral, spiritual, cultural, physical and personal abilities and aptitudes of students and provide guidance and advice on educational and relevant social matters.
• Record and report on personal and social needs of students.
• Participate as appropriate in whole‑school development and promote best practice.

Assessment, recording and reporting

• Assess, record and report on the development, progress and attainment of the students in class.
• 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 support next steps in learning.

Continuing Professional Development

• Keep under review teaching methods and programmes of work.
• Be pro‑active and take accountability for own development.
• Participate in arrangements for further training and professional development.

Curriculum Development

• Advise and cooperate with the Principal and other colleagues on preparation and development of courses of study, teaching materials, schemes, methods of teaching and assessment and pastoral arrangements.
• Take responsibility for specific subjects.
• Embed UAE heritage and culture within the curriculum.

Position Requirements

Education: Bachelor degree in English language or any other relevant degree.

Experience: 2 years of school‑based teaching experience.

Competencies

• Outstanding performance and teaching experience in American/International schools.
• Strong knowledge and experience of international/American curriculum.
• Excellent communication skills and command of the English language, in spoken and written form.
• A collaborative team‑player with excellent personal skills.
• Classroom and behaviour management.

Attributes

• Collaborative team player, inspirational speaker, empathetic listener.
• Integrity and confidentiality.
• Internationally minded.
• Emotional intelligence.
• Intercultural awareness, creative.
• Online and classroom teaching experience.
• Flexible and a can‑do attitude.

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.

Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description.

Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.

The International Schools Partnership

Nibras International School is part of The International Schools Partnership (ISP). ISP is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our pupils, colleagues and parents. We are committed to getting better, all the time.

ISP was founded by an experienced team of committed educationalists and commercial operators who have worked together over many years. Our growing group of private schools located in the UK, the USA, Europe, Costa Rica, Chile, Colombia, Ecuador, the United Arab Emirates, Qatar, Malaysia, Mexico and Peru educate children and pupils from 2‑18 years of age. We have now expanded to 45 schools delivering multiple curricula and building on local brands and reputations with around 45 000 pupils and 7 000 staff located across the globe.

We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world. Our goal is to enable our schools as the leading school of choice in their local area. We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. At ISP we continue to engage with schools around the world who are interested in becoming part of our global group of schools and look forward to welcoming more pupils and staff to the group.

All Our Schools

• Help children and pupils learn to levels that amaze them.
• Inspire children and pupils to be successful now and equip them to be successful later.
• Are truly international, working in partnerships within and across regions, cultures and languages.
• Aim to be the schools of choice for children, pupils and families, wherever we are.

ISP and Nibras International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.