Class Teacher

Xpteach Ltd; Qatar; On-site; QAR 120,000 - 180,000; Full time

Job summary

Durham School for Girls in Qatar seeks a dedicated teacher to design and deliver engaging lessons aligned with UK Teaching Standards and DSGD/MARK values. You will foster a safe, inclusive classroom, collaborate with colleagues, and actively engage in safeguarding and professional development. Strong communication with parents and stakeholders is essential.

The role emphasizes student wellbeing, real-life learning links, and continuous improvement in teaching practices within MOE guidelines.

Qualifications

• Deliver high-quality lessons aligned with UK Teaching Standards.
• Promote a safe, inclusive learning environment in line with MOE ethics.
• Collaborate with colleagues and stakeholders to enhance curriculum.
• Provide timely feedback on progress and assessments.
• Lead safeguarding and student well-being in daily practice.
• Engage in ongoing professional development.

Responsibilities

• Design and deliver engaging lessons that align with standards and AO’s.
• Foster a positive, inclusive classroom culture respecting DSGD/MARK and Qatari values.
• Communicate clearly with students, parents, colleagues, and external stakeholders.
• Support student well-being and development, addressing individual needs.
• Engage in professional development and reflective practice.
• Participate in quality assurance activities and improvement initiatives.

Skills

Collaboration

Professional conduct

Lesson design

Technology in teaching

Feedback to students

Tools

iSams

CPOMS

School portal

Job description

Purpose of Role

The purpose of the role is to ensure that all teaching staff at Durham School for Girls (DSGD) uphold the UK Teaching Standards (TS), while also aligning their practices with the school’s MARK values, policies, and the cultural expectations outlined by the Qatari Ministry of Education (MOE). This includes delivering high-quality, engaging lessons that cater to the diverse needs of students, promoting a safe and inclusive learning environment, and fostering both academic and personal development. Staff are expected to maintain professional conduct, collaborate effectively with colleagues and stakeholders, and actively contribute to the school community. Additionally, they must ensure that all teaching practices, curriculum plans, and resources are in line with DSGD/MARK values, Qatari culture, and MOE ethics. This role also encompasses the continuous professional development of staff, adherence to school policies, and supporting student well-being and high-performance learning (HPL) strategies. Ultimately, the role aims to create a positive, respectful, and effective learning environment that supports the growth of both students and educators.

ISP Principles

• Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.

• Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

• Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

• Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

Key Responsibilities

Design and deliver engaging and effective lessons

• Develop and implement a curriculum (individually or as part of a team as directed) that aligns with the subject's standards, learning or assessment objectives (AO’s).

• Create and implement lessons and planning (individually or as part of a team as directed) that caters to the diverse learning needs of students, incorporating various instructional strategies and resources.

• Ensure that all curriculum planning and resources that are used are in line with DSGD/MARK and Qatari values and culture.

• Use appropriate technology and other innovative tools to enhance teaching and promote active student-led learning and engagement.

• Provide timely and constructive feedback to students and relevant stakeholders on their progress and assignments.

• Continuously assess and evaluate student learning to inform and adapt instructional decisions and differentiated instruction accordingly with professional assessment, or directives from line managers or SENCO.

• To review, and if necessary, report immediately any concerns with planning or resources that are in conflict with the DSGD and Qatari values or culture to their direct line manager (verbal and written) before leaving the school premises.

Foster a positive and inclusive classroom environment.

• Establish clear expectations and rules for behaviour, ensuring a safe and respectful learning environment.

• Promote collaboration, respect, and inclusivity among students, encouraging them to appreciate 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 there are curriculum links with planning and teaching to real life learning and careers.

• Provide positive learning opportunities that promote 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 the staff handbook and Penalty list)

Communicate effectively with students, parents, colleagues, or outside relevant stakeholders.

• 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 any concerns or questions.

• Provide concise and quantifiable (qualitative and quantitative) progress reports (formal or informal) to appropriate stakeholders.

• Ensure all deadlines for communication are adhered to.

• Communicate clearly (verbal and written) and complete all tasks within timeframes provided with any stakeholders, including links with Further Education organizations.

• Utilize the school portal and other communication platforms email, iSams or CPOMS) to share important information and resources with appropriate stakeholders.

Support students' 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 the 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.

Engage in professional development and growth.

• Stay updated with subject-specific knowledge, educational research or changes to the British/MOE Curriculum or examination boards AO’s, 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