Teacher of Inclusion

3 weeks ago

Dubai, United Arab Emirates Star Mirdif Full time

**Description**

**Job Description Teacher of Inclusion**

**Department**: Teaching

**Line Manager**: Relevant Head of School or Principal

**Key Relationships**: Students, colleagues, parents, School Principal, Heads of School, and Senior Leadership team.
- __________________________________________

**Rationale**:
Star International School Mirdif is a bespoke British Curriculum School situated in the Mirdif Community of Dubai offering EYFS, Primary and Secondary Education. We are looking to appoint a Teacher of Inclusion who has the enthusiasm, commitment, and energy needed to work in a rapidly growing and improving school. The role would be from August 2023.

**The Post**

Due to the continued growth and expansion of the Star Mirdif family we now seek an additional Inclusion Teacher to join our family at Star International School Mirdif.

**At Star International School, Mirdif we offer**:

- Children who are well motivated and have a superb attitude to learning;
- A fabulous staff team, a highly supportive group of parents and governors, who together, create a strong school community
- A great environment for learning with excellent resources and facilities.
- Appropriate research-led working practices and a keen focus on staff well-being
- An Innovative risk-taking attitude to teaching and learning with the trust placed in our teachers
- A growing school community with a wide range of opportunities for professional growth and development

**Job Purpose**:

- 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 positive progress and outcomes with/for pupils through:

- Accountability of pupils’ attainment, progress, and outcomes
- Awareness of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
- Guidance of pupils to reflect on the progress they have made and their emerging needs
- Knowledge and understanding of how pupils learn and how this impacts on teaching
- Encouraging pupils to take a responsible and conscientious attitude to their own work and study
- 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
- Adapt teaching to respond to the strengths and needs of all pupils through:

- The ability to differentiate appropriately, using approaches that enable pupils to be taught effectively
- A sound understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
- 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
- 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:

- 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

**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 that are beyond their expectations and previous limits
- Make full use of ICT and the new technologies to enhance the quality of teaching and learni

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