Business Studies & ICT Teacher (for August 2025)

Description

Star International School Mirdif is a rapidly growing British curriculum school in Dubai. We are an ambitious school that aspires to be the very best version of ourselves, and for those who join us, we would help them do the same. We seek individuals who want to make a difference in the world, seeing themselves as lifelong learners, committed to putting children at the heart of everything they do. We want educators who align closely with our vision, mission, and values. If you feel you can champion these, then please apply to join the Star Mirdif family for August 2025.

• Vision: To grow the future leaders and global citizens of tomorrow, who will Go Beyond and change our world for the better.

• Mission: Through amazing learning opportunities and personalized pathways, our educators and students Go Beyond to ensure every member of our Star Family achieves their personal best both inside and beyond the classroom.

• Values: Self-belief, teamwork, adventure, respect.

Star International School Mirdif is a community school that is rooted in kindness and amazing learning. We offer our pupils:

• Centre of research-informed T&L.

• EdTech best practice with AI-powered T&L.

• Awe & Wonder offering beyond the National curriculum.

• STEAM+ curriculum focusing on global and cosmic problems.

• Safe with incredible learning behaviours.

• EYFS-Post-16 (GCSE/A-Level/BTEC) British curriculum school in the heart of Mirdif Dubai.

ISP Teacher Role Profile

We put learners and learning first. Learning is affected by both internal factors (such as emotions, motivation, and general health and wellbeing) and external factors (such as environment, curriculum, and relationships). The external factor that has the most significant impact on our students’ learning is the teacher.

At ISP, everyone is a learner. So, as one of our teachers, you are also a learner. Together, we will embark on an ongoing process of exploring, expanding, and evolving your practice in ways that directly impact and improve student learning.

Learner (ISP definition)

Everyone at ISP is a learner. As learners, we recognise that our mindset, experiences, and actions drive our learning outcomes. With this awareness, we exercise voice, choice, and ownership over our process of learning – leading our own learning and the learning of others.

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. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding 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.

ISP Teacher Role Profile

• Atmosphere. You create a good learning atmosphere by building positive relationships and ensuring a safe, open, caring, collaborative, and inclusive community (physical and virtual). You value and celebrate learner variability, enabling all learners to grow curious and confident minds through open and honest conversations about their learning and how they can get better. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better together.

• Shared Ideas. You create a strong sense of shared behaviours and purpose for all learners and their learning. You develop your priorities, targets, and aspirations for all aspects of learning and teaching, guided by your school’s purpose, values, and beliefs. You actively nurture and develop students’ skills towards your school’s set of Life Competencies. Collaboration and commitment to all community members are central to your work, enabling you to contribute meaningfully to your school’s Shared Ideas.

• A Focus on Learners and Learning. You put learners and their learning first, striving to grow curious, confident minds for all learners. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation and reflection. You are an active and valued member of dynamic learning communities.

• Learning and Teaching. Students and their learning are at the core of your planning, facilitation, assessment, and evaluation. Your learning outcomes are clearly aligned with your school's chosen curriculum and programmes. You develop students’ Life Competencies and enhance their learning by providing authentic learning experiences and leveraging EdTech, building their confidence to navigate the ever-changing world. You develop positive and supportive relationships with all stakeholders to ensure a focus on your students’ learning academically, physically, socially, and emotionally. You know individual students’ learning phases, ensuring you effectively facilitate learning, teaching, and assessing to meet learner variability by removing barriers to learning. You empower students to be curious and to lead their own learning, supporting them to monitor, evaluate, and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking actions to further improve learning and teaching.

• Evidence of Learning. You use your schools’ tools and processes to gather, document, and analyse evidence of learning from various sources, enabling you to effectively identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. You initiate ongoing learning visits and actively collaborate with your colleagues and students to discuss the evidence of learning gathered. You participate in discussions and use internal and external assessment results to make informed decisions. You make secure judgments about your students’ learning in line with their personal learning goals, age and stage-appropriate expectations. You document and share evidence of learning to answer the questions: “Are my students learning?” “How do I know?”

• Leadership for Learning. You see yourself as a leader for learning, and you support the learning of others (students, colleagues, and parents/carers). You are committed to your school’s Shared Ideas and support others to continuously learn and get better, growing curious, confident minds. You empower students to become leaders of their own learning by helping them develop voice, choice, and ownership of their learning process and Life Competencies. You use your school’s systems and processes to self-evaluate and lead your own learning, development, and wellbeing.

• Learning Spaces. You purposefully design and use a range of learning spaces (physical and virtual) to showcase learning and progress, invite collaboration, promote curiosity and inquiry, support emotional and social development, and other ways of communicating and celebrating student learning. You reflect on and continually refine learning spaces to support and demonstrate your school’s Shared Ideas about learners and learning. You collaborate with others to ensure all learning spaces are safe, collaborative, accessible, and inclusive. You provide opportunities for students to take ownership of their learning, design and contribute to their learning spaces, and use them to develop all aspects of their learning (academic, physical, social, and emotional).

• In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child’s learning, inviting their feedback, and using it to improve learning. You help parents and carers understand the school’s Shared Ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You also build and maintain positive relationships with your parents and carers to develop trust and transparency, promoting a growth mindset for learning improvement initiatives. You respond to the individual needs of parents and carers, supporting them to feel informed and involved as valued members of the school’s learning community.

• Learning Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively by applying the ISP Teacher Learning and Self-Evaluation Process. You gather evidence of the impact and visibility of learning improvements against the nine criteria in the ISP Teacher Role Profile and evaluate criteria to make secure judgments about progress towards your professional goals. You actively seek opportunities to collaborate and contribute to department and school-wide learning improvement planning and view the school’s learning improvement plan as the central focus for getting better together.

The role – Job description

As the school expands its options with post-16 growing, Star Mirdif is looking to add an additional Teacher of Business and Economics. The role requires the ability to teach Business and Economics to iGCSE level with A-Level an advantage for Economics. Ability to teach A-Level business is a requirement. Potential for BTEC Business delivery also within this growing department.

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.

• Use excellent subject knowledge, pedagogic, and interpersonal skills to enthuse students and enable students to experience amazing learning.

• Make full use of ICT and the new technologies to enhance the quality of teaching and learning for students of all ages and attainment levels.

• Plan lessons taking full account of students’ individual learning needs, as well as their individual learning styles, preferences, and capabilities.

• Encourage and enable all students to become effective, confident, and independent lifelong learners.

• Maintain excellent professional relationships with colleagues by making a wider professional contribution to the continuing improvement of the school.

• Plan and deliver a programme of learning opportunities and activities to enrich and enhance the taught curriculum.

• Cooperate with colleagues to establish and maintain fair and consistent disciplinary practices in the classroom, around the school, and on school trips, and take active measures to protect students from all forms of abuse, including racist or sexist abuse, bullying, and any kind of corporal punishment.

• Communicate openly and professionally with parents on a regular basis about the attainment and progress of their child.

• Model good practice of academic practices.

• Contribute actively to department discussions in academic meetings.

• Contribute to and plan after-school activities as required.

• Actively support the school partnership with the community e.g. attending school/community events which may occasionally occur at weekends or in the evening i.e. school concerts etc.

• Contribute to the development and provision of the highest quality of education at Star International School Mirdif.

• Make sure that young people of all abilities and backgrounds fulfil their potential.

• Promote a positive ethos across the school based on the school vision/values and a commitment to ensuring the wellbeing of students, staff, and the wider school community.

• Other responsibilities as reasonably requested.

Teaching

• Plan and prepare schemes of work and complete planning documentation.

• Teach with consistent effectiveness the students in her/his classes, taking full account of all students’ individual educational needs.

• Set and mark work to be carried out by the students in school, online, at home, and elsewhere as appropriate.

• Promote the intellectual, moral, spiritual, cultural, physical, and personal abilities and aptitudes of the students in her/his classes and provide guidance and advice to students on educational and relevant social and other matters.

• Make records of and reports on the personal and social needs of students.

• Take part as appropriate in whole school development and share and promote best practice.

• At Star Mirdif we are Research-informed and Well-Being Aware.

• We believe in strategies which have the most impact being utilised in the classroom.

• We actively seek resources, methods, and systems which can support workload and have equal if not more impact on student outcomes.

Assessment, recording, and reporting

• Assess, record, and report on the development, progress, and attainment of the students in her/his classes.

• 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 students to support next steps in learning.

Continuing Professional Development

• Keep under review her/his methods of teaching and programmes of work.

• Be proactive and take accountability for own development.

• Participate in arrangements for her/his further training and professional development as a teacher.

Curriculum Development

• Advise and cooperate with the principal and other colleagues on the preparation and development of courses of study, teaching materials, teaching schemes, methods of teaching and assessment, and pastoral arrangements.

• Take responsibility for specific subjects.

• To embed UAE heritage and culture within the curriculum.

Skills, Qualifications and Experience

Education: Relevant UK teaching qualification: minimum of a Bed. or BA/BSc + PGCE/QTS in a Business and/or ICT (with the ability to teach both subjects).

Experience: Minimum of 2 years of primary teaching experience in a British school either internationally or in the UK.

Competencies:

• Excellent working knowledge of the UK Curriculum and the latest UK practice.

• Excellent IT skills, 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, 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.

How to apply: Please apply by including:

• A CV no more than 2 pages long that gives employment dates and current and previous employer references and accounts for any gaps in employment.

• A letter of application addressed to the principal no more than a single page outlining why you are the best candidate for the role.

You can also apply to be invited to our recruitment fair: Embark on Your Next Teaching Adventure with ISP Middle East. Join our London Recruitment Fair on Saturday, January 18, 2025. Don’t miss this opportunity to be part of a dynamic, international community where your passion for education can inspire thousands. Shortlisted candidates will receive a personalized invitation with venue details.

Our Commitment to Safeguarding Principles

Star International School and ISP are committed to safeguarding and promoting the welfare of children and young people and expect 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.

Our Commitment to Diversity, Equity, Inclusion, and Belonging

Star International School and ISP are committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of age, disability status, socio-economic background, or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.