Homeroom Teacher - Diyar Private Academy - Dibba Boys

Role Responsibilities

• Ensure that I understand the school's definition of learning and demonstrate a determined focus on 'amazing learning' in my lessons.
• Use the learning observation tools (Looking for Learning) to identify learning, where the best learning is happening and where there are concerns about learning so that I can plan lessons.
• Contribute fully to the Amazing Learning principles by sharing amazing learning from my class.
• Link findings in learning to student progress using AfL data and summative data so that every student makes the best progress they can.
• Identify, with other teachers, any gaps in learning and take measures to close the gaps.
• Be as innovative as possible when I plan learning experiences so that levels of engagement are high and learning is focused on knowledge, skills, and understanding.
• Plan for higher order, critical thinking at all times.
• Ensure high level and scaffolded questioning to move learning on.
• Ensure students are challenged in their learning and exposed to inquiry, research, and use of technology in their learning.
• Ensure teacher talk is 20% (maximum) and student talk is 80%.
• Use ICT to enhance learning on a day-to-day basis.

• Ensure that I understand the factors that affect learning and the difference between these and learning itself.
• Build the most positive relationships I can with all students and their parents to ensure learning is successful.
• Observe conditions for learning in colleague's lessons, share ideas, and evaluate what improves learning and what impedes learning so that I can make changes.
• Create a classroom environment in which students feel safe to take risks and challenge themselves and others.
• Follow the display and environment policy to ensure learning is visible.

• Provide clear, honest, and balanced feedback to students on their learning in lessons and in shared areas (as per learning observation policy).
• Guide and support students through a range of learning situations and activities, e.g., individual, paired, group, class so that they develop excellent levels of independence and skills.
• Ensure every student understands that learning includes knowledge, skills, and understanding and is about getting better at something.
• Celebrate learning and have fun with the students.
• Share examples of amazing learning with other classes.

• Provide the mechanisms for students to discuss their learning, evaluate their learning and that of their peers and understand what they need to do to improve.
• Use the AfL policy and Learning Ladders to track students' learning and progress and adjust activities accordingly.
• Observe learning in lessons, reflect, and analyze how well students learn and how the teacher can improve this.
• Receive feedback from colleagues on the learning in the class and act on advice and guidance.
• Use the UAE Framework to evaluate learning skills in lessons and use this information to contribute to professional discussions about learning and the curriculum.
• Evaluate learning of groups of students, such as Emirati students or SEND students, compared to other students and act to ensure all students learn well.
• Follow the feedback and marking policy so that students know what to do to get better.
• Ensure textbooks are only used if this is a compliance issue and even then, that they are used as a resource rather than the only tool.

• Use learning data generated in my own class to contribute to curriculum review and suggest modifications.
• Provide guidance to colleagues in areas of learning where my confidence levels and expertise are high.
• Constantly review in-the-moment assessment and adjust to meet learner needs.

• Use the Hattie teacher competencies framework to evaluate your own skills and seek support to develop these.
• Work closely with other teachers and leaders to generate peer professional development programs and offer to have visitors observe learning in my class.
• Ensure TAs and LSAs understand their responsibilities in improving learning in lessons.

• Students are happy at school and engaged in their learning.
• Students learn well, experience amazing learning, and make good progress.
• The focus at all times is student learning and wellbeing.
• Policies are followed but challenged when they don't seem to be working.
• Positive relationships, which enhance learning.
• Evidence of student-focused learning.
• Evidence of innovative learning and best practice.
• Clear link between learning and progress for students.
• Contribution to the professional development culture in the school.
• Support for colleagues in learning.

• HOD
• Coordinator
• Phase Leader
• Senior Leadership Team
• Principal
• Direct line management
• Reporting to Head of Section
• Line management as per organisation structure diagram

• Qualified Teacher Status or Certification in respective country.
• MoE Approval.
• Degree and relevant Post Graduate qualification.

• Good understanding of learning and the impact of amazing learning on outcomes.
• Evidence of a commitment to own professional development.
• Supportive and keen to discuss learning with colleagues.
• Proven ability to raise standards in the classrooms.
• Skilled in giving effective feedback to students about learning.
• Ability to build positive relationships with students and their parents.
• Excellent interpersonal and communication skills.
• High standards of professionalism and positive work ethic.
• Courage to challenge any decisions which do not help students learn.

Job Types: Full-time, Permanent

• Teaching: 1 year (Preferred)

• Teaching (Preferred)