Job Title: Boys’ Section Lead Teacher 
Grade Levels: Grades 5 to 9 
Salary: to be confirmed according to qualifications & experience 
Location: Modern Global International School (Qortuba Branch), Riyadh, KSA Position 
Type: Full-Time 
Starting Date: immediately 
End Date: End of Academic School Year, renewable for the next academic year (permanent position) 
Position Summary: 
The Lead Teacher of the Boy’s Section will oversee the academic performance of all male teachers, ensuring grades 5 and 6 teachers are aligned with the current IB-PYP framework and reporting to the PYP coordinator for elementary grade levels. The Lead Teacher will oversee the academic performance of the Middle School grades (7-8-9). Collaborating with the female lead teachers, he will ensure both sections work harmoniously with the current American Standards of the curriculum while preparing for MYP implementation in 2025-2026 at MGIS. This role involves guiding teachers in planning, implementation, and assessment, fostering professional growth, and ensuring high-quality inquiry-based teaching practices. Reporting to the Director of Academics and Operations, the Lead Teacher will maintain strong relationships and collaboration with female counterparts. Prioritizing academic excellence, he will ensure a fair contribution from his section's male teachers to the faculty's collaborative efforts to be united, proactive and committed to providing the highest quality learning environment. 
Key Responsibilities:
1. Teacher Guidance and Support: 
Act as a mentor for male teachers, providing ongoing guidance to enhance their instructional practices. 
Support teachers in planning and implementing transdisciplinary units of inquiry that align with the PYP framework. 
Assist teachers in integrating the IB Learner Profile and Approaches to Learning into their teaching. 
Provide resources and strategies to help teachers address diverse student needs effectively.
2. Academic Performance Monitoring: 
Observe PYP teachers during lessons to ensure effective teaching strategies and engagement. 
Conduct regular reviews of teachers’ unit plans, lesson plans, and assessment tools. 
Provide constructive feedback to teachers on their performance, with actionable suggestions for improvement. 
Monitor student progress and learning outcomes to evaluate the effectiveness of teaching methods.
3. Professional Development and Training: 
Identify the professional development needs of teachers and organize relevant PD sessions in collaboration with the other departments. 
Facilitate collaborative planning sessions to enhance teamwork and interdisciplinary teaching approaches. 
Reaches out to new resources for the faculty, demonstrates creative thinking and problem-solving skills regarding any academic issues. 
Can do in-class demonstrations of his knowledge and skills. 
4. Curriculum Oversight and Alignment: 
Ensure that all teaching practices align with the PYP philosophy and the school’s mission. 
Support teachers in creating meaningful learning experiences connected to the school’s Program of Inquiry (POI). 
Collaborate with the PYP coordinator to review and refine the POI, ensuring coherence and progression across grade levels.
5. Teacher Appraisal and Growth: 
Conduct regular performance appraisals for all PYP teachers, identifying strengths and areas for improvement. 
Develop individualized growth plans for teachers, including goals, timelines, and follow-ups. 6. Collaborative Leadership: 
Act as a liaison between teachers and the school leadership team, communicating challenges, progress, and needs. 
Lead by example, modelling best practices in inquiry-based teaching and learning.
Foster a positive and supportive work environment that encourages innovation and creativity. 
7. Parent and Community Engagement: 
Support teachers in communicating effectively with parents about students’ academic progress and the PYP philosophy. 
Participate in parent-teacher conferences as needed to address concerns and provide academic insights. 
Organize school events to showcase teaching and learning achievements to the school community.
Qualifications Educational Background:
Bachelor’s degree in Education or a related field; a Master’s degree in Education, Curriculum Development, or Educational Leadership is preferred. 
Experience:
Minimum of 5 years of successful teaching experience, demonstrating strong classroom management and instructional skills. 
Proven leadership experience in grade-level leader, department head, or mentor teacher roles. 
Experience in curriculum design, lesson planning, and implementing student-centered teaching strategies. 
Knowledge and Skills:
Must have excellent communication skills in English 
Must have a strong understanding of pedagogy, curriculum development, and assessment practices. 
Must demonstrate advanced communication skills (both verbal and written) for collaborating with staff, students, and parents in Arabic and English. 
Must demonstrate his experience with implementing differentiated instruction to meet the diverse needs of students and elaborate individual success plans. 
Demonstrate the ability to mentor and coach teachers, providing constructive feedback to improve instructional practices. 
Excellent organizational and time-management skills, committed to carrying out his responsibilities effectively. 
Familiarity with educational technologies and tools to support teaching, learning, and collaboration. 
Proficiency in analyzing data to inform teaching practices and improve student outcomes.
Personal Attributes:
A proactive and collaborative leadership style with the ability to inspire and motivate others. 
Strong commitment to professional development and continuous learning. 
Passion for fostering an inclusive, respectful, and equitable learning environment. 
Flexibility, resilience, and a positive attitude when addressing challenges. 
Ability to model professionalism, empathy, and high ethical standards. Preferred Certifications and Training 
Completion of leadership training or workshops in instructional coaching, mentoring, or educational leadership. 
Familiarity with inquiry-based learning, project-based learning, or other progressive educational approaches. 
Specialized training in areas such as classroom management, student assessment, or curriculum development.
References will be asked through the selection process. Interviews with the selected candidates will be held in person, in English. 
This job description is intended to describe the general nature and level of work performed by those assigned to this position. It is not an exhaustive list of all duties and responsibilities. Administration reserves the right to amend or change responsibilities as necessary to meet business and organizational needs.