وظائف مدرسين في قطر

TA Recruitment for IS Program (Fall 2026)<br><br>Teaching Assistant Position Advertisement<br><br>Title: Teaching assistant<br><br>Duties: Assist various instructors with information systems related courses.<br><br>Profile sought: The successful candidate must have demonstrable knowledge of different information systems topics such as application development, databases, web development, and IT project management. Proficiency in application programming in Python & R is highly desirable. Candidates will be evaluated on their academic achievements and records of prior experience.<br><br>Qualifications<br><br>Bachelor's degree in Information Systems or a related field; a Master's degree is desirable but not required. Strong technical skills especially in programming Prior record of working with students especially in guiding student technical projects Good communication skills and strong social skills Only candidates residing in Qatar will be considered<br><br>Detailed Duties<br><br>The position entails, but is not restricted to:<br><br>Collaborate with instructors in preparation of course materials Set up the technology needs of the course (e.g. upload, install, configure software applications, maintain students’ accounts, maintain and administer servers) Lead recitations, assist instructors in labs and/or classroom lectures. Grade student-produced work using an instructor supplied rubric or answer key Proctor exams Hold office hours Moderate discussions, maintain course materials on Canvas. Contribute to the planning and execution of educational and outreach events. Perform other tasks as assigned by the Information Systems Area Head or their delegate(s).<br><br>The candidate will benefit from close supervision of faculty instructors and working in an academic environment.<br><br>This is an entry level position, full time, starting 15 August 2026 ending June 30.<br><br>Application Process<br><br>Interested candidates should submit a resume and a cover letter outlining their qualifications, experience and interest in the position. Position remains open until August 15.<br><br>Location<br><br>Doha, Qatar<br><br>Job Function<br><br>Academic Program Support and Coordination<br><br>Position Type<br><br>Staff – Fixed Term (Fixed Term)<br><br>Full time/Part time<br><br>Full time<br><br>Pay Basis<br><br>More Information<br><br>Please visit “Why Carnegie Mellon” to learn more about becoming part of an institution inspiring innovations that change the world. Click here to view a listing of employee benefits Carnegie Mellon University is an Equal Opportunity Employer/Disability/Veteran. Statement of Assurance

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <br><p><span><b>Job Description</b></span></p><br><br><br><br><p><b>Job Description</b></p><br><br><p><b>Assistant Head of Primary – Teaching and Learning</b></p><br><br><p><b>Type: </b>Permanent</p><br><br><p><b>Department:</b> Academic</p><br><br><p><b>Line Manager:</b> Head of Primary</p><br><br><p>____________________________________________________________________________</p><br><br><p><b>Job Purpose</b></p><br><br><p>The Assistant Head of Primary – Teaching &amp; Learning plays a pivotal role in providing proactive and responsive instructional leadership to engage staff, students, and families in the delivery of high-quality teaching and learning. The role ensures that academic, curricular, and learning pathways for all Primary students are coherent, rigorous, and aligned with the school’s American curriculum framework and improvement priorities.</p><br><br><p>Reporting to the Head of Primary, the Assistant Head of Primary – Teaching &amp; Learning supports and promotes a culture of growth, purpose, and belonging, where high expectations for learning are balanced with support, reflection, and continuous improvement across the Primary School.</p><br><br><p><b>Leadership &amp; Strategic Contribution</b></p><br><br><p>The Assistant Head of Primary – Teaching &amp; Learning shares with all colleagues responsibility for:</p><br><br><ul><li>Safeguarding and promoting the welfare of all students in Primary, in line with school safeguarding policies and professional codes of conduct.</li><li>Work in partnership with the Head of Primary and fellow Assistant Heads to contribute to strategic planning, policy development, and the delivery of agreed school priorities, ensuring a coherent and aligned approach across the Primary School. The Assistant Heads maintain shared awareness of key priorities and developments across Teaching &amp; Learning and Student Life to enable effective leadership continuity and mutual cover in the absence of the Head of Primary or a fellow Assistant Head.</li><li>Contributing to a consistent, positive, and inclusive school culture.</li><li>Supporting high standards of student behavior through clear expectations and consistent practice.</li><li>Maintaining high-quality learning environments that support student engagement and achievement.</li><li>Ensuring the appropriate use, storage, and care of curriculum and year-level resources.</li><li>Keeping up to date with developments in educational best practice and statutory requirements.</li><li>Supporting the consistent implementation of school policies and procedures.</li></ul><p><b>Teaching Commitment</b></p><br><br><ul><li>The Assistant Head of Primary – Teaching &amp; Learning maintains an active teaching commitment of up to 50%, ensuring close connection to classroom practice while fulfilling leadership responsibilities. Teaching allocations are reviewed annually in line with school priorities and operational needs.</li></ul><p><b>Instructional Leadership</b></p><br><br><ul><li>Serve as a leader of learning, modeling and promoting high-quality instructional practice across the Primary School.</li><li>Lead and support consistently high standards of teaching and learning through regular learning walks, classroom observations, and professional feedback cycles.</li><li>Monitor, evaluate, and enhance instructional practice to ensure strong student engagement, progress, and achievement.</li><li>Promote effective, research-informed instructional strategies aligned with school expectations, improvement priorities, and the American curriculum framework.</li><li>Support a culture of challenge and support, where all students are actively engaged in their learning and encouraged to achieve their full potential.</li><li>Teach to an exemplary standard and serve as a visible instructional role model for staff and students.</li></ul><p><b>Curriculum &amp; Assessment</b></p><br><br><ul><li>Provide strategic leadership for curriculum alignment and coherence across Primary, ensuring alignment with AERO standards and school-defined scope and sequence.</li><li>Lead the development and review of an engaging, rigorous, and developmentally appropriate Primary curriculum.</li><li>Oversee assessment practices, including MAP, internal benchmarks, and moderation processes, ensuring consistency and reliability across grade levels.</li><li>Lead data-informed decision-making by analyzing and communicating student performance, progress, and trends to support instructional improvement.</li><li>Support teachers in using assessment data to inform planning, differentiation, and targeted instructional strategies.</li><li>Contribute to quality assurance processes related to curriculum effectiveness and student outcomes.</li></ul><p><b>Leadership &amp; Collaboration</b></p><br><br><ul><li>Line manage and support Primary Subject Leads (English Language Arts, Mathematics, Science/Social Studies), including goal-setting, coaching, and performance development.</li><li>Provide instructional guidance to Grade Level Leaders in collaboration with the Assistant Head of Primary – Student Life.</li><li>Work closely with the Assistant Head of Early Childhood to ensure curriculum continuity and progression across divisions.</li><li>Model professionalism, reflective practice, and a commitment to continuous improvement.</li></ul><p><b>Professional Learning</b></p><br><br><ul><li>Lead and support professional learning aligned with instructional priorities and school improvement goals.</li><li>Design, deliver, and evaluate professional development opportunities that strengthen teaching practice and student outcomes.</li><li>Coach and mentor teachers to support reflective practice, professional growth, and instructional improvement.</li><li>Support the induction and development of new and early-career teachers.</li><li>Contribute to the development of leadership capacity within the Primary team, including supporting emerging instructional leaders.</li></ul><p><b>Stakeholder Engagement and Communication</b></p><br><br><ul><li>Foster strong relationships with parents, students, and the wider school community to ensure transparent and effective communication.</li></ul><ul><li>Communicate clearly with parents and staff regarding curriculum, assessment, and learning expectations as appropriate.</li><li>Support academic-focused parent engagement in collaboration with the Head of Primary and Assistant Head of Primary – Student Life.</li></ul><p><b>Safeguarding, Compliance &amp; Professional Responsibility</b></p><br><br><ul><li>Serve as Deputy Designated Safeguarding Lead (Deputy DSL).</li><li>Support safeguarding procedures, reporting, and professional awareness across Primary.</li><li>Promote a culture of student safety, wellbeing, and professional responsibility.</li><li>Support compliance with local and international regulatory requirements, including ISP, NEASC, and MoEHE, in collaboration with senior leadership.</li></ul><p><b>Operational &amp; Professional Expectations</b></p><br><br><ul><li>Support the effective day-to-day operation of the Primary School through visible leadership and professional presence.</li><li>Participate in relevant leadership forums and committees as required.</li><li>Undertake professional duties reasonably delegated by the Head of Primary, including activities outside the normal school day when necessary.</li></ul><p><b>Position Requirements</b></p><br><br><p><b>Education</b></p><br><br><ul><li>Bachelor’s degree in Education or a related field from an accredited institution.</li><li>Master’s degree in Education, Educational Leadership, or a related field is preferred.</li></ul><p><b>Experience</b></p><br><br><ul><li>Minimum of three years of leadership experience in a Primary or comparable school setting.</li><li>Demonstrated experience leading teaching and learning, curriculum development, and assessment practices.</li><li>Experience supporting teacher development through observation, feedback, coaching, or professional learning.</li><li>Experience working within an American or American-international curriculum framework is strongly preferred.</li></ul><p><br><b>Language</b>: English is mandatory</p><br><br><p><br><b>Professional</b> <b>Knowledge and Skills:</b></p><br><br><ul><li>Strong understanding of effective instructional practices and curriculum design in Primary education.</li><li>Experience using student performance data (e.g., MAP or similar assessments) to inform instructional improvement.</li><li>Ability to lead, support, and evaluate instructional staff and subject leaders.</li><li>Strong communication, collaboration, and interpersonal skills.</li><li>Ability to think strategically while remaining closely connected to classroom practice.</li></ul><ul><li>Ability to foster positive personal relationships within a team.</li><li>High-level IT competency for educational leadership and administration.</li></ul><p><b>Personal Attributes:</b></p><br><br><ul><li>Passionate about delivering quality education.</li><li>Able to command the respect of students, colleagues, and parents.</li><li>Highly organized, with a proven ability to meet deadlines.</li><li>Driven by a desire to improve educational quality and advance school development.</li><li>Reliable, detail-oriented, and committed to excellence.</li><li>Innovative, with a willingness to embrace change and continuous improvement.</li></ul><p><b>Additional Expectations:</b></p><br><br><ul><li>Uphold the school’s Vision, Mission, and professional standards.</li><li>Maintain confidentiality and professional boundaries at all times.</li></ul><p>Fulfill duties in line with agreed expectations and contractual obligations</p><br><br><p><span><b>ISP Principles</b></span></p><br><br><p><b>Begin with our children and students</b>. 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</p><br><br><p>and Health &amp; Safety issues and acting and following up on all concerns appropriately.</p><br><br><p><b>Treat everyone with care and respect</b>. We look after one another, embrace similarities and differences and promote the well-being of self and others.</p><br><br><p><b>Operate effectively.</b> 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.</p><br><br><p><b>Are financially responsible.</b> We make financial choices carefully based on the needs of the children, students and our schools.</p><br><br><p><b>Learn continuously.</b> Getting better is what drives us. We positively engage with personal and professional development and school improvement.</p><br><br><br><p><span><b>ISP Commitment to Safeguarding Principles</b></span></p><br><br><br><p>ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.</p><br><br><br><p><span><b>ISP Commitment to Diversity, Equity, Inclusion, and Belonging</b></span></p><br><br><br><p>ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, 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.</p><br><br><br> </div>

VCUarts Qatar invites applications for an adjunct faculty position under Academic Affairs to teach Introduction to Contemporary Digital Culture, an undergraduate minor course exploring digital systems, platform culture, and the social, ethical, and cultural implications of digital dependency.<br><br>The course investigates how digital systems have become embedded in everyday life and how platforms, algorithms, interfaces, data collection, and digital technologies shape human behavior, communication, relationships, identity, and culture. Rather than treating digital tools as neutral or optional, Introduction to Contemporary Digital Culture asks students to critically examine the structures and power dynamics that influence digitally mediated environments.<br><br>Special attention is given to how digital dependency is experienced across different cultural, regional, and social contexts, including contexts where digital access, autonomy, and digital safety create distinct challenges and opportunities.<br><br>Course Focus<br><br>The selected adjunct instructor will guide students through critical analysis, ethnographic observation, and design-based inquiry. Students will examine their own and others’ digital practices, develop awareness of patterns of digital dependency and engagement, and explore the ethical, social, and psychological implications of contemporary digital life.<br><br>By the end of the course, students should be able to:<br><br>Develop critical awareness of how digital systems and platforms structure contemporary life and shape human behavior. Analyze digital practices through ethnographic observation and identify patterns of dependency and engagement. Examine the power structures, algorithms, and data flows that underlie digital systems. Understand how digital dependency and digital awareness are experienced differently across cultures, geographies, and communities. Articulate the ethical, social, and psychological implications of living in digitally mediated environments.<br><br>Key Responsibilities<br><br>Teach Introduction to Contemporary Digital Culture in accordance with the approved course description, learning outcomes, and expectations of Academic Affairs. Develop and deliver course materials, readings, assignments, discussions, critiques, and assessments that support student learning. Facilitate critical reflection, ethnographic observation, and design-based inquiry related to digital systems, platform culture, and digitally mediated environments. Provide timely feedback and academic support to students. Maintain regular communication with students and Academic Affairs regarding course expectations, progress, and academic matters. Foster a respectful, civil, and intellectually engaging classroom environment. Comply with university policies, academic procedures, and applicable guidelines.<br><br>Required Qualifications<br><br>Master’s degree in a relevant discipline or closely related field, such as media studies, communication, digital culture, design studies, anthropology, sociology, science and technology studies, art/design history, or another related field. Demonstrated teaching experience at the university level or relevant professional experience in a field related to digital culture, media, technology, design, or critical studies. Strong written and verbal communication skills in English. Demonstrated ability to work in and foster an environment of respect, professionalism, and civility with faculty, staff, and students from all backgrounds and experiences, or a commitment to do so as a faculty member at VCUarts Qatar. Eligibility to work in Qatar or meet applicable immigration/employment requirements under Qatari law.<br><br>Preferred Qualifications<br><br>Terminal degree, such as a PhD, MFA, or equivalent, in a relevant field. Experience teaching interdisciplinary courses, minors courses, general education, media studies, digital culture, design studies, or related subjects. Familiarity with ethnographic methods, design-based inquiry, critical theory, platform studies, algorithmic culture, digital ethics, or digital safety. Experience teaching in international or multicultural higher education environments. Evidence of innovative, student-centered, and discussion-based teaching practices.<br><br>Application Materials<br><br>Applicants must submit the following through the VCU Jobs website:<br><br>A current CV. A letter of interest outlining relevant teaching experience, professional background, and approach to teaching Introduction to Contemporary Digital Culture. List of three current references including names, phone numbers, and email addresses (references will not be contacted prior to applicant’s approval).<br><br>Only applications submitted through the VCU Jobs website will be considered.

Role Description The Pilates Instructor role is a full-time, on-site position based in Doha. The instructor will deliver safe and effective Pilates classes and private sessions, guiding clients through exercises that support strength, flexibility, posture, and injury prevention. Daily responsibilities include planning class programs, demonstrating proper form and modifications, monitoring client progress, and offering personalized feedback. The role also involves maintaining a clean and organized studio environment, supporting client check-in and scheduling, and collaborating with the team to promote studio events and membership offerings. The instructor is expected to uphold studio standards, contribute to a welcoming community, and continuously develop their professional skills. Qualifications Recognized Pilates certification (Mat and/or Reformer) and strong knowledge of anatomy, alignment, and safe movement principles. Experience teaching group classes and private sessions, with the ability to adapt programs for different fitness levels and special populations. Excellent communication and interpersonal skills, with a client-centered approach and the ability to build rapport in a diverse community. Strong organizational and time-management skills, including punctuality, reliability, and the ability to manage class schedules and client bookings. Comfort with basic studio operations, such as using booking systems, handling client inquiries, and supporting membership and class package sales. Commitment to professional development, openness to feedback, and willingness to collaborate closely with colleagues and studio leadership. Previous experience in boutique fitness, wellness, or Pilates studios is an advantage; CPR/First Aid certification is beneficial. Ability to work flexible hours, including early mornings, evenings, and weekends, as required by studio scheduling needs.

<section><p class="heading jdMain">Job Description</p><p class="heading">Roles &amp; Responsibilities</p><div class="paragraph"><p>We are seeking an energetic, certified, and passionate Group Fitness Instructor to lead safe, engaging, and results-driven group exercise classes. The ideal candidate will motivate participants of varying fitness levels while maintaining a positive, inclusive, and professional environment.</p><p>Lead a variety of Group classes such as HIIT, Functional Training, Circuit Training, Strength &amp; Conditioning, Bootcamp, Core, Stretching and Cardio</p><p>Ensure all dealings with guests at the Fitness areas meet or exceed the operating standards.</p><p>Ensure the health and safety of guests are paramount at all times.</p><p>Coordinate and facilitate sports and recreational activities.</p><p>Interact with guests in a friendly and approachable manner, promoting the benefits of physical activity and healthy living.</p><p>Collaborate with the team to plan and execute special events, themed fitness programs, or wellness initiatives.</p><p>Contribute ideas for new attractions or experiences that promote physical activity and guest engagement.</p><p>Ensure proper inventories of all operating equipment are conducted in line with audit standards to effectively manage operational costs.</p></div></section><section><p class="heading">Desired Candidate Profile</p><p class="paragraph"></p><ul><li>Certified Group Fitness Instructor from a recognized organization (ACE, AFAA, NASM, REPs, EREPS, Les Mills, or equivalent).</li><li>Valid CPR, AED, and First Aid Certification preferably but not mandatory</li><li>Minimum 2 years of experience leading group fitness classes.</li><li>Strong communication and motivational skills.</li><li>Excellent customer service and interpersonal skills.</li><li>Professional appearance and positive attitude.</li><li>Ability to speak other languages and a basic understanding of local languages will be an advantage</li></ul><p></p></section>