The document provides a job description for teachers working for the Abu Dhabi Education Council (ADEC). Key responsibilities for teachers include delivering effective teaching to promote student achievement, developing students' knowledge and skills, maintaining communication with parents and staff, and complying with ADEC policies and procedures. Performance is measured based on student outcomes, satisfaction surveys, participation in professional development, and ensuring a positive classroom environment. Teachers must have a bachelor's degree in education or the relevant subject area along with minimum English language requirements and experience teaching depending on their nationality.

1. ABU DHABI EDUCATION COUNCIL JOB DESCRIPTION
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Job Title Teacher Cycle All
Context Statement
Abu Dhabi Education Council’s curriculum and practices are aimed at raising students’ achievement and
implementing learning experiences that contribute to a knowledge based economy. The curriculum and
pedagogy are being used to promote the development of students’ bi-literacy skills in Arabic and English,
their 21st
century skills and their cultural and national identity. This can be achieved through the
consistent use of rigorous learning outcomes and the alignment of supporting pedagogy and assessment.
Abu Dhabi Education Council addresses seven key areas for its education reform: educational
frameworks; staffing and support structures; students as learners; curriculum, instruction and assessment;
student-centered learning environment and resources; family and community involvement; and program
evaluation.
The position of teacher will serve all public schools in the Emirate of Abu Dhabi.
Job Objective
To deliver effective teaching and learning that supports the student and promotes continual improvements
in academic achievement in their assigned area. To develop students’ knowledge, skills and behaviors so
that students have the opportunity to fulfill their potential for intellectual, attitudinal, emotional, physical,
social, spiritual and psychological growth.
Organizational Relationships
Reporting Relationships
Direct Reports
See above chart
Internal Communication Purpose
1. Head of Faculty
2. Student Support & Administration Services Staff
3. Other Teachers
4. Special Education Needs (SEN) Classroom
Assistants or SEN Teachers
1. To seek guidance, counsel or expertise; to
communicate over student, classroom or
curriculum related matters
2. To liaise with administrative/personnel, over
student services and support requirements as
identified in the class room
Vice Principal
Head of Faculty
Teacher
Principal

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3. To collaborate and coordinate pedagogical,
curriculum and assessment matters
4. To collaborate with and implement
appropriate support for students with special
education needs
External Communication Purpose
1. Parents
2. Community Resources
3. Professional Development Resources
1. To build productive relationships with
parents regarding education issues; teaching,
learning and assessment strategies; and
reporting of student progress and
achievement
2. To establish relationships to enhance the
delivery of the curriculum
3. To remain abreast of educational best
practices in various curricula and school
operations
Key Responsibilities/Duties
Managerial Role:
N/A
Organizational Role:
1. Reporting
a. Prepare periodic reports for the Head of Faculty and schools leadership as required
2. Technology
a. Actively engage with, use and leverage from technology and equipment allocated to the
teacher and classroom
3. Policies, procedures and processes
a. Participate in or oversee implementation of the policies and procedures applicable and ensure
they are documented and followed
4. School Culture and behavior
a. Contribute positively to the desired culture of high expectation for student achievement and
behavior;
b. Model cooperative and productive working relationships throughout the school and ADEC
staff (e.g. initiating regular school leadership team and staff meetings to analyze, plan, discuss
and address issues affecting the school);
c. Adhere and uphold ADEC policies, Code of Conduct and all school procedures;
5. Parent and Community relationships
a. Support communication of education initiatives to parents and the wider community
Functional Role:
1. Develop schemes of work, lesson plans, identify clear teaching objectives, approach for teaching and
assessment with integration of various available resources and modes of eLearning;

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2. Set appropriate expectations with clear targets, building on prior attainment for students and implement
tasks which challenge students and ensure high levels of interest;
3. Provide feedback to students about their progress and areas of possible improvement;
4. Ensure that National UAE culture, heritage, principles and values are an integral part of the teaching
and interaction with students;
5. Manage provision for students who require differentiated learning or who have other particular
individual needs and liaise with the appropriate experts in the area for required support and advice;
6. Assist in the implementation of and supervise extra-curricular activities, and student excursions as
requested;
7. Maintain a positive and safe classroom environment; and promote positive student attitudes, aptitudes
and behavior;
8. Assess, update and maintain record of student progress and achievement and upload the data on eSIS
under the supervision of Head of Faculty;
9. Facilitate and supervise implementation of assessments (internal and external) in accordance with
ADEC’s policies and procedures;
10. Liaise with other teachers, support staff and HoF to work collaboratively and follow up accordingly;
11. Attend and participate in school-based, external meetings and professional development;
12. Supervise other classes in absence of peers as directed by School Leadership;
13. Undertake other duties as directed by the Head of Faculty or School Leadership.
Key Accountabilities Key Performance Measures
 Academic  Improvement in student performance
 Customer (student/parent) satisfaction levels
 Compliance with the ADEC curriculum‫و‬
pedagogical approaches and assessment
 Evidence of effective professional
performance (i.e. student achievement data,
student growth, external appraisals and
evaluations)
 School Environment  Evidence of a positive classroom learning
environment (e.g. student work samples,
differentiated teaching and student-centred
learning)
 Evidence of participation in extra-curricular
activities, including excursions
 Accountability & Reporting  Required information and reports about
students and the subject area are provided in
accordance with the school’s requirements
and ADEC’s policies and reporting
requirements
 Evidence of regular parent-teacher
interaction about student progress
 Evidence of participation in staff meetings
and activities/meetings arranged or convened
by School Leadership, including in-school
moderation and professional development
activities

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 Policies & Procedures  Compliance with ADEC’s approved policies
and procedures
 Technology  Use of appropriate forms of technology
including eLearning to enhance student
engagement, motivation and learning;
 Use of technology provided by the school to
communicate, to share information to
process ERP Employee Self Service and to
record student attendance and student
progress on eSIS
Job Specifications
Competencies/Skills Level
 Knowledge of pedagogy, curriculum, assessment,
student learning, management of student
behavior, teaching and learning strategies
 Advanced
 Subject specific knowledge  Advanced
 Leadership skills, including people management,
negotiation and conflict management, strategic
planning
 Basic
 Relationship management skills with colleagues,
parents and students
 Advanced
 Communication skills and ability to adapt to all
levels
 Advanced
 Organizational Skills  Intermediate
 Change Management Skills  Basic
Academic Qualifications:
 Bachelor’s degree in Education (with specialization in the assigned area of responsibility) for KG;
 Bachelor’s degree in Education (with specialization in the assigned area of responsibility) for C1;
 Bachelor’s degree in relevant subject of teaching (with specialization in the assigned area of
responsibility) or its equivalency for C2 and C3;
 Minimum IELTS score or equivalent for EMTs (KG 6, English/Maths/Science 6.5 and IT 5.5) and 4
IELTS score for AMT prefereed or its equivalency as per ADEC Public Schools (P-12) Policy Manual
(Native Speakers of English are Exempt).
 Minimum GPA score of 2.5 or its equivalency
Professional Experience:
 For Nationals: previous experience not required.
 For Non-Nationals: 2 years recognized teaching experience depending on subject specialization in
equivalent level school, and continuous teaching experience in the field.