1 male candidate/ 1 female candidate
I. GRADES 10 IG & 11AS - UPPER SCHOOL (Male)
II. GRADES 10 IG & 11AS - UPPER SCHOOL (Female)
A holder of a bachelor's degree in Biology
Preferably a teaching diploma with at least two years of experience.
Familiar with the British system and has experience in this field.
Strong writing and speaking English skills.
Age: Between 25 and 40
•enthusiasm for, and ability in, their chosen subject area and teaching
•high-level organisational skills
•able to communicate concepts and instructions clearly
•patient in dealing with students of differing abilities and from different cultures
•acceptance of the rights and needs of all individuals
•prepared to work out of school hours.
bachelor's degree in Biology
- Job Location:
- Jeddah, Saudi Arabia
- Company Industry:
- Education, Training, and Library
- Company Type:
- Employer (Private Sector)
- Job Role:
- Joining Date:
- Employment Status:
- Full time
- Employment Type:
- Monthly Salary Range:
- Manages Others:
- Number of Vacancies:
- Career Level:
- Mid Career
- Years of Experience:
- Min: 2
- Residence Location:
- Bachelor's degree / higher diploma
About This Company
Thamer International School: A Leaders and Learners Community
Our school’s slogan stems from our firm belief that all members of our school are both leaders and learners. We simply believe that for any community to remain healthy and to continue growing, each and every member needs to be a life-long learner. In keeping with our motto “Children first”, adult learning is channeled towards the growth and development of our students. Administration and faculty members model the love of research, reading, learning new ideas, and taking risks. These efforts are translated into improved instruction of children.
Furthermore, as a true community, all members, teachers, children, and parents are empowered to be decision-makers and taught how to make good choices. Shared decision making, problem solving, consensus building, and conflict resolution are practices of the classroom as well as the administration. Shared beliefs and common goals fuel our daily work and not top down directives. Staff members take full responsibility for their professional development and children are taught to do the same for their own learning process. Formal group leaders serve more in the role of facilitator, enabler, and resource specialist than in the role of superior or boss. Staff members value collaboration and the unique, special qualities of each of its members. Teachers share ideas, feelings and materials; they help and appreciate one another and model this behavior for children. They share passion for teaching and genuine caring for children.