Quran Teacher Jobs

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <span></span><p><span><span><span>Amman Academy is one of the top international schools in Jordan and the world, and was recognised as an IB world school in 2006. It is a Pre-Kindergarten to Grade 12 private IB day school, teaching ages 3 to 19 bilingually in English and Arabic. The school is located in the heart of West Amman in the popular neighbourhood of Khalda.</span></span></span></p><br> Job Description <br><p>Qualifications:</p><br> <ul> <li>Bachelors degree in English literature or any related fields</li> <li>0-2 years of similar experience</li> <li>IB Graduates are preferred</li> <li>Fluency in English</li> <li>Previous knowledge of IB system is a plus.</li> </ul><br><br>Job Responsibilities <br><br>Required Skills/Abilities <br><p><br>Key Qualities &amp; skills:</p><br> <ul> <li>Strong Communication skills</li> <li>High levels of organization and time management.</li> <li>Solid IT skills</li> </ul> <p>Your attributes will be expected to be driven by the AA Values:</p><br> <ul> <li>Creativity and Innovation</li> <li>Integrity</li> <li>Well-being</li> <li>Collaboration</li> <li>Respect and Discipline</li> <li>Educational Excellence</li> </ul> <p>If you choose to apply for this position, please be aware that there are several milestones you will need to complete, including but not limited to:</p><br> <ul> <li>Written Assessments</li> <li>Subject specific assessments (When &amp; If needed)</li> <li>Demo Classes (For Faculty)</li> <li>Multiple interviews</li> </ul><br><br><br><p><span><span><span>At Nord Anglia Education we are committed to providing a world class, safe, happy environment in which children and young people can thrive and learn. We are committed to safeguarding and promoting the welfare of all our pupils where we embrace all race, abilities, religions, genders, and cultures.<br> All post holders in regulated activity (having regular unsupervised contact with children) are subject to appropriate national and international vetting procedures including satisfactory criminal record checks from both your country of residence/birth and any country of residence within the last 10 years.<br> We welcome applications from suitable qualified persons from all diverse backgrounds<br> Please note, only shortlisted candidates will be contacted.</span></span></span></p><br> </div>

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <span>Please submit your resume in English and indicate your level of English.<br> At Toloka, we connect smart, curious people from around the world with freelance online tasks that train and improve artificial intelligence.<br> What we do The Toloka Annotators connects individuals with Generative AI projects from leading tech innovators.<br> Our mission is to unlock the full potential of AI by involving real people from around the world in the development process.<br> About the Role Annotation is what helps AI make sense of the world.<br> As an annotator, you may be invited to take part in online projects such as rating AI-generated content, evaluating factual accuracy, or comparing responses - when projects are available.<br> Responsibilities: Carefully review provided data (text, images, or videos) Label or classify content based on project guidelines Identify and flag factually incorrect, sensitive, inappropriate, or unclear material Important note: This is project-based work.<br> Tasks are available only when projects are active .<br> You may be invited to one or more projects depending on your profile and current opportunities.<br> Each project has its own compensation level based on scope and expertise required.<br> On this project, AI trainers earn up to $17 per hour equivalent.<br> Why this freelance opportunity might be a great fit for you?<br> Take part in a part-time, remote, freelance project that fits around your primary professional or academic commitments.<br> Work on advanced AI projects and gain valuable experience that enhances your portfolio.<br> Influence how future AI models understand and communicate in your field of expertise.<br> Bachelor’s degree in any discipline Minimum 1 year of experience in any professional role Advanced level of English (C1 or higher), both written and spoken Logical thinking, fact-checking and reasoning abilities Strong attention to detail and ability to understand and follow complex instructions Strong communication skills, including the ability to ask clarifying questions when needed Genuine interest in technology and artificial intelligence</span> </div>

<section><p class="heading jdMain">Job Description</p><p class="heading">Roles &amp; Responsibilities</p><div class="paragraph"><p>We re looking for GSD Educators to facilitate transformative learning experiences and provide mentorship for students in our Global Secondary Diploma Programme. You will work closely with a global team to support students develop key competencies and transition into meaningful future pathways.</p><p>Key responsibilities</p><ul><li>Facilitation : Design and facilitate engaging, competency-based courses that foster student agency and support progress toward success indicators</li><li>Student Mentoring: Support students in building portfolios of evidence for their learning and provide regular feedback to encourage reflection and growth</li><li>Safeguarding and Wellbeing: Proactively foster an inclusive environment and adhere to safeguarding policies to ensure the welfare of all students</li><li>Student Pathways: Build community partnerships to help students identify and apply for realistic education and career opportunities</li><li>Professional Growth: Participate in the Amala Educator Development Programme and contribute to Amala s culture as a learning organisation</li></ul></div></section><section><p class="heading">Desired Candidate Profile</p><p class="paragraph"></p><p>You will be successful if you have</p><ul><li>A Growth Mindset: You are curious, motivated by Amala s agency-based model, and have a deep belief in competency-based education</li><li>Facilitation Experience: You have a proven ability to create inclusive, interactive learning environments for diverse groups of young people (ages 16-25)</li><li>Digital Literacy: You are comfortable using online tools (such as Google Workspace and Slack) to collaborate effectively with a global team</li></ul><p>Safeguarding</p><p>Safeguarding is a priority for Amala. All team members are expected to share that commitment and adhere to Amala s Safeguarding and Welfare Policy and Team Code of Conduct. Any offer of appointment by Amala is conditional on satisfactory pre-appointment checks.</p><p></p></section>

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <span>Please submit your resume in English and indicate your level of English.<br> At Toloka, we connect smart, curious people from around the world with freelance online tasks that train and improve artificial intelligence.<br> What we do The Toloka Annotators connects individuals with Generative AI projects from leading tech innovators.<br> Our mission is to unlock the full potential of AI by involving real people from around the world in the development process.<br> About the Role Annotation is what helps AI make sense of the world.<br> As an annotator, you may be invited to take part in online projects such as rating AI-generated content, evaluating factual accuracy, or comparing responses - when projects are available.<br> Responsibilities: Carefully review provided data (text, images, or videos) Label or classify content based on project guidelines Identify and flag factually incorrect, sensitive, inappropriate, or unclear material Important note: This is project-based work.<br> Tasks are available only when projects are active .<br> You may be invited to one or more projects depending on your profile and current opportunities.<br> Each project has its own compensation level based on scope and expertise required.<br> On this project, AI trainers earn up to $17 per hour equivalent.<br> Why this freelance opportunity might be a great fit for you?<br> Take part in a part-time, remote, freelance project that fits around your primary professional or academic commitments.<br> Work on advanced AI projects and gain valuable experience that enhances your portfolio.<br> Influence how future AI models understand and communicate in your field of expertise.<br> Bachelor’s degree in any discipline Minimum 1 year of experience in any professional role Advanced level of English (C1 or higher), both written and spoken Logical thinking, fact-checking and reasoning abilities Strong attention to detail and ability to understand and follow complex instructions Strong communication skills, including the ability to ask clarifying questions when needed Genuine interest in technology and artificial intelligence</span> </div>

<p><h4>Description</h4> <p>Please submit your resume in English and indicate your level of English.</p> <p>At Toloka, we connect smart, curious people from around the world with freelance online tasks that train and improve artificial intelligence.</p> <h4>What we do</h4> <p>The Toloka Annotators connect individuals with generative AI projects from leading tech innovators. Our mission is to unlock the full potential of AI by involving real people from around the world in the development process.</p> <h4>About the role</h4> <p>Annotation is what helps AI make sense of the world. As an annotator, you may be invited to take part in online projects such as rating AI-generated content, evaluating factual accuracy, or comparing responses when projects are available.</p> <h4>Responsibilities:</h4> <ul> <li>Carefully review provided data (text, images, or videos)</li> <li>Label or classify content based on project guidelines</li> <li>Identify and flag factually incorrect, sensitive, inappropriate, or unclear material</li> </ul> <p><strong>Important note:</strong> This is project-based work. Tasks are available only when projects are active. You may be invited to one or more projects depending on your profile and current opportunities.</p> <p>Each project has its own compensation level based on scope and expertise required. On this project, AI trainers earn up to $17 per hour equivalent.</p> <h4>Requirements</h4> <ul> <li>Bachelor’s degree in any discipline</li> <li>Minimum 1 year of experience in any professional role</li> <li>Advanced level of English (C1 or higher), both written and spoken</li> <li>Logical thinking, fact-checking and reasoning abilities</li> <li>Strong attention to detail and ability to understand and follow complex instructions</li> <li>Strong communication skills, including the ability to ask clarifying questions when needed</li> <li>Genuine interest in technology and artificial intelligence</li> </ul> <h4>Benefits</h4> <p>Why this freelance opportunity might be a great fit for you?</p> <ul> <li>Take part in a part-time, remote, freelance project that fits around your primary professional or academic commitments.</li> <li>Work on advanced AI projects and gain valuable experience that enhances your portfolio.</li> <li>Influence how future AI models understand and communicate in your field of expertise.</li> </ul></p><p></p>

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <span>Please submit your resume in English and indicate your level of English.<br> At Toloka, we connect smart, curious people from around the world with freelance online tasks that train and improve artificial intelligence.<br> What we do The Toloka Annotators connects individuals with Generative AI projects from leading tech innovators.<br> Our mission is to unlock the full potential of AI by involving real people from around the world in the development process.<br> About the Role Annotation is what helps AI make sense of the world.<br> As an annotator, you may be invited to take part in online projects such as rating AI-generated content, evaluating factual accuracy, or comparing responses - when projects are available.<br> Responsibilities: Carefully review provided data (text, images, or videos) Label or classify content based on project guidelines Identify and flag factually incorrect, sensitive, inappropriate, or unclear material Important note: This is project-based work.<br> Tasks are available only when projects are active .<br> You may be invited to one or more projects depending on your profile and current opportunities.<br> Each project has its own compensation level based on scope and expertise required.<br> On this project, AI trainers earn up to $17 per hour equivalent.<br> Why this freelance opportunity might be a great fit for you?<br> Take part in a part-time, remote, freelance project that fits around your primary professional or academic commitments.<br> Work on advanced AI projects and gain valuable experience that enhances your portfolio.<br> Influence how future AI models understand and communicate in your field of expertise.<br> Bachelor’s degree in any discipline Minimum 1 year of experience in any professional role Advanced level of English (C1 or higher), both written and spoken Logical thinking, fact-checking and reasoning abilities Strong attention to detail and ability to understand and follow complex instructions Strong communication skills, including the ability to ask clarifying questions when needed Genuine interest in technology and artificial intelligence</span> </div>

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <span>Please submit your resume in English and indicate your level of English.<br> At Toloka, we connect smart, curious people from around the world with freelance online tasks that train and improve artificial intelligence.<br> What we do The Toloka Annotators connects individuals with Generative AI projects from leading tech innovators.<br> Our mission is to unlock the full potential of AI by involving real people from around the world in the development process.<br> About the Role Annotation is what helps AI make sense of the world.<br> As an annotator, you may be invited to take part in online projects such as rating AI-generated content, evaluating factual accuracy, or comparing responses - when projects are available.<br> Responsibilities: Carefully review provided data (text, images, or videos) Label or classify content based on project guidelines Identify and flag factually incorrect, sensitive, inappropriate, or unclear material Important note: This is project-based work.<br> Tasks are available only when projects are active .<br> You may be invited to one or more projects depending on your profile and current opportunities.<br> Each project has its own compensation level based on scope and expertise required.<br> On this project, AI trainers earn up to $17 per hour equivalent.<br> Why this freelance opportunity might be a great fit for you?<br> Take part in a part-time, remote, freelance project that fits around your primary professional or academic commitments.<br> Work on advanced AI projects and gain valuable experience that enhances your portfolio.<br> Influence how future AI models understand and communicate in your field of expertise.<br> Bachelor’s degree in any discipline Minimum 1 year of experience in any professional role Advanced level of English (C1 or higher), both written and spoken Logical thinking, fact-checking and reasoning abilities Strong attention to detail and ability to understand and follow complex instructions Strong communication skills, including the ability to ask clarifying questions when needed Genuine interest in technology and artificial intelligence</span> </div>

<p><h4>Description</h4> <p>Please submit your resume in English and indicate your level of English.</p> <p>At Toloka, we connect smart, curious people from around the world with freelance online tasks that train and improve artificial intelligence.</p> <h4>What we do</h4> <p>The Toloka Annotators connect individuals with generative AI projects from leading tech innovators. Our mission is to unlock the full potential of AI by involving real people from around the world in the development process.</p> <h4>About the role</h4> <p>Annotation is what helps AI make sense of the world. As an annotator, you may be invited to take part in online projects such as rating AI-generated content, evaluating factual accuracy, or comparing responses when projects are available.</p> <h4>Responsibilities:</h4> <ul> <li>Carefully review provided data (text, images, or videos)</li> <li>Label or classify content based on project guidelines</li> <li>Identify and flag factually incorrect, sensitive, inappropriate, or unclear material</li> </ul> <p><strong>Important note:</strong> This is project-based work. Tasks are available only when projects are active. You may be invited to one or more projects depending on your profile and current opportunities.</p> <p>Each project has its own compensation level based on scope and expertise required. On this project, AI trainers earn up to $17 per hour equivalent.</p> <h4>Requirements</h4> <ul> <li>Bachelor’s degree in any discipline</li> <li>Minimum 1 year of experience in any professional role</li> <li>Advanced level of English (C1 or higher), both written and spoken</li> <li>Logical thinking, fact-checking and reasoning abilities</li> <li>Strong attention to detail and ability to understand and follow complex instructions</li> <li>Strong communication skills, including the ability to ask clarifying questions when needed</li> <li>Genuine interest in technology and artificial intelligence</li> </ul> <h4>Benefits</h4> <p>Why this freelance opportunity might be a great fit for you?</p> <ul> <li>Take part in a part-time, remote, freelance project that fits around your primary professional or academic commitments.</li> <li>Work on advanced AI projects and gain valuable experience that enhances your portfolio.</li> <li>Influence how future AI models understand and communicate in your field of expertise.</li> </ul></p><p></p>

<p>نظرة عامة عن الوظيفة والشركة</p><p>نبحث عن محرر فيديوهات موهوب للانضمام إلى فريقنا في الأردن بدوام كامل، ضمن إطار برنامج تدريبي يهدف إلى تطوير مهاراتك في مجال المونتاج وصناعة المحتوى الرقمي. ستعمل مع فريق إنتاج ديناميكي يتولى مشاريع متعددة تشمل محتوى العلامة التجارية والتقارير الإعلامية والمحتوى الترويجي، مع فرصة للنمو المهني والانتقال إلى أدوار أوسع في مجال التحرير والإخراج.</p><p>المسؤوليات والواجبات الرئيسية</p><ul><li>تحرير مواد الفيديو من لقطات خام إلى منتجات نهائية بجودة عالية وفق معايير الشركة</li><li>تنظيم وتعديل الصوت، التلوين، والحوارات بما يتناسب مع الرسالة البصرية للمحتوى</li><li>إنتاج وتعديل مقاطع قصيرة ومتوسطة الطول لاستخدامات المنصات الرقمية (وسائل التواصل، اليوتيوب، الإعلانات)</li><li>التعاون مع فرق التسويق والإنتاج لضمان الاتساق في الأسلوب والهوية البصرية</li><li>اقتراح أفكار تحريرية مبتكرة وتطوير مسارات سرد القصص ضمن المشاريع</li><li>إدارة ملفات المشروع وتنظيم الإصدارات وتوثيق إجراءات التحرير</li><li>المشاركة في عمليات ما قبل الإنتاج وتجربة سيناريوهات تحرير مختلفة</li></ul><p>المؤهلات والمتطلبات</p><ul><li>درجة جامعية في الإعلام، التصميم، الوسائط المتعددة أو مجال ذي صلة (بكالوريوس/ليسانس)</li><li>خبرة عملية أو تدريب مبدئي في برامج التحرير الشائعة (مثل Adobe Premiere Pro، After Effects)، مع محفظة أعمال توضح قدرات التحرير</li><li>إلمام أساسي بمفاهيم التقطيع، التلوين، المزج الصوتي وإعداد الأرشيف الرقمي</li><li>قدرة على العمل ضمن فريق والالتزام بمواعيد التسليم وتعدد المهام</li><li>مهارات تنظيمية واهتمام بالتفاصيل إضافة إلى روح المبادرة والتعلم السريع</li><li>إتقان اللغة العربية وتوفر مهارات كتابة وتوثيق جيدة للسيناريوهات الوصفية</li></ul><p>المهارات المطلوبة</p><ul><li>إتقان أدوات التحرير (Premiere Pro، After Effects، DaVinci Resolve أو ما يعادلها)</li><li>فهم قوي لقواعد السرد البصري وتوقيت الانتقال بين المشاهد</li><li>مهارات صوتية أساسية مثل المكساج وتوازن المستويات</li><li>قدرة على العمل تحت ضغط وتلبية متطلبات جودة عالية ضمن جداول زمنية ضيقة</li><li>إبداع، اهتمام بالتفاصيل، وميول نحو الجودة والاتساق</li></ul><p>الفوائد والمزايا</p><ul><li>تدريب داخلي وفرص تطوير مهني في مجال التحرير الرقمي</li><li>بيئة عمل داعمة وفرص تعلم من خبراء في صناعة المحتوى</li><li>تأمين صحي/اجتماعي حسب أنظمة البلد وسياسات الشركة</li><li>رواتب وتقييم أداء تنافسيين مع حوافز عند تحقيق الأهداف</li><li>مرونة في مكان العمل وتوفير فرص للنمو إلى مناصب إشرافية أو تحريرية متقدمة</li></ul>

<section><p class="heading jdMain">Job Description</p><p class="heading">Roles &amp; Responsibilities</p><div class="paragraph"><p>Contract Type: Full-time Work Location: Main institutional headquarters, with regular field visits to school branches (Amman) Reports To: Chief Executive Officer (CEO) Direct Reports: Branch Director (Field CAO), Curriculum &amp; Content Officer, Academic Quality Officer Job Purpose Lead the academic and educational direction across all branches of Al-Qari' Al-Abqari ("Genius Reader") School, ensuring high-quality curriculum implementation and maximizing the educational impact on students, teachers, and the academic team in line with the school's vision of building a creative, Quran-centered generation grounded in the Sakinah Quintet (Five Pillars of Tranquility). Duties &amp; Responsibilities Develop and implement the annual academic strategy in coordination with the CEO. Provide full oversight of curriculum implementation (Quran, Al-Bayan, Islamic studies, STEAM, reading and writing, the Work Quintet, the Play Quintet, and the Sleep &amp; Health Quintet). Ensure the values of the Sakinah Quintet are integrated into all daily programs and activities. Directly supervise the Branch Director (Field CAO), the Curriculum &amp; Content Officer, and the Academic Quality Officer. Develop and update curricula, particularly introducing new anthologies for Al-Bayan, Usul al-Fiqh, and the "Talqin al-Sibyan" curriculum. Monitor teaching quality and academic assessment through field visits and reports. Oversee impact-maximization programs, including Quran and Al-Bayan instruction for teachers and students, STEAM programs, and student magazines. Coordinate with the HR Director on training and development for teachers, especially First Domain teachers. Contribute to the school's overall impact-maximization plan and follow up on its academic implementation. Prepare periodic academic reports for the CEO and the Board of Directors. Qualifications &amp; Competencies Master's degree or higher in Education, Islamic Studies, or a related field. Minimum of 7 10 years of experience in academic leadership at schools or educational institutions. Deep knowledge of Islamic curricula (particularly Quran and Al-Bayan) and modern curricula (STEAM). Excellent leadership and supervisory skills, with the ability to build and develop a team. Strong familiarity with assessment methods and educational quality standards. Strong communication and negotiation skills; fluency in Arabic required, English an advantage. Practical commitment to the Sakinah Quintet and the ability to convey its values to others. Key Performance Indicators (KPIs) Achievement rate of Quran and Al-Bayan curriculum goals (memorization, recitation, reflection, etc.). Parent satisfaction rate with the academic aspect (target 90%). Percentage of teachers meeting the mandatory minimum requirement for Quran and Al-Bayan memorization. Number of successful enrichment projects and initiatives (STEAM, magazines, competitions). Teaching quality assessment results from field visits. Academic progress rate of students, particularly those completing the "Genius Reader" program. Level of integration of the Sakinah Quintet in classrooms, measured periodically. Impact Maximization Requirements The Academic Director is expected to maximize personal impact on teachers, students, and parents by: delivering internal courses and workshops in Quran and Al-Bayan; producing ongoing educational content (books, recordings, plans); following up on implementation of the academic impact-maximization plan; and passing knowledge on to future generations as an ongoing legacy (sadaqah jariyah). Part of the annual performance evaluation is based on impact extending beyond the school's walls. Salary &amp; Benefits Commensurate with experience and qualifications, plus field allowances and annual performance incentives linked to KPIs. Primary Quintet Pillar The Knowledge Pillar Quran, Al-Bayan, Natural Sciences, Reading, and Writing with strong supporting emphasis on the Worship, Work, and Health pillars. Applicable Institutional Policies The Impact Maximization Plan. The policy for integrating the Sakinah Quintet into curricula. The policy for maximizing Quran and Al-Bayan instruction (the Six Modes + introduction of new anthologies). The policy for developing Islamic studies curricula (Talqin al-Sibyan + Usul al-Fiqh). The policy for integrating the STEAM curriculum. The financial-streamlining policy, with a focus on extended impact.</p></div></section><section><p class="heading">Desired Candidate Profile</p><p class="paragraph"></p><p>Master's degree or higher in Education, Islamic Studies, or a related field. Minimum of 7 10 years of experience in academic leadership at schools or educational institutions. Deep knowledge of Islamic curricula (particularly Quran and Al-Bayan) and modern curricula (STEAM). Excellent leadership and supervisory skills, with the ability to build and develop a team. Strong familiarity with assessment methods and educational quality standards. Strong communication and negotiation skills; fluency in Arabic required, English an advantage. Practical commitment to the Sakinah Quintet and the ability to convey its values to others.</p><p></p></section>

<p><h4>Description</h4> <p>Are you passionate about AlGooru’s vision for education and would like to join as a full-time teacher? Read along!</p> <h4>Who are we?</h4> <p>AlGooru is the leading private tutoring platform in Saudi. We're the first licensed by the National E-Learning Center (NELC), and we're renowned for providing tech-enabled tailored educational support to students of all ages and levels (K-12, university, and professionals).</p> <p>We've been backed by various local, regional, and international investors including Constructor Capital, Plug & Play Ventures, Techstars, KAUST, Hub71, family offices, and others.</p> <p>A fun fact about AlGooru is that its name derives from “Guru,” a Sanskrit word meaning a mentor, guide, expert, or master.</p> <h4>The role highlights</h4> <p>We are seeking a qualified Arabic teacher to provide full-time, at-home academic support for a small group of six students studying IGCSE and A-Level Arabic (Cambridge curriculum), with additional support in sciences and mathematics as needed.</p> <p>This opportunity involves working with a high-profile private client in a uniquely personalized learning environment, where the teacher will play a key role in reinforcing the school curriculum, supporting academic progress, strengthening language skills, and preparing students for examinations.</p> <p><strong>Location:</strong> Riyadh, Kingdom of Saudi Arabia</p> <p>We welcome both locally based and international candidates open to relocation.</p> <h4>A day in your life</h4> <ul> <li>Support students with their school Arabic curriculum (IGCSE / A-Level).</li> <li>Provide supplementary support in sciences and mathematics as needed.</li> <li>Reinforce concepts taught at school and assist with homework, assignments, and exam preparation.</li> <li>Work in close coordination with the school curriculum and expectations.</li> <li>Develop students’ skills in Arabic grammar, reading comprehension, essay writing, literature analysis, and speaking.</li> <li>Use past papers and exam strategies to prepare students for Cambridge examinations.</li> <li>Monitor progress and provide regular feedback to parents.</li> <li>Adapt teaching to the different levels and needs of the six students.</li> <li>Differentiate instruction to effectively support varying student levels and learning needs.</li> </ul> <h4>Requirements</h4> <ul> <li>Bachelor’s or master’s degree in Arabic, education, or a related field.</li> <li>Experience with IGCSE and/or A-Level Arabic (Cambridge curriculum preferred).</li> <li>Demonstrated experience teaching Cambridge IGCSE or A-Level Arabic, including familiarity with Cambridge assessment objectives and exam formats.</li> <li>Experience supporting students in sciences and mathematics is preferred, particularly within an IGCSE and/or A-Level academic context.</li> <li>Ability to work with school materials, syllabi, and teacher feedback to ensure strong alignment with the students’ school program.</li> <li>Experience in preparing students using Cambridge past papers and mark schemes.</li> <li>Strong knowledge of Arabic grammar, literature, and exam preparation.</li> <li>Experience in private tutoring or working with small groups.</li> <li>Ability to coordinate with school curriculum and academic expectations.</li> <li>Strong communication and organizational skills.</li> <li>Willingness to accompany the students on international travel to ensure continuity of learning and academic support.</li> </ul> <h4>Benefits</h4> <ul> <li>Opportunity to work within a high-caliber, private learning environment with strong potential for long-term collaboration.</li> <li>Exposure to a premium client experience, enhancing your professional profile and positioning.</li> <li>Highly competitive compensation package, including full support with relocation and residency (Iqama).</li> <li>Comprehensive lifestyle benefits, including self-contained accommodation, annual travel to home country, structured time off, and additional premium allowances.</li> <li>Full relocation support provided for international candidates.</li> </ul></p><p></p>

<p><h4>Description</h4> <p>Are you passionate about AlGooru’s vision for education and would like to join as a full-time teacher? Read along!</p> <h4>Who are we?</h4> <p>AlGooru is the leading private tutoring platform in Saudi. We're the first licensed by the National E-Learning Center (NELC), and we're renowned for providing tech-enabled tailored educational support to students of all ages and levels (K-12, university, and professionals).</p> <p>We've been backed by various local, regional, and international investors including Constructor Capital, Plug & Play Ventures, Techstars, KAUST, Hub71, family offices, and others.</p> <p>A fun fact about AlGooru is that its name derives from “Guru,” a Sanskrit word meaning a mentor, guide, expert, or master.</p> <h4>The role highlights</h4> <p>We are seeking a qualified Arabic teacher to provide full-time, at-home academic support for a small group of six students studying IGCSE and A-Level Arabic (Cambridge curriculum), with additional support in sciences and mathematics as needed.</p> <p>This opportunity involves working with a high-profile private client in a uniquely personalized learning environment, where the teacher will play a key role in reinforcing the school curriculum, supporting academic progress, strengthening language skills, and preparing students for examinations.</p> <p><strong>Location:</strong> Riyadh, Kingdom of Saudi Arabia</p> <p>We welcome both locally based and international candidates open to relocation.</p> <h4>A day in your life</h4> <ul> <li>Support students with their school Arabic curriculum (IGCSE / A-Level).</li> <li>Provide supplementary support in sciences and mathematics as needed.</li> <li>Reinforce concepts taught at school and assist with homework, assignments, and exam preparation.</li> <li>Work in close coordination with the school curriculum and expectations.</li> <li>Develop students’ skills in Arabic grammar, reading comprehension, essay writing, literature analysis, and speaking.</li> <li>Use past papers and exam strategies to prepare students for Cambridge examinations.</li> <li>Monitor progress and provide regular feedback to parents.</li> <li>Adapt teaching to the different levels and needs of the six students.</li> <li>Differentiate instruction to effectively support varying student levels and learning needs.</li> </ul> <h4>Requirements</h4> <ul> <li>Bachelor’s or master’s degree in Arabic, education, or a related field.</li> <li>Experience with IGCSE and/or A-Level Arabic (Cambridge curriculum preferred).</li> <li>Demonstrated experience teaching Cambridge IGCSE or A-Level Arabic, including familiarity with Cambridge assessment objectives and exam formats.</li> <li>Experience supporting students in sciences and mathematics is preferred, particularly within an IGCSE and/or A-Level academic context.</li> <li>Ability to work with school materials, syllabi, and teacher feedback to ensure strong alignment with the students’ school program.</li> <li>Experience in preparing students using Cambridge past papers and mark schemes.</li> <li>Strong knowledge of Arabic grammar, literature, and exam preparation.</li> <li>Experience in private tutoring or working with small groups.</li> <li>Ability to coordinate with school curriculum and academic expectations.</li> <li>Strong communication and organizational skills.</li> <li>Willingness to accompany the students on international travel to ensure continuity of learning and academic support.</li> </ul> <h4>Benefits</h4> <ul> <li>Opportunity to work within a high-caliber, private learning environment with strong potential for long-term collaboration.</li> <li>Exposure to a premium client experience, enhancing your professional profile and positioning.</li> <li>Highly competitive compensation package, including full support with relocation and residency (Iqama).</li> <li>Comprehensive lifestyle benefits, including self-contained accommodation, annual travel to home country, structured time off, and additional premium allowances.</li> <li>Full relocation support provided for international candidates.</li> </ul></p><p></p>

<p>MYP Approaches to Learning (ATL) Leader</p> <p>The ATL Leader is responsible for leading the planning, implementation, and continuous development of the MYP Approaches to Learning (ATL) framework in alignment with IB philosophy, standards, and practices. The ATL Leader serves as an instructional leader, coach, and collaborator, supporting teachers in the effective integration of ATL skills across all subject groups and ensuring a coherent, inquiry-based approach to teaching and learning.</p> <h1>Roles &amp; Responsibilities</h1> <h2>1. Strategic Planning &amp; Curriculum Alignment</h2> <ul> <li>Develop and implement a strategic plan for the vertical and horizontal articulation of ATL skills across all MYP year levels and subject groups.</li> <li>Collaborate with subject leaders to align ATL skills with subject-specific objectives and curriculum content.</li> <li>Support teachers in embedding ATL skills into inquiry-based, concept-driven unit planning.</li> <li>Lead the school's transition to the enhanced ATL framework, translating IB beta trial guidance into practical classroom application.</li> </ul> <h2>2. Coaching, Professional Development &amp; Support</h2> <ul> <li>Provide guidance and coaching to teachers on strategies for teaching, assessing, and reflecting on ATL skills.</li> <li>Conduct needs assessments to identify professional learning priorities related to ATL.</li> <li>Design and facilitate professional development sessions and workshops for staff.</li> <li>Support new staff in understanding the MYP ATL framework and school expectations.</li> <li>Develop ATL resources, planning tools, and assessment strategies for consistent use across the school.</li> </ul> <h2>3. Monitoring, Assessment &amp; Data</h2> <ul> <li>Conduct classroom observations to monitor ATL implementation and provide constructive feedback.</li> <li>Conduct regular assessments of ATL program outcomes using student data, teacher feedback, and classroom evidence.</li> <li>Analyze data to evaluate program effectiveness and recommend continuous improvements.</li> <li>Prepare reports and recommendations for school leadership on ATL implementation and outcomes.</li> </ul> <h2>4. Collaboration &amp; Stakeholder Engagement</h2> <ul> <li>Partner with the MYP Coordinator, subject leaders, and other departments to ensure coherent ATL implementation.</li> <li>Liaise with the Community Engagement leader to ensure coherence between ATL skill development and Community Engagement, given the growing overlap between these two areas under the Enhanced MYP.</li> <li>Collaborate with librarians to strengthen students' information and media literacy skills.</li> <li>Work with the well-being department to support students' affective, social, and self-management skills.</li> <li>Communicate with parents to build awareness of ATL skills and their role in student development.</li> <li>Engage students directly in understanding the value of ATL skills for academic success and lifelong learning; conduct ATL classes as required by the timetable.</li> </ul> <h2>5. IB Compliance &amp; Continuous Improvement</h2> <ul> <li>Maintain evidence of effective ATL implementation to support IB evaluation, authorization, and verification processes.</li> <li>Serve as the school's point of contact for the Enhancing the MYP beta trial as it relates to ATL, providing structured feedback to the IB and keeping staff informed of emerging guidance.</li> <li>Work with administrators to ensure sufficient time, resources, and structures are in place to support ATL development.</li> <li>Stay current with IB developments, educational research, and best practice related to Approaches to Learning, including updates from the Enhancing the MYP project.</li> </ul> <h1>Key Competencies</h1> <ul> <li>Strong instructional leadership skills, with the ability to coach and influence practice across departments.</li> <li>Thorough understanding of the IB Middle Years Programme (MYP) and the ATL framework.</li> <li>Skilled in inquiry-based, concept-driven, and student-centered pedagogy.</li> <li>Strong data analysis skills, with the ability to use evidence to drive improvement.</li> <li>Excellent communication, facilitation, and stakeholder management skills.</li> <li>Strong planning, organizational, and project management skills.</li> <li>Commitment to collaboration, reflective practice, and continuous professional learning.</li> </ul> <h1>Qualifications</h1> <ul> <li>Master’s degree in education or a related field.</li> <li>Minimum three years' teaching experience, preferably within an IB MYP school.</li> <li>Previous experience as an ATL Leader or in a comparable instructional leadership role.</li> <li>Strong working knowledge of IB Standards and Practices and MYP programme requirements.</li> <li>Fluency in Arabic and English.</li> </ul>

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <span>Abakus Center is an innovative e-learning company that specializes in providing personalized tutoring and educational resources to students.<br> We are currently seeking a dedicated and passionate Teacher to join our remote team.<br> As a remote position, you will have the flexibility to work from anywhere in the world while contributing to the academic success of students.<br> In this role, you will be responsible for delivering high-quality online lessons, creating engaging educational content, and providing individualized support to students.<br> You will have the opportunity to utilize your creative teaching methods and technological skills to deliver effective instruction and promote student learning.<br> This is a great opportunity for individuals who are passionate about education and looking to make a difference in the lives of students.<br> Responsibilities Develop and deliver engaging online lessons using our Unified Presentations, based on the Neuromath program, which integrates mental arithmetic, foundational mathematics, and cognitive skill development through a neuro-informed teaching approach.<br> Meet the individual needs and learning styles of students.<br> Provide timely feedback and assessment to students to monitor their progress.<br> Collaborate with other teachers and staff to develop and enhance the curriculum.<br> Stay updated with the latest e-learning technologies and incorporate them into lessons.<br> Foster a positive and supportive learning environment for students.<br> Communicate regularly with students and parents to address any concerns or questions.<br> Remote part-time/full-time work (minimum workload is 15 hours a week) Hourly rate of €10 as fixed compensation Support of the supervisor and experienced colleagues Abakus updating program and materials including account on Abakus platform Training in the Abakus methodology Training in Mental Arithmetic (if required) Opportunity for professional growth as a mental arithmetic teacher Opportunity for Career Growth (other positions) Work From Home Training &amp; Development Performance Bonus Bachelor's degree in Education or a related field.<br> Previous experience teaching in an online or remote setting.<br> Proficient in using online learning platforms and tools.<br> Strong communication and interpersonal skills.<br> Ability to adapt teaching methods and strategies to meet the needs of diverse learners.<br> Excellent organizational and time management skills.<br> Passion for teaching and helping students succeed.<br> Available to work from 15:00 to 20:00 (CET or EEST or EET)</span> </div>

<table border="0" cellpadding="0" cellspacing="0" width="678"> <tbody> <tr> <td colspan="2" > <p><strong>JOB TITLE: Field Officer/ Early learning center&nbsp;&nbsp; </strong></p> </td> </tr> <tr> <td > <p><strong>LOCATION: </strong>camps – Za’atari &amp; Azraq / Jordan</p> <p>Working hours: Full time</p> </td> <td > <p>&nbsp;</p> </td> </tr> <tr> <td colspan="2" > <p><strong>CHILD SAFEGUARDING: </strong>Level 3 – the responsibilities of the post require daily contact with children or young people.</p> </td> </tr> <tr> <td colspan="2" > <p><strong>ROLE PURPOSE: </strong>The officer will be responsible for management of the early learning center including staff&nbsp; and contact to the parents with children 3 – 4 years enrolled in the kindergarten in Za’tri Camp, Azraq camp</p> </td> </tr> <tr> <td colspan="2" > <p><strong>SCOPE OF ROLE: </strong></p> <p><strong>Reports to: ELC’s project manager</strong></p> <p><strong>CStaff directly reporting to this post: </strong>8 Jordanian kindergarten teachers and approx. 12 – 20 assistants or volunteer.&nbsp;</p> </td> </tr> <tr> <td colspan="2" > <p><strong>KEY AREAS OF ACCOUNTABILITY:</strong></p> <p><strong>Support the delivery of effective management of a center for 350-450 children by:</strong></p> <ul> <li>Field officer for early learning center which rungs 5 day a week in 2 shift, one in the morning 9:00 – 11:30 and one shift 12:00 – 2:30 from Sunday through Thursday.</li> <li>Line-supervisor for the staff whom at the center: teachers, parents program facilitators and Syrian volunteers</li> <li>Responsible for insuring best practice of children’s enrolment, and attendance records.</li> <li>Follow up on the weekly Reporting in writing on the progress of the running of the Early learning center.</li> <li>Secure that the activities are in accordance with the SCJ activities and plans.</li> <li>Ensure a safe and child-friendly atmosphere within the center.</li> <li>Ensure that the child Safe Grading is implemented in the center</li> <li>Ensure a variety of structured games and activities for the children in the center.</li> <li>Establish a rotation system to promote the sharing of equipment and games between classes.</li> <li>Be a positive role model and demonstrate conflict-solving behaviors.</li> <li>Ensure that all games and equipment are accounted and stored securely at the end of the day.</li> <li>Follow up on the parent/teacher committees, and conduct regularly meetings with the committees including minutes taking in order to identify issues or problems for groups or specific children in the center.</li> <li>Screen for and monitor protection issues in the center and coordinate with child protection team for case referring.</li> <li>Working with PDQ staff in coordination in order to ensure the quality of the programme activities.</li> <li>Documenting in a timely manner, all progress challenges, and learning for future implementation</li> <li>Plan and initiate procurement for the center based on the needs.</li> <li>prepare the work plans for the center, reports and other project or management materials.</li> <li>Write Safety and Security Reports and keeping the incident database updated in cooperation with Safety and security team if needed.</li> <li>Keep posted the project manager and all centre’s Staff in the Field from time to time of changing safety and security situation all over country and camp (incidents). .</li> <li>Report and follow-up an incident when it is being reported with providing support to effected staff members.</li> <li>Participate in Representing Save the Children in relevant coordination mechanisms in&nbsp; Camps</li> <li>Coordination with Support departments.</li> <li>Conduct non-systematic activities and integrate parents into activities.</li> <li>Oversee all matters related to deliveries to children inside or outside center .</li> <li>Update and development of the existing programm at the center in coordination with project manager.</li> <li>Identify the problems and difficulties that may face at the centre in coordination with project manager.</li> <li>Other detailed tasks fall within the scope of the work.</li> <li>Provide the team technical support with all their needs to ensure the quality of work.</li> <li>Carry out the functions of planning and follow-up, monitoring and evaluation.</li> <li>Prepare and manage training programs to develop the capacities of the beneficiaries of the project by identifying needs in coordination with project manager.</li> <li>Produce progress reports, and any update on achievements, and challenges faced .</li> </ul> <p>&nbsp;</p> </td> </tr> <tr> <td colspan="2" > <p ><strong>SKILLS AND BEHAVIOURS (Our Values in Practice)</strong></p> <p ><strong>Accountability:</strong></p> <ul> <li>Takes responsibility for decision-making and efficient resource management, and holds the kindergarten staff accountable for delivery of their responsibilities by delegating effectively, affording staff professional autonomy, providing the necessary development to improve performance, and applying appropriate consequences when results are not achieved;</li> <li><strong>Creates a managerial environment&nbsp;in order to enable and maintain Save the Children culture of child safeguarding, </strong>achieving results together with children and role modelling Save the Children values.</li> </ul> <p><strong>Ambition:</strong></p> <ul> <li>Sets ambitious and challenging goals for self and the kindergarten staff, takes responsibility for own personal development, and encourages the staff to do the same;</li> <li>Engages and motivates kindergarten staff including ( KG head teachers, Jordanian teachers, Syrian teachers assistants, and guards, and keep the team work spirit</li> <li>Secure and protect children in a safe learning environment</li> </ul> <p ><strong>Collaboration:</strong></p> <ul> <li>Builds and maintains effective relationships with team, colleagues, members, donors and partners;</li> <li>Values diversity as a source of competitive strength;</li> <li>Approachable, diplomatic, and supportive, with well-developed listening skills.</li> </ul> <p><strong>Creativity:</strong></p> <ul> <li>Develops and encourages new and innovative solutions both on a personal level and by building and leading teams willing to take disciplined risks.</li> </ul> <p><strong>Integrity:</strong></p> <ul> <li>Honesty, openness, and transparency;</li> <li>A strong commitment to Save the Children’s vision of a world in which every child attains the right to survival, protection, development, and participation.</li> </ul> <p>&nbsp;</p> </td> </tr> <tr> <td colspan="2" > <p><strong>QUALIFICATIONS AND EXPERIENCE</strong></p> <p><strong>Essential: </strong></p> <ul> <li>Requires a pre-school teacher degree or related field.</li> <li>Substantial experience as a pre-school teacher, as manager of a kindergarten or equivalent and Training, facilitation and coaching skills</li> <li>Excellent communication and co-operation skills.</li> <li>good written and spoken English and Arabic skills.</li> <li>Good computer skills.</li> <li>Ability to work under pressure, multi-task and meet deadlines.</li> <li>Ability to work effectively as lead for a team.</li> <li>Ability and willingness to travel from Amman to camps.</li> </ul> <p><strong>Desirable:</strong></p> <ul> <li>At Least two years’ experience as manager of a preschool, kindergarten, elementary.&nbsp;</li> <li>Very good knowledge of safe environment and safety places for children.</li> </ul> <p><strong >** Qualified Males and Females are welcome to apply.</strong></p> </td> </tr> </tbody> </table>

<p>Job Vacancy Title Gemology &amp; Diamond Grading Instructor</p><p>To Work For The Company Picasso School</p><p>Job location Amman</p><p>Job Department Trainers Department</p><p>Job Type Part time</p><p>Desired Educational Level Bachelor</p><p><strong>Desired Candidate Profile</strong></p><ul><li>Professional certification in Gemology, such as:<ul><li>GIA Graduate Gemologist (GG)</li><li>FGA (Fellow of the Gemmological Association)</li><li>IGI Certification</li><li>Or an equivalent internationally recognized qualification.</li></ul></li><li>Proven expertise in:<ul><li>Gemstone Identification</li><li>Diamond Grading</li><li>Jewelry Evaluation</li></ul></li><li>Previous experience delivering professional training or workshops is highly preferred.</li><li>Excellent communication, presentation, and interpersonal skills.</li><li>Ability to conduct in-person training in Amman, Jordan.</li><li>Fluency in English is required .</li><li>Experience teaching professionals or corporate clients.</li><li>Strong practical experience in the jewelry or gemology industry.</li><li>Ability to deliver hands-on demonstrations and practical assessments.</li></ul>

<p>Contract Duration 12 months Working arrangement: Remote UNICEF works in over 190 countries and territories to save children s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence. At UNICEF, we are committed, passionate, and proud of what we do for as long as we are needed. Promoting the rights of every child is not just a job it is a calling. UNICEF is a place where careers are built. We offer our staff diverse opportunities for professional and personal development that will help them reinforce a sense of purpose while serving children and communities across the world. We welcome everyone who wants to belong and grow in a diverse and passionate culture, coupled with an attractive compensation and benefits package. Visit our website to learn more about what we do at UNICEF. TERMS OF REFERENCE Under the supervision of the Senior Advisor, Education in Emergencies (EiE), and in close collaboration with the Foundational Learning team, the Consultant (Foundational Learning in Humanitarian Settings) will provide specialized technical expertise to strengthen UNICEF s global work on foundational learning in humanitarian and crisis-affected contexts. If you would like to know more about this consultancy, please review the complete Terms of Reference here: TMCPHONE_NUMBER External ToR.pdf</p><p><strong>Desired Candidate Profile</strong></p><ul><li>Advanced university degree (Masters) in Education, International Development, Social Sciences, or a related field.</li><li>Minimum of 10 years of progressively responsible experience in education sector planning, policy development, systems strengthening, and Education in Emergencies (EiE) or humanitarian programming.</li><li>Proven experience integrating risk-informed, crisis sensitive, and resilience-focused approaches into education planning and policy processes.</li><li>Minimum of 10 years of progressively responsible professional experience in foundational learning, basic education, education in emergencies (EiE), humanitarian programming, learning assessment, education systems strengthening.</li><li>Demonstrated experience designing, implementing, advising on, or evaluating foundational learning programmes in humanitarian, crisis-affected, fragile, displacement, and/or protracted emergency settings.</li><li>Proven expertise in developing technical guidance, operational frameworks, tools, standards, and programmatic approaches related to foundational learning, literacy, numeracy, remedial education, accelerated learning, learning recovery, or continuity of learning, teacher qualifications and training in humanitarian settings.</li><li>Strong experience generating, synthesizing, and translating evidence, operational learning, research findings, and promising practices into actionable recommendations, guidance, and knowledge products for practitioners and policymakers.</li><li>Experience supporting UNICEF, governments, UN agencies, NGOs, development partners, or donors in the design, implementation, and quality assurance of education and learning programmes in emergency and resilience contexts.</li><li>Demonstrated experience working across multiple thematic areas relevant to foundational learning, including learning assessment, teacher development and support, gender-responsive education, inclusive education, digital learning, data and evidence systems, and learning continuity.</li><li>Experience facilitating technical exchanges, communities of practice, learning events, workshops, and multi-stakeholder consultations involving governments, country offices, regional offices, and development partners.</li><li>Experience working in low- and middle-income countries, including fragile, conflict-affected, displacement, and crisis-affected contexts.</li><li>Familiarity with global education architecture and humanitarian coordination mechanisms, including UNICEF, INEE, ECW, GPE, Education Clusters, refugee education responses, and related global initiatives, is highly desirable.</li><li>Strong technical expertise in foundational learning, learning recovery, literacy and numeracy acquisition, education quality, and education in emergencies programming.</li><li>Excellent understanding of the challenges and opportunities associated with delivering foundational learning in humanitarian, displacement, conflict-affected, and protracted crisis settings.</li><li>Knowledge of evidence-based approaches related to pedagogy, teaching and learning materials, teacher professional development, formative and summative assessment, learning measurement, and data use for improving learning outcomes.</li><li>Strong analytical and research skills, with demonstrated ability to synthesize complex evidence and operational learning into concise and actionable guidance.</li><li>Proven ability to develop high-quality technical guidance, frameworks, operational tools, reports, learning briefs, case studies, presentations, and knowledge products.</li><li>Strong understanding of inclusive, gender responsive, and equity-focused approaches to foundational learning and education programming.</li><li>Knowledge of digital learning approaches, learning continuity strategies, and innovative modalities for delivering education in crisis contexts is an asset.</li><li>Excellent facilitation, coordination, stakeholder engagement, and communication skills, with the ability to work effectively across multidisciplinary teams and global networks.</li><li>Ability to translate complex technical concepts into practical recommendations for country offices, governments, implementing partners, and development partners.</li><li>Fluency in English is required.</li><li>Knowledge of French, Spanish, and/or Arabic is highly desirable.</li><li>Excellent drafting, presentation, and communication skills in English are required, including the ability to produce high-quality technical and knowledge products for diverse audiences.</li></ul>

<h2 class="h5">Job description</h2> <div class="t-break" data-jb-field="description"> <p><strong>About Us:</strong></p><br><p>Building on this global mission to revolutionize education, Little Thinking Minds is transforming Arabic literacy for the future. As a premier K-12 digital literacy platform across the MENA region and beyond, Little Thinking Minds offers a suite of award-winning tools, interactive content, and gamified experiences designed to make learning Arabic exciting and impactful. Through adaptive learning platforms and dedicated teacher-support resources, they bridge critical literacy gaps and inspire a lifelong love for reading by providing continuous visibility into student progress to support and celebrate their learning journey.</p><br><p><strong>Your Team:&amp;nbsp;</strong></p><br><p>A strong QA team serves as the quality gatekeeper for our products, managing multiple testing activities including functional, regression, integration, and potential for automation testing. The team collaborates closely with developers, product owners, and stakeholders to identify risks early, ensure product reliability, and maintain high-quality standards throughout the software development lifecycle.</p><br><strong>Your Role:</strong><p>We are seeking a Mid-Level QA Engineer to ensure the quality and reliability of our software products. The successful candidate will be responsible for planning, designing, and executing test activities, identifying defects, and collaborating with cross-functional teams to deliver high-quality solutions. This role requires strong analytical thinking, and the ability to work with minimal supervision.</p><br>Responsibilities:&amp;nbsp;<ul><li>Analyze business requirements and create detailed test scenarios and test cases.</li><li>Perform functional, integration, regression and system testing.</li><li>Execute API testing and validate backend services.</li><li>Perform database validation using SQL queries.</li><li>Identify, document, prioritize, and track defects through JIRA.</li><li>Collaborate with developers and product managers throughout the software development lifecycle.</li><li>Participate in Agile activities, including sprint planning, stand-ups, reviews, and retrospectives.</li><li>Review requirements and provide feedback to improve the product quality.</li><li>Support release validation and production verification activities.</li><li>Mentor junior QA team members and share testing best practices.</li></ul>Qualifications:&amp;nbsp;<p><strong>Must-Haves:</strong></p><br><ul><li>Strong knowledge of quality standards and techniques</li><li>API testing skills</li><li>Very keen eyes and attention to detail</li><li>Mobile testing experience</li></ul><p><strong>Nice-to-Haves:</strong></p><br><ul><li>Automation skills (Javascript capabilities, Cypress Tool, GitLab/GitHub, CI/CD integration)</li><li>CTFL certified</li><li>Database and backend testing</li></ul><p><strong>Benefits include:</strong>&amp;nbsp;</p><br><ul><li>Medical insurance as per company policy, commencing after the probation period.&amp;nbsp; Currently through GIG Company.&amp;nbsp; 10 medical forms/year, Level A coverage. Co-pay of 20%.</li><li>One Sunday of every month will be designated as a holiday</li><li>Annual Leave:&amp;nbsp; 14 Working days</li></ul><p>Our company participates in E-Verify.</p><br><br> </div>

<section><p class="heading jdMain">Job Description</p><p class="heading">Roles &amp; Responsibilities</p><div class="paragraph"><p>BACKGROUND The International Rescue Committee (IRC) helps people whose lives and livelihoods are shattered by conflict and disaster to survive, recover, and gain control of their future. Founded in 1933 at the request of Albert Einstein, the IRC works with people forced to flee from war, conflict and disaster and the host communities that support them, as well as with those who remain within their homes and communities. In the MENA region (Syria, Lebanon, Jordan, Iraq, Libya, and Yemen) IRC responds to displaced people s acute and longer-term needs with integrated programs that improve health and safety, prioritize children s education, foster economic wellbeing, and empower communities to regain control over their lives. The IRC's MENA Early Childhood Development Portfolio The IRC's MENA Early Childhood Development (ECD) portfolio builds on over seven years of programming, starting with the Ahlan Simsim and Play to Learn initiatives, launched in 2018. These initiatives reached millions of children and caregivers with ECD services, generated a library of high-quality ECD content, and established a resource bank of proven program models. Partnerships with Ministries of Education, Health, and Social Development produced co-designed programs that are now embedded within government services across the region. The portfolio today spans multiple grants and donors across the MENA region, with an overarching aim of supporting the youngest children and their caregivers particularly those affected by crisis and conflict with high-quality, scalable, and sustainable interventions. Interventions target children directly and through their caregivers and communities. The portfolio also strengthens the capacity of the ECD workforce including teachers, multi-sector facilitators, and health workers advances national systems and policy through advocacy efforts, and delivers innovative digital technology solutions. The IRC works alongside key public and private stakeholders across health, protection, education, and economic recovery and development to co-design and expand partner-led interventions. For more information on the IRC's ECD work in the region, visit: https://www.rescue.org/ahlansimsim . The MENA regional ECD team manages core regional grants, supports country programs on country-specific awards, and actively contributes to business development efforts to expand programming reach, deepen impact, and mobilize resources from a growing base of public and private donors. The team also supports country programs in program quality and fidelity, content development, research and monitoring, policy, advocacy and communications, project and financial management, and digital technology solutions. THE ROLE Reporting to the Deputy Project Director for Content and Delivery, the Early Childhood Development (ECD) Technical Lead provides technical leadership and day-to-day management of Arabic ECD content and program development across the IRC ECD portfolio in. The role ensures that high-quality, evidence-based ECD content is developed, adapted, and effectively deployed in a way that can be delivered efficiently including in-person, remote, and hybrid modalities in MENA. The ECD Technical Lead works in close collaboration with the Digital Portfolio Senior Manager and the wider digital team, ensuring that content developed for in-person and remote delivery is appropriately adapted and integrated into digital products and platforms, and that insights from digital reach and engagement inform content development and improvement. While the digital portfolio is managed separately, the ECD Technical Lead and digital team operate as one integrated unit under the Deputy Project Director, with a shared commitment to ensuring content and delivery are coherent, complementary, and collectively advancing IRC s ECD goals for children and caregivers across the region. Major Responsibilities High-Quality Content Development • Oversee the development, adaptation, and effective utilization of IRC's ECD content and materials for child-facing programs, especially for children ages 0-8; caregiver-facing programs, including parenting programs and caregiver support; and content for teachers, service providers, and supervisors, coaches, and trainers, including teacher training and ECD content integrated into healthcare, protection and economic recovery and empowerment services • Set and implement a clear strategy for the development, testing, implementation, and improvement of new content, in close collaboration with the Deputy Project Director, Technical Advisors, country team focal points, and the Director of ECD within the Education Technical Unit • Ensure content is of consistent quality and aligned across delivery routes in-person, hybrid, remote, and digital working closely with the Digital Portfolio Senior Manager to ensure that content developed for non-digital delivery is appropriately adapted and optimized for digital platforms and products • Oversee processes ensuring all ECD content is culturally and linguistically relevant, and designed to enhance children's development and learning outcomes in ways that are cost-effective and scalable • Provide input and ECD technical guidance for partners where relevant • Work with country teams to ensure content and program models are aligned with local and national standards for ECD and early learning • Lead collaboration with IRC's ECD country program team members to guide them in content adaptation, testing, development, and deployment • Work with relevant internal and external technical staff to ensure appropriate and timely guidance is provided for multi-sectoral and integrated ECD content and design • Collaborate with internal and external technical experts to finalize guidance for gender equity standards and disability inclusion across ECD program models • Provide training and ECD technical support for relevant country and regional staff and for partners • Analyze data from country content utilization and feedback to inform decision-making and report on key strategic metrics of success, in close collaboration with the MEL Lead and IRC's Technical Advisor for ECD supporting MENA Linkages with the Digital Team • Work closely with the Digital Portfolio Senior Manager to ensure strong content-to-digital connectivity, including the timely provision of ECD content and technical input needed for digital product development, updates, and improvement</p></div></section><section><p class="heading">Desired Candidate Profile</p><p class="paragraph"></p><p>A minimum of 8 years of experience developing ECD or education content and contributing to program design and delivery for large-scale programs focused on ECD or a related field • Deep knowledge of the ECD field, including current and past research, evidence-based program models, and content development approaches across child-facing, caregiver-facing, and service provider-facing modalities • Proven ability to provide high-quality technical assistance, guidance, and coaching to staff and partners • Familiarity with digital technology in an ECD or education context, including an understanding of how content is adapted and deployed across digital platforms and products; direct experience working alongside digital teams is an asset • Experience using or managing staff who use user-centered design principles in content creation • Experience working in conflict and crisis settings and knowledge of humanitarian programming • Demonstrated ability to work with a high degree of autonomy, managing multiple priorities in a fast-paced environment • Excellent interpersonal and oral and written communication skills, with the ability to build positive relationships across diverse, geographically dispersed teams • Strong knowledge of the MENA regional context; experience working in Syria, Jordan, Lebanon, and/or Palestine strongly preferred • Fluency in written and oral Arabic and English</p><p></p></section>

<section><p class="heading jdMain">Job Description</p><p class="heading">Roles &amp; Responsibilities</p><div class="paragraph"><p>Job Description:</p><p>Director of Student Support</p><p>Services</p><p>Position Description:</p><p>The Director of Student Support Services will lead and continue to improve the</p><p>implementation of a comprehensive multi-tiered system of support for a wide range of</p><p>learners. This includes supervising all learning support personnel, participating in the</p><p>admissions process, interpreting psych-ed testing and monitoring the overall capacity</p><p>of the program by grade level.</p><p>This full time position requires up to an additional 15 days before and/or after the</p><p>academic year as determined by the Superintendent as well as engagement with email</p><p>correspondence and admissions processing during periods of vacation.</p><p>Position Responsibilities:</p><p>Leadership</p><p>1. Provide leadership for the development, monitoring, and refinement of</p><p>protocols, procedures, processes, and practices for the implementation of</p><p>systems of support to meet the needs of the ACS student body.</p><p>2. Promote innovation in the delivery of core instructional practices that are</p><p>differentiated, accommodated, and responsive to student needs including:</p><p>a. universal design for learning,</p><p>b. multi-tiered systems of support,</p><p>c. development of English for Academic Purposes,</p><p>d. delivery of differentiated instruction,</p><p>e. implementation of accommodations and extensions,</p><p>f. enhancement of Tier 1 and Tier 2 core instruction and interventions,</p><p>4</p><p>g. refinement of Tier 3 instruction and interventions and,</p><p>h. supporting dyslexic profiles,</p><p>3. Supervise all Learning Support Personnel, including Instructional Aides, by:</p><p>a. clarifying expectations,</p><p>b. supporting annual goal-setting,</p><p>c. engaging in regular supervision,</p><p>d. mentoring individuals as required and,</p><p>e. leading departmental meetings and professional learning.</p><p>4. Use data to monitor and refine EAL and LSS services.</p><p>5. Assess and support the development of systems for screening and referral</p><p>processes, and transitions between sections, and monitoring and reporting on</p><p>student progress.</p><p>6. Manage Tier 3 support services to enhance and maintain best practices and</p><p>consistency across sections while supporting other leaders to enhance and</p><p>maintain best practices and consistency across sections for Tier 1 and Tier 2</p><p>services.</p><p>7. Coordinate with the Office of Learning and Sectional Principals to ensure</p><p>up-to-date instructional materials and resources are available to support a range</p><p>of learners.</p><p>8. Collaborate with the Educational Leadership Team (ELG) to monitor and refine</p><p>support services.</p><p>9. Work closely with the Principals and Admissions Office to process applications</p><p>of students with special needs and to monitor the overall capacity for LSS</p><p>admissions by grade level.</p><p>10. Work closely with the Office of Learning to define professional learning needs of</p><p>the Student Services Department.</p><p>11. Participate, as appropriate, in teacher recruitment, hiring, placement, and</p><p>intervention.</p><p>12. Maintain relationships with outside professionals and community agencies in</p><p>order to support access to services not currently provided at ACS.</p><p>Community Relations</p><p>1. Develop and establish positive relationships with staff and maintain constructive</p><p>interactions with teams.</p><p>2. Communicate with faculty, parents, and other constituents about the</p><p>educational, social, and emotional benefits of programs that support a wide</p><p>range of learners.</p><p>5</p><p>Desired Qualifications</p><p>Director of Student Support</p><p>Services</p><p>Education/Experience</p><p>● A Master's degree in education, ideally special education or school psychology,</p><p>or related fields from an accredited institution.</p><p>● A minimum of 5 years of educational experience, preferably at a variety of levels.</p><p>● A multidisciplinary background and ability to work with a range and variety of</p><p>people including administrators, staff, students, and parents.</p><p>● Experience with budget preparation and management.</p><p>Abilities/Skills/Knowledge:</p><p>● Ability to read, analyze and interpret psychometric data and reports to</p><p>determine needs and ACS’s capacity to meet them.</p><p>● Ability to read, analyze, and interpret academic standards and assessment data.</p><p>● Ability to define problems, collect data, establish facts, and draw valid</p><p>conclusions.</p><p>● Ability to build and maintain positive relationships with fellow colleagues and</p><p>community members.</p><p>● Ability to communicate with precision and concision in written and spoken</p><p>English.</p><p>● Ability to inspire others through a positive work ethic.</p></div></section>