Teacher - Islamic Studies; UAE Nationals - Abdulla Bin Otaiba Charter School

Overview

Aldar Education is seeking an outstanding Islamic Studies Teacher for Abdulla Bin Otaiba School in Abu Dhabi, with an immediate start (Feb/Mar 2026). Abdulla Bin Otaiba Charter School is an American curriculum, mixed‑gender primary school located in Mohamed Bin Zayed City. We strive for excellence in all that we do through our high expectations and commitment to ensuring that we provide high‑quality learning opportunities for our students.

Our vision is to create a sustainable and innovative learning community that nurtures our learners through collaboration, leadership and creativity.

To teach in an inspiring, inclusive way, enabling independence so that every child makes as much progress as possible; to develop positive working relationships with all members of the school and wider community; and to provide high‑quality teaching, effective use of resources and improved standards of learning and achievement for all students.

To deliver lessons that inspire students to succeed in order to achieve the best possible outcomes.

• Teamwork and collaboration
• Good communication at all levels
• Commitment to developing positive relationships with all members of the school community
• Work alongside fellow teachers to plan engaging lessons that meet curriculum requirements
• Liaise with colleagues and work flexibly
• Work with parents to ensure the happiness and best academic outcomes for all children
• Cooperate with curriculum support staff to support children’s development

• Clear understanding of the curriculum
• Organise classroom provision, learning resources and create displays to encourage a positive, engaging learning environment
• Plan, prepare and present sessions catering for the needs of the whole ability range within the class
• Motivate pupils with enthusiastic, imaginative teaching
• Observe and assess children in line with school assessments
• Reflect on classroom provision, sessions taught, progress made and adjust environment, planning and curriculum accordingly
• Meet with other professionals such as speech and language therapists, occupational therapists and educational psychologists, if required
• Embed Teacher and Learner DNA language and attitudes throughout the curriculum

• Take responsibility for the progress of a class
• Meet assessment requirements and record student development using Target Tracker
• Use data from assessments to influence further planning, provision and intervention
• Provide feedback to parents and carers on a student’s progress at Parent‑Teacher Conferences and other meetings

• Follow the school’s behaviour policy
• Manage classes effectively, using approaches that are appropriate to students’ needs to inspire, motivate and challenge pupils
• Maintain good relationships with pupils, exercise appropriate authority and act decisively when necessary within the school’s behavioural policy
• Be a positive role model and demonstrate consistently the values and behaviour expected of pupils
• Have high expectations of behaviour, promoting self‑control and independence of all learners
• Carry out duties as directed and within the school’s policy

• Work as part of a curriculum action group, supporting planning, assessment, resources and special events linked to that team
• Support organising and participating in school events, outings and activities that may take place on weekends or evenings
• Communicate effectively with parents/carers regarding student achievements and well‑being using school systems/processes such as CPOMS as appropriate
• Make a positive contribution to the wider life and ethos of the school

• Bachelor’s Degree in Islamic Education (UAE Nationals only)
• Related subject with PGCE or other teacher qualifications

• Minimum 1–2 years teaching experience in Arabic & Islamic

• Previous experience working with students whose first language is not English
• Passion for teaching and commitment to educating the whole child
• A high level of professionalism and consideration of the well‑being of children
• Re…