Male + Female University Prep English Teachers

Job Summary

Professional Language Solutions is looking for native level male and female English teachers for positions working in a well-established university in Al-Khobar, Saudi Arabia.

Contracts for for the 2026/27 academic year. Actual mobilisation dates based upon completion of visa applications with teaching to start on arrival in Kingdom.

Applications from teaching couples welcome and packages also available to support a spouse and two dependants.

Shortlisted candidates will be invited to online video-conference interviews followed by additional interview from the faculty staff. Three professional references will be contacted if interview is successful.

The Preparatory is a bridge program between high school and admission into degree programs. All faculty in the program must understand, believe in, and successfully implement methodology, techniques, and classroom management that are skills-based, student-centered, communicative, and interactive. They must be proficient in the use of technology, and, once trained, be able to use the Blackboard Learning Management System and the student information system Banner.

Since all record keeping, including attendance, assignments, and all quizzes, tests, and examinations is done online, the faculty must keep abreast of any training that is given in those areas. Faculty members are expected to participate, in one form or another, in continuous professional development training which is conducted prior to and during each academic year. Engagement is the keyword;

faculty are expected to be focused on truly engaging the students in English, study skills, and the soft skills comprised in the core competencies.

The program consists of four levels: pre-beginner, beginner, intermediate, and advanced, corresponding, roughly, to CEFR levels A0- high B1. The overall IELTS score of a student entering the advanced level, would be 5 with a 4.5 in writing. Both male and female campuses have approximately 500-550 students each.

Under the Director, Chair and Associate Chair, each level has a level representative or coordinator to direct work on standardized assessments, guide the instructional activities of the level, and liaise with instructors and other coordinators on each campus as well as administrators. The students weekly program involves 22 hours of direct instruction in English (a 10-hour Communication Skills course: listening and speaking, vocabulary and grammar, a 10-hour Writing Skills course: reading and writing, vocabulary and grammar, and a two-hour project-based Enhanced Learning course, plus, for those at the intermediate and advanced levels, a two-hour Study Skills course, including instruction in Microsoft Office apps, taught by Preparatory Program instructors, and 5 hours of mathematics taught by mathematics instructors.

Teaching Schedules, Office Hours, Preparation, Service, and Professional Development

The teaching load of each instructor is 22 contact hours per week along with 5 office hours outside of the lunch hour, 8 hours of grading and class preparation (instructors may be required to share lesson plans with administrators), and five hours for department-related work such as work on assessments, accreditation, assessment proctoring/invigilation (including occasional assignments to proctor university exams), training on Blackboard, Banner, and new technologies or other EFL professional development as needed, and department and university committees.

Teaching schedules may be from 8 am 4 pm, but classes are also offered in the evenings to as late as 11:00 pm and at the weekends, so schedules will vary. Instructors may also be assigned to work in other departments where needed; this may include work on Saturdays.

The ability to carry out the mission of the Preparatory Program including incorporating Core Competencies where appropriate, to follow the set curriculum, student learning outcomes, assessment schedule, and department decisions, to plan effective lessons ahead of time, to motivate students and to provide them with effective oral and written feedback on assessments and assignments, to follow good classroom management procedures contributing to positive learning atmospheres, and to maintain accurate attendance records, all contribute to helping students to achieve the program outcomes.

Additionally, the ability to communicate well, including by regular reading of email, work well as a member of a team or as a team leader, interact collegially, professionally, and ethically with students, colleagues, and administrators, report problems in a timely way to coordinators and administrators, engage in professional development as a life-long learner including active membership in local and international professional associations, contribute to assessment creation, accreditation and other department committee work, be punctual, accept correction and/or guidance from those…