Mathematics Teacher

Hiring category: International & Saudi / GCC National Mathematics Teacher British School Dhahran (BSD) October 25, 2026 Position Description Location Al Khobar, Eastern, Saudi Arabia School / Site British School Dhahran Division / Department Senior School Position Type Teacher Subject / Stages KS3/4/5 Work days / Hours 191 Days @ 8 Hours per Day Position status Full Time Salary code Teacher Eligible Applicants Saudi National, Dependent Position start date Aug 1, 2027 Application deadline November 25, 2026 Reports To Simon Fowler - Principal Requisition Number 02-2728-005 Summary The Mathematics Teacher delivers ambitious, inclusive and engaging mathematics teaching across KS3, IGCSE and A-Level, developing students’ conceptual understanding, fluency, mathematical reasoning and problem-solving skills. The postholder uses evidence of learning to adapt teaching, provide appropriate challenge and support, and secure progress for every learner. Guided by ISG’s mission to inspire innovation and compassionate action, the teacher models the school’s core values and contributes to the development of the ISG Graduate Profile through classroom practice, pastoral care and participation in school life. The role includes the guidance and pastoral responsibilities of a form tutor. Position Duties School ethos and contribution to the department - Model ISG’s core values of Respect, Acceptance, Integrity, and Responsibility with a commitment to act through professional conduct, inclusive classroom practice, constructive relationships and reliable follow-through. - Build a classroom culture in which students feel valued, explain their thinking, learn from mistakes and engage respectfully with different approaches and perspectives. - Develop the ISG Graduate Profile through purposeful opportunities for independent learning, collaboration, critical thinking, leadership and reflection. - Contribute to the shared direction of the Mathematics Department, using evidence of student learning and feedback from students, families and colleagues. - Support the departmental action plan and the school development plan, and help review the impact of agreed actions. - Promote the relevance of mathematics to further study, careers and the wider community. Curriculum and student achievement - Plan and deliver lessons in line with a clearly defined and documented mathematics curriculum, with clear progression in knowledge, fluency, problem solving and mathematical reasoning from KS3 through IGCSE to A-Level. - Ensure schemes of work are current, well sequenced and consistently implemented; support smooth progression between key stages and entry from BSD Primary where relevant. - Use consistent approaches to assessment, moderation, recording and reporting; use evidence of learning to identify gaps, set priorities and review the impact of teaching. - Prepare students for internal and external examinations, including syllabus familiarity, accurate assessment and timely liaison with relevant school staff and awarding bodies. - Plan teaching and revision to complete syllabus content and assessment requirements within agreed timelines, ensuring students develop the knowledge, skills and familiarity with examination expectations needed for success. - Make teaching accessible and appropriately challenging for students with different starting points, including those who need additional learning or language support and those ready for greater depth. Teaching and learning - Follow the school’s MTSS framework, using evidence of student need to plan, review and adjust support in collaboration with relevant colleagues. - Use evidence-informed approaches, including clear explanation, explicit modelling, carefully sequenced examples, guided and independent practice, and purposeful mathematical discussion. - Check understanding regularly, identify misconceptions and adapt explanations, tasks and support in response to evidence of learning. - Develop students’ mathematical vocabulary and ability to interpret problems, explain reasoning and communicate solutions accurately. - Build confidence and resilience through appropriate challenge, constructive feedback and opportunities to improve. - Use mathematical models, representations and digital tools where they deepen understanding and support learning. Form tutor and pastoral care - Take on the guidance role of a form tutor, promoting student wellbeing, academic care and a positive tutor-group culture. - Monitor the progress, attendance and wellbeing of tutees, and refer concerns promptly to the appropriate member of staff. - Communicate effectively with families about achievement, progress and any concerns; contribute to reports, parent meetings and relevant school communications. Collaboration and school community - Work independently and collaboratively within the Mathematics Department, taking part in meetings, shared planning and moderation. - Lead or contribute to an after-school activity

The Mathematics Teacher delivers ambitious, inclusive and engaging mathematics teaching across KS3, IGCSE and A-Level, developing students’ conceptual understanding, fluency, mathematical reasoning and problem-solving skills. The postholder uses evidence of learning to adapt teaching, provide appropriate challenge and support, and secure progress for every learner. The role includes the guidance and pastoral responsibilities of a form tutor. Duties include modeling ISG values, creating an inclusive classroom culture, developing the ISG Graduate Profile, supporting department and school plans, promoting relevance of mathematics to further study and careers, planning and delivering lessons aligned to the mathematics curriculum from KS3 through IGCSE to A-Level, ensuring current schemes of work, using assessment and reporting processes, preparing students for examinations, structuring revision and syllabus coverage, differentiating for learners with varying starting points, applying MTSS framework to provide targeted support, using evidence-based teaching approaches and digital tools, developing mathematical vocabulary and reasoning, providing constructive feedback, and offering after-school activities in collaboration with colleagues.