Qatar Jobs Today: Mesaieed International School announces new job opportunities. Are you looking for job opportunities in Qatar? Mesaieed International School announces the opening of recruitment for many jobs in various specializations in Qatar on today's date. These opportunities are available to all nationalities. Learn about the available jobs and how to apply through the following advertisement.
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Required jobs in Mesaieed International School and their details:
1. Teacher - Primary (KS1 or KS2)
Key Responsibilities:
- Outstanding Classroom Practice: Deliver high-quality and engaging learning opportunities that promote confidence, understanding, and a love of learning
- Adaptive Teaching: Use evidence-informed strategies to anticipate learner needs, scaffold effectively, and ensure every student, including SEND or BML, can access, enjoy, and excel in their learning
- Assessment and Progress Tracking: Use formative and summative assessment intelligently to monitor student progress, identify misconceptions or gaps, and implement timely, targeted adaptations that lead to sustained improvement
- Curriculum Development: Contribute to the ongoing refinement of the non-core curriculum, ensuring strong sequencing, cultural richness, and alignment with MIS’s Framework for Excellence
- Collaboration and Professional Development: Work proactively with colleagues to share effective practice, participate in CPD, and contribute to school-based improvement initiatives
- Student Wellbeing and Relationships: Build strong, positive relationships with students, nurturing confidence, curiosity, and resilience while maintaining high expectations for behaviour, engagement, and achievement
- Family Engagement: Maintain proactive communication with families to celebrate progress, address concerns, and support every child in achieving their full potential.
- Safeguarding and Inclusion: Promote the highest standards of safeguarding, equity and wellbeing in line with school procedures, playing an active role in early identification of barriers to learning and ensuring appropriate support and/or interventions.
2. Deputy Headteacher - Lower School
Key Responsibilities:
- Oversee quality assurance processes and teacher evaluations to ensure accountability, professional development, and sustained improvement
- Support high-quality learning environments and lead Collaborative Working Time (CWT) to develop and embed effective pedagogical practice
- Oversee the planning and monitoring of foundation subjects to ensure all students access a broad, balanced, and engaging curriculum
- Lead relevant subject leads as required
- Manage and monitor the curriculum budget, ensuring effective and equitable allocation of resources to support high-quality provision
- Lead on behaviour and attendance systems in the Lower School and EYFS, ensuring consistency, early intervention, and a positive learning climate through active leadership of the Lower School & EYFS Phase Leads
- Foster strong partnerships with EYFS and Lower School parents through effective communication, visibility, and responsive support
- Oversee smooth transition processes between key stages to ensure continuity in learning and pastoral care
- Manage day-to-day and planned staff absence cover, ensuring minimal disruption to teaching and learning
- Coordinate the primary school calendar to ensure alignment of key events, assessments, and operational priorities
- Lead the planning and delivery of key parent engagement events, ensuring high-quality communication and participation
3. PE Teacher - Primary
Key Responsibilities:
- Outstanding Practice: Deliver high-quality and engaging PE lessons that promote confidence, understanding, and a love of sport and exercise
- Adaptive Teaching: Use evidence-informed strategies to anticipate learner needs, scaffold effectively, and ensure every student, including SEND or BML, can access, enjoy, and excel in their learning
- Assessment and Progress Tracking: Use regular assessment intelligently to monitor student progress, identify misconceptions or gaps, and implement timely, targeted adaptations that lead to sustained improvement
- Curriculum Development: Contribute to the ongoing refinement of the PE curriculum, ensuring strong sequencing, cultural richness, and alignment with MIS’s Framework for Excellence
- Collaboration and Professional Development: Work proactively with colleagues to share effective practice, participate in CPD, and contribute to school-based improvement initiatives
- Student Wellbeing and Relationships: Build strong, positive relationships with students, nurturing confidence, curiosity, and resilience while maintaining high expectations for behaviour, engagement, and achievement
- Family Engagement: Maintain proactive communication with families to celebrate progress, address concerns, and support every child in achieving their full potential
- Safeguarding and Inclusion: Promote the highest standards of safeguarding, equity, and wellbeing in line with school procedures, playing an active role in early identification of barriers to learning and ensuring appropriate support and/or interventions
4. Head of Inclusion - Secondary
Key Responsibilities:
- Strategic Leadership: Shape and implement a whole-school vision for inclusion and attendance that aligns with MIS’s Framework for Excellence, ensuring equity, access, and high expectations are embedded in every aspect of school life
- Provision and Systems: Oversee the design, delivery, and evaluation of all SEND and inclusion systems, including identification, support planning, access arrangements and IEP cycles, ensuring clarity, compliance, and measurable impact
- Attendance: Act as the school’s strategic lead for attendance, ensuring that attendance, punctuality, and engagement are integral to inclusion and academic success
- Team Leadership and Professional Development: Line-manage the Inclusion team, providing coaching, professional development, and accountability to drive evidence-informed practice, alongside leading wider staff training in inclusive pedagogy
- Quality First Teaching: Lead the implementation of adaptive teaching strategies across all subjects, ensuring classroom practice remains the foundation of inclusive education and that targeted interventions complement, not replace, high-quality teaching
- Student Progress and Support: Monitor the academic, social, and emotional progress of students with additional needs, coordinating targeted interventions and ensuring all students have access to the full breadth of the curriculum
- Family and Community Engagement: Build strong partnerships with parents and carers, maintaining open, solution-focused communication and ensuring families are empowered to participate in decision-making
- Safeguarding and Wellbeing: Work closely with pastoral, safeguarding teams and external agencies to ensure early identification, coordinated support, and holistic care for students experiencing barriers to learning or attendance
5. Head of Upper School (Year 11 - 13)
Key Responsibilities:
- Strategic Leadership: Shape and implement the Upper School pastoral vision, ensuring alignment with whole-school priorities and a consistent, values-driven approach across Years 11–13
- Pastoral Systems & Culture: Lead the development of high-quality pastoral routines, behaviour expectations, and wellbeing structures that support student success and readiness for post-16 pathways
- Staff Development: Lead, mentor, and support tutors and pastoral staff, building a cohesive team committed to relational practice, clarity, and outstanding care
- Student Wellbeing & Progress: Monitor academic, behavioural, and emotional indicators to ensure early identification of need and effective, personalised interventions
- Post-16 Transition & Careers Guidance: Oversee key transition points, including exam readiness, pathways counselling, university applications, and preparation for life beyond MIS, while also contributing to the development and coordination of whole-school careers guidance to ensure a coherent, high-quality experience for all students
- Quality Assurance: Evaluate tutor provision, pastoral programmes, and student experiences, ensuring consistently high standards across the Upper School
- Parental and Community Engagement: Build strong partnerships with families, communicating with clarity, empathy, and confidence to support each student’s journey
- Safeguarding and Inclusivity: Ensure all pastoral practices adhere to safeguarding expectations and promote an inclusive environment that champions student wellbeing and belonging
6. Teacher - Design Technology (Secondary)
Key Responsibilities:
- Outstanding Classroom Practice: Deliver high-quality and engaging Design Technology lessons across KS3–KS5 that champion creativity, problem-solving, innovation, and strong academic and practical outcomes for all learners
- Adaptive Teaching: Use evidence-informed strategies to scaffold learning within making, ensuring every student, including those with SEND or additional learning needs, can access, enjoy, and excel in iterative design and practical application
- Assessment and Progress Tracking: Use formative and summative assessment intelligently to monitor technical skill, design thinking, and conceptual understanding, addressing misconceptions and tailoring support to secure sustained improvement
- Curriculum Development: Contribute to the modernisation of the Design Technology curriculum, ensuring strong sequencing, progression, and alignment with MIS’s Framework for Excellence — moving beyond repetitive tasks to purposeful, real-world design contexts
- Co-Curricular Enrichment: Lead and support opportunities that extend DT beyond the workshop, such as design challenges, F1 in Schools, enterprise projects, sustainable innovation, competitions, and partnerships with industry and the local community
- Collaboration and Professional Development: Engage proactively with colleagues in coaching, CPD, and shared planning to strengthen pedagogical practice, deepen subject expertise, and contribute to a culture of continuous improvement
- Student Wellbeing and Relationships: Build strong, positive relationships with students, nurturing confidence, resilience, and curiosity, supporting them to take creative risks while maintaining high expectations for conduct and workshop safety
- Family Engagement: Communicate proactively with families to celebrate achievement, promote safe and supportive participation in practical learning, and ensure every student is empowered to reach their full potential
- Safeguarding, Inclusion & Workshop Safety: Uphold the highest standards of safeguarding, equity, and health and safety in practical environments, actively identifying barriers to learning and ensuring appropriate support and protective measures are in place
7. Teacher - French (Secondary)
Key Responsibilities:
- Outstanding Classroom Practice: Deliver high-quality and engaging French lessons across KS3–KS5 that promote linguistic confidence, intercultural understanding, and strong academic outcomes for all learners
- Adaptive Teaching: Use evidence-informed strategies to anticipate learner needs, scaffold effectively, and ensure every student, including SEND or BML, can access, enjoy, and excel in French
- Assessment and Progress Tracking: Use formative and summative assessment intelligently to monitor student progress, identify misconceptions or gaps, and implement timely, targeted adaptations that lead to sustained improvement
- Curriculum Development: Contribute to the ongoing refinement of the French curriculum, ensuring strong sequencing, cultural richness, and alignment with MIS’s Framework for Excellence
- Co-Curricular Enrichment: Lead or support opportunities that extend language learning beyond the classroom, such as cultural events, language clubs, international trips, competitions, and collaboration with francophone communities
- Collaboration and Professional Development: Work proactively with colleagues to share effective practice, participate in coaching and CPD, and contribute to team-based improvement initiatives that strengthen teaching quality across the school
- Student Wellbeing and Relationships: Build strong, positive relationships with students, nurturing confidence, curiosity, and resilience while maintaining high expectations for conduct, participation, and achievement
- Family Engagement: Maintain proactive communication with families to celebrate progress, address concerns, and support every child in achieving their full potential
- Safeguarding and Inclusion: Promote the highest standards of safeguarding, equity, and wellbeing in line with school policy, playing an active role in early identification of barriers to learning and ensuring appropriate support pathways
8. Teacher - Physics (Secondary)
Key Responsibilities:
- Outstanding Classroom Practice: Deliver high-quality and engaging physics lessons across KS3–KS5 that promote strong scientific thinking and outstanding academic outcomes
- Adaptive Teaching: Use evidence-informed strategies to ensure every student, including SEND or BML, can access and excel in physics
- Assessment and Progress Tracking: Use assessment intelligently to drive progress, address misconceptions, and ensure continuous improvement
- Curriculum Development: Contribute to the ongoing refinement of the physics curriculum, ensuring strong sequencing, practical excellence, and alignment with MIS’s Framework for Excellence
- Co-Curricular Enrichment: Lead or support STEM clubs, physics competitions, Olympiads, and real-world scientific experiences
- Collaboration and Professional Development: Work proactively with colleagues to share effective practice and strengthen teaching quality across the school
- Student Wellbeing and Relationships: Maintain high expectations for conduct, participation, and achievement while nurturing confidence, curiosity, and resilience
- Family Engagement: Maintain proactive communication with families to celebrate successes and address barriers to learning
- Safeguarding and Inclusion: Ensure high standards of safeguarding, equity, and wellbeing in line with school policy
Other Vacant Jobs
1. Teacher - Primary (KS1 or KS2)
2. Deputy Headteacher - Lower School
3. PE Teacher - Primary
4. Head of Inclusion - Secondary
5. Head of Upper School (Year 11 - 13)
6. Teacher - Design Technology (Secondary)
7. Teacher - French (Secondary)
8. Teacher - Physics (Secondary)
9. Teaching Assistant - Primary (Local Hire Only)
How to apply for jobs
To apply for the aforementioned jobs, you can follow these steps:
- To go to the application page. (Job opportunities for Mesaieed International School)
- Click on a job title to view details.
- Please click the Easy Apply button at the top of the page.
- Enter the required information in the pop-up screens.
- Click Review to review the form.
Source and additional details
- Job source: The official website
- Posted Date: 11-2-2026 (Please check the date before applying).
- Required Nationalities: All nationalities.
About Mesaieed International School
We are a QatarEnergy owned international school that follows the National Curriculum for England. The school currently has 1090 pupils from the ages of 3-19. Our students all reside in Mesaieed and are the children of QatarEnergy and associate companies’ employees.
OUR VISION is for our students to be high achieving, healthy and happy individuals, well prepared to take their place as global citizens and leaders of the future.
OUR MISSION is to achieve this by inspirational teaching that places high value on learning, enjoyment and the well-being of all our students.
The academic year mirrors the English system of three terms, beginning in August. Local religious and QatarEnergy holidays are observed. The school week runs from Sunday to Thursday, the weekend being Friday and Saturday. For teachers the school day begins at 6.30am and finishes at 2.30pm, unless staff have other meeting commitments. Every Sunday staff participate in collaborative working sessions and the school day ends for staff between 3.30pm and 4.00pm.
Students
We have 30 nationalities in the school, with over 30 different languages spoken. Approximately 95% of our students speak English as a second language. They are hardworking, enthusiastic, kind and compassionate and make working at our school both a pleasure and a privilege.
Parents and Home/School Communication
We believe the relationship between school and the parents is vital. Parents are encouraged to be actively involved in their children’s learning and this takes on many forms, including open mornings, parents and teacher meetings, workshops, informal school activities, community events and volunteering throughout all year groups.
School Buildings and Facilities
The school operates across three campuses:
A purpose built EYFS campus for children between the ages of 3 and 5
A Primary campus for children from 5 to 11/12 years of age
A Secondary campus for students aged 11 to 18/19
All three campuses were completed between 2008 and 2010 and as such staff and students benefit from modern facilities, including:
Two 25m swimming pools
Two Astro pitches
Two 200m running tracks
Two sports halls
Two extensive libraries in primary and secondary
ICT Suites
Music rooms with designated sound proofed practice rooms in both primary and secondary
Very spacious classrooms
Art, Science and Technology suites in secondary
Food technology room in primary
Interactive White Boards in all classrooms
Houses
The House system is designed to promote school spirit, cooperation, a healthy sense of competition and a feeling of pride in belonging. It supports our work on health and well-being, fostering a sense of pride and achievement across various areas of school life. Students are placed into one of four Houses on joining school and where possible are placed in the same houses as older siblings:
Oryx (Green)
Pearl (Yellow)
Falcon (Blue)
Dhow (Red)
Sports
We are fully involved in the Qatar Private Primary (QPPSSA) and Secondary Schools Sports Associations (QUESS), participating in various sporting events including football, netball, basketball, swimming, athletics and cricket throughout the year, both in Mesaieed and in various schools in Al Wakrah and Doha. Our students love these events and are regularly commended for their politeness, attitude and good sportsmanship. We have some very talented sportsmen and sportswomen, with students often selected to participate in National and International level competitions.
Trips and Visits
The curriculum at MIS is supported by a wide range of stimulating educational experiences. During the course of the year there are opportunities for the children to be involved in excursions to a variety of places in the local area. These trips are generally linked to class work and supporting requirements for external examinations.
Extra-Curricular Activities
After-school activities provide enriching opportunities to learn something new, extend particular skills beyond the levels gained through the normal school curriculum, and to make new friends with similar interests. ECAs are held after school, over three days, in secondary and once a week in primary. All students are given an opportunity to spend some time engaged in a club, society or activity designed to broaden their experience and improve their knowledge.