Lead Practitioner For Positive Learning And Engagement At Safa Community School

Job Overview

POST: Lead Practitioner for Positive Learning and Engagement at Safa Community School, Dubai

Safa Community School - a beacon of excellence. In 2024, we were honoured with the ‘Happiest School in the UAE’ title, a testament to our commitment towards student well-being. In addition, we were proud recipients of the ‘Value Add, Leaving No Child Behind Award’, reflecting our dedication to academic progress. This was further underscored by our 2024 GCSE VA score of +2.2. Our high staff retention rates and inclusion in the top 15 Schools in the UAE by the Schoolscompared.com survey are a source of pride for us all.

At Safa Community School, we are more than just a school-we are a community. With a parent body comprising Expats, including around 35% from the UK, we have fostered a reputation for being a friendly, warm, and community-oriented school. Our positive relationships among staff, parents, and students are a testament to our inclusive approach, making everyone feel welcomed and part of a larger family. This sense of belonging sets us apart and should make you feel at home in our school.

Safa Community School is not just another school but an award-winning all-through UK curriculum school, from FS1 to Year 13, with 2,640. Follow our school Instagram channel for a glimpse into our vibrant community showcasing student achievements, community events, and much more at safa_scs. Discover how we nurture talent, foster creativity, and build a thriving environment for every student.

Role Overview

We seek a dynamic, research-informed practitioner to lead the development of a whole-school culture of positive learning and engagement. This strategic role supports students from Years 5 to 13, focusing on motivating disengaged learners, promoting pro-social conduct, and enhancing student agency and emotional regulation, especially among boys.

The successful candidate will possess a strong foundation in evidence-based approaches to engagement, relational practice, and inclusive learning environments and will have a proven ability to drive cultural and systemic change across a diverse school community.

Key Responsibilities

Strategic Development

• Design and implement a comprehensive whole-school framework for promoting positive learning and student engagement, aligned with the schools values and international best practices.
• Analyse data on student conduct, engagement, and well-being to inform targeted interventions. Looking to link with external agencies.
• Collaborate with senior leaders and heads of year to embed relational and restorative approaches school-wide.
  
  

• Provide structured mentoring programmes for students at risk of disengagement, underachievement, or relational difficulties.
• Lead on coaching models for staff to support positive reinforcement, relational practice, and trauma-informed responses.
• Develop and lead initiatives to engage boys, focusing on identity, motivation, and leadership.
  
  

• Work 1:1 and in small groups with students needing intensive support to develop self-regulation, motivation, and learning strategies.
• Co-design individual engagement plans in collaboration with pastoral teams, SEN staff, and families.
• Support re-entry, transition, and reintegration plans following exclusions, extended absence, or well-being challenges.
  
  

• Deliver high-impact CPD to teaching and support staff on topics including positive learning climates, neurodiverse engagement, and strengths-based language.
• Model excellent relational practice and co-teach where appropriate to support capacity building.
• Lead reflective forums, peer coaching groups, and action research cycles focused on student engagement.
  
  

• Degree in education, psychology, counselling, social work, or a related field. A BCBA qualification would be desirable.
• Professional training in restorative practice, trauma-informed approaches, or coaching models.
• Proven experience working in middle or secondary years (ages 9–18), ideally in diverse or international settings.
• Demonstrable success in improving student engagement and outcomes, particularly among boys and/or students with additional needs.
• Skilled in coaching, mentoring, and building relational trust across a school community.
• Deep understanding of adolescent development, motivation, and emotional regulation strategies.
• Strong data literacy and experience using student data to plan, implement, and evaluate interventions.
• Postgraduate qualification in Inclusion, Educational Leadership, Child Development, or Coaching.
• Experience delivering CPD and whole-school training.
• Familiarity with PBIS, PACE, Zones of Regulation, or similar frameworks.
• Prior experience in an international or bilingual school environment.
  
  

• All applications must be submitted on the TES/Schrole Portal. Only applications submitted through the Portal will be considered.
• Only applications with experience will be considered.
• Submit an up to date, full resume / CV.
• Submit a covering letter of no more than two A4 pages.
• Provide at least three referees’ names, telephone numbers (with international dialling codes), and email addresses. One must be a current employer.
• The closing date for all applications is Friday, 9th January 2026 at 10h00 UAE time.
• Applications will be assessed in order of receipt and interviews may occur at any stage after applications are received. We reserve the right to appoint before the closing date and therefore invite interested candidates to apply as soon as possible.
• Once initial interviews are concluded, arrangements will be made individually with those candidates who will proceed to the second round of interviews.
• A demonstration lesson will be required.