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Mathematics Department Head

As a Head of the Mathematics department your primary role is to provide academic leadership. The Head of Subject is intended to be the ´primus inter pares´ of the subject team. The key responsibilities are to implement curriculum, pedagogical and assessment developments in accordance with the IB Standards and Practices and the IB coordinators leadership. You are responsible for contributing to a vibrant GESS community through events and programmes and furthermore you have responsibilities for logistical resource management and coordination with the student support services.


In your teaching commitment at GESS, you will need to take on the following responsibilities where you will be expected to:

  • Develop a strong relationship with all parents and students
  • Be a role model who mentors and guides students to ensure they meet their full potential
  • Actively review student assessment data, including academic, behavioral and social/emotional, to set learning goals, develop student agency and put in place interventions to ensure successful learning of each individual

Experience and Qualifications

  • Recognised teaching qualification (minimum B.Ed or PGCE equivalent)
  • At least 8 years teaching experience
  • At least 2 years experience in an academic or departmental leadership capacity
  • Knowledge, understanding and teaching experience of the IB Middle Years Programme (MYP) and IB Diploma Programme (DP)
  • Ability to work collaboratively, professionally and effectively within a team
  • Experience of working in an international school setting advantageous
  • Willingness to adapt to and embrace a new school environment
  • Willingness to contribute and champion educational change that supports best practice and improve student learning

Professional Expertise

  • Professional Knowledge: The applicant has a deep understanding of the curriculum, subject content, and the developmental needs of students and can effectively provide relevant learning experiences.
  • Instructional Planning: The applicant can plan using aspects of student data to inform learning outcomes, emphasizes linking concepts and building upon skills, and focuses on identifying relationships between objectives.
  • Instructional Delivery: The applicant can use a variety of research based instructional strategies relevant to the content area to engage students in active learning, to promote key skills, and to meet individual learning needs.
  • Assessment for Learning: The applicant can effectively use differentiated assessment tools and strategies and understands how to make accommodations for individual students’ needs.
  • Learning Environment: The applicant has a clear understanding of the importance of establishing routines and procedures and of providing, safe, supportive, student-centered environment. He/she involves families and other educators when needed.
  • Professionalism: The applicant is committed to professional ethics, international-mindedness, and the school’s mission; collaborates and communicates appropriately; and takes responsibility for professional growth that results in the enhancement of student learning.
  • Student Progress: The work of the applicant will result in acceptable, measurable, and appropriate student progress.

Leadership Competencies


School leaders develop a school culture that fosters and values professional learning. They recognise that they need to build individual and institutional knowledge and understanding so that schools continue to grow as places where knowledge and meaning is discovered and constructed.


School leaders expect change and respond in creative, analytical and practical ways. They demonstrate the ability to innovate, develop, communicate, promote and evaluate new ideas and practices, take intellectual risks and support others in these endeavors.


School leaders think logically and form an inference based on experience to find the best solutions. They have the capacity to reflect and are adaptable to new settings. They can make quick decisions and rapid judgments with the big picture in mind.


School leaders are forward thinking, see the bigger picture, recognize emerging trends and translate strategy into action while aligning people and organization behind a set of shared values and vision.

Personnel management

School leaders exert influence on individuals, groups, and systems to achieve a goal or set of goals. They understand stakeholders and support them to achieve their optimum. School leaders support others to work together to achieve better outcomes for students.

Keen to collaborate and share your specialist expertise, you will be a fitting ambassador for the school. You will communicate with confidence across diverse audiences and situations, using your expertise to build strong relationships across the GESS community.

To Apply

We offer an exciting working environment in an international and cooperative team. Your application should include a letter of application and your complete resume. Please indicate your reasons for applying for the position.