International Schools of Choueifat



The International Schools of Choueifat

Members of the SABIS® School Network

I. Introduction

Dear Applicant,

When you apply to teach at a SABIS® school you will be choosing to join an educational organisation probably very different from any other you have encountered. To be happy in it you have to share our views and principles, and be very adaptable and co-operative. To know more about our schools, visit the website: .

Once you get to the website, to read about and see photographs of a particular school, please follow these steps

1. Click Please select a region (bottom left: Choose Africa & the Middle East)

2. Click Member Schools (top row of rectangles)

3. Click Map (second row. Click the writing, not the icon)

4. Below the map, click at the name of the school (some websites are still under construction)

5. Click at Our School.(second rectangle at the top)

6. Click at Facilities.., etc...(select one of the items in the column in burgundy, extreme right)

7. Click at the aspect you want (e.g. select a facility) and you can see the photograph for each item.

II. How to Apply

1. Read through all the information and decide whether you agree with the aims and ideas of our system and can adapt to our methods.

2. Complete the application form and questionnaires, scan a recent passport photograph, then email the form and photo to hr_iscsharjah@ and scooney@ Alternatively, attach two photos to a hard copy and post it to:

The Recruitment Department,

The International School of Choueifat,

P. O. Box 2077, Sharjah, U.A.E.

Tel: (9716) 5582211

Fax: (9716) 5582865

Email: scooney@ & hr_iscsharjah@

Short listed applicants will be interviewed. Originals and photocopies of passports and diplomas or degrees (if available) must be brought to the interview.

III. THE SABIS® SCHOOL SYSTEM

A. School Aims and Philosophy

SABIS® is an educational organisation which oversees about thirty schools distinguished by a unique system of education which allows students to learn more in less time. The details of how the system works are explained in the following few pages.

In our increasingly competitive world, university education gives students a wider choice and better chances. The efficiency made possible by the SABIS® system permits students to join the world’s top universities. University education is made accessible to all students, not only to the most able. Without being highly selective, SABIS® schools pride themselves on their students’ performance at the most prestigious universities in the world.

The schools take children from age three to eighteen plus. In the secondary school our courses enable students to sit the GCSE, IGCSE; GCE O-level, AS-level and A-level examinations of the British system of education; the American College Board exams (TOEFL, SAT I, SAT II, and Advanced Placement); and to obtain the High School Diploma in Grade 12. Many of our Grade 12 graduates, aged 17, join second year American university or first year in English universities. Each year our students gain entry to highly competitive universities in the UK, USA, Canada, Europe, Australia, the Middle and Far East.

Our record over the past 118 years indicates that our graduates join top universities all over the world. Our students achieve their full potential. Practically all our students graduate from good universities. Most of these graduates are now prominent members of their societies, involved in business, politics, academics and professions like medicine, engineering and law.

B. How the SABIS® schools are different

The SABIS® system can be summarised as follows:

1. Structured courses: Teachers do not decide what to teach. What is to be taught has been decided and refined over many years. Each course is completely broken down into hundreds of easy to understand behavioural objectives (concepts, skills, definitions, etc. e.g. add two numbers with carrying, like 14 + 78; know the sounds of the letter “a”; know the meaning of the word “attire”; to read and understand a specific paragraph; etc.). Each behavioural objective is called a point. A weekly breakdown of the course (pacing chart) specifies what points are to be taught each week.

2. Teaching methods: We optimise the process of learning in class. Our teachers follow the SABIS® “points method” of teaching where a teacher teaches one point at a time, to the whole class. The lesson alternates rapidly between oral work, writing and group checking in such a way that it is practically impossible for students to ‘switch off’ in class. Students learn more in class, which means they work less at home. The details are as follows:

(1) At the beginning of each lesson the teacher indicates the ‘points’ to be taught in that lesson. (2) Starting with the first point, the teacher explains the ‘point’ interactively, for no more than a few minutes, so the students do not get bored with a teacher who talks continuously. (3) The teacher then asks a question and every student must answer in writing. (3) The teacher then checks the answers by going around the classroom to check the children’s work. Every four students form a group with a leader who helps in the checking. Student(s) who have the have the correct answer explain to the others how to do it. Once wrong answers are corrected the teacher moves on to the following point, explains it; and so on. When a teacher finds that a point was not well understood (s)he repeats the explanation until the point is clear.

This way all students pay attention and they prove to the teacher, in writing, that they have learned.

This approach succeeds in all subjects, with practically every student. We achieve excellent results not by being selective, but by teaching methodically, comprehensively, and well.

The points method is used to teach all subjects. The space here is too small to explain how this method is adapted to teach creative and/or critical thinking, essay writing and problem solving, but information about that, explaining the full details, can be provided later, and specific questions can be answered during the interviews.

3. More on Teaching methods: Problem solving and critical thinking are very much stressed. Detailed analysis and approaches to problem solving are introduced to six year olds, and developed more for older students. Analysis and synthesis are applied to composition writing as early as grade 5 (9 year olds). Real-life problems are presented to older students (starting age 11), when they are asked to share in solving problems within the school by giving ideas and getting actively involved. (See the Student Life Organisation, point 8 below).

4. Monitoring the learning process: A unique computerised system of weekly testing (the SABIS® Academic Monitoring System) allows the administration to follow closely the progress of each individual. Gaps in the knowledge of each student are pinpointed as soon as they form, and the ‘faults’ of each student are corrected individually as soon as they are discovered. By focussing the students’ efforts on eliminating the gaps in knowledge, valuable time is saved and a gap-free cohesive structure of knowledge is built in the students’ minds.

With “smart” work it is possible to achieve better results than with (rather unfocused) hard work. Our system pinpoints the weak spots and focuses the effort of students on them.

5. Follow-up of students’ progress: We care about all our students. Students are not allowed to fail in peace. Instead, those who fall behind in their work are advised, helped and coached until they catch up. As long as they manage their own time successfully their time is theirs, otherwise we take control.

6. Training: Teachers new to the SABIS® System are required to attend a two-week training session in the second half of August in order to adapt to our approach to teaching. As the year progresses administrators hold follow-up training sessions sometimes on weekdays after school and sometimes on weekends. On-the-job training and class attendance continues through the teacher’s stay with us.

7. Attendance of classes: School administrators attend classes of teachers regularly and without warning. This is needed in order to check whether the points method is applied properly and to provide help for teachers who need it. After a class visit we meet with the teacher to point out the positive aspects of his/her teaching and to give guidance concerning the aspects that need improvement. This is not done to “record faults”, but to increase the effectiveness of the teacher. When the teacher succeeds at teaching well the school succeeds, and when (s)he fails the school fails. It is important that teachers succeed, so we provide them with the support they need. We expect teachers to be fully co-operative and supportive of this effort.

8. The Student Life Organisation. A Student Life Organisation (essentially a selected Student Government) works hand in hand with the teaching staff and administration, all as one team. Members of the Student Life Organisation are appointed by the administration for their competence rather than elected by the students for their popularity. This is a true student government which seeks to raise academic standards as well as promote social and moral values, sports and activities. Prefects help us in supporting the points method, and during breaks and after school, the Student Life Organisation members, called prefects, provides peer teaching for students who need it.

9. Class size. Because we teach one point at a time it is possible to teach larger classes effectively. When you teach one point at a time you cannot have more than one or two questions per point. When one student asks a question, all hear the answer, so the other students need not ask it. When a student asks an unusual and intelligent question all the others hear the answer. It is more likely to have intelligent points raised in a larger class. Accordingly, in the infants’ school it is usual to have classes numbering in the high twenties, and numbers increase to the high thirties in the secondary school.

IV. WHAT WE ARE LOOKING FOR

We are looking for applicants who love teaching, who want to learn more about effective teaching methods, who care, who are adaptable, co-operative and of pleasant disposition. Teachers with drive, team spirit, and the ability to motivate their students will thrive in our organisation.

We like to have teachers who will not hesitate to stay after school hours to prepare their classrooms when necessary, and who will come early to school in the morning so they will be ready in class before their students arrive. We are looking for people who are conscientious, who will prepare well and complete their marking on time. This means that teachers should be ready to do a considerable amount of school-related work at home every day.

Teachers should be ready to commit themselves for a whole academic year. Teachers cannot decide to break their contract after a couple of month “if they do not like it” or in the unfortunate event of a death in the family. (In the unfortunate event of a parent or sibling(God forbid(dying, a few days’ leave may be granted. In other cases a short leave without pay may be considered at the discretion of the administration).

What we do not care to have is people who are coming mainly to have fun. Examples:

It is not acceptable for people to go out in the evening and come back in the early hours of the morning, because either they will not be able to teach efficiently on the following day or they will feel too ill to come to school. On the other hand if people stay up late on Wednesday and Thursday nights (the weekend is on Thursday and Friday) there should be no problem.

Our school is not the place for heavy or frequent drinkers. Alcohol can be bought in hotels or in specialised shops. However, driving after drinking one portion is illegal and frequent visitors to bars and nightclubs will soon be noticed. This reflects badly on the school and the authorities will pressure us to get rid of them. Besides, these people will have little time left to spend on preparation.

People with a temper are not welcome. We need friendly people who can remain calm under pressure and who will always be respectful of all staff and students. The use of any form of foul language inside or outside the school is not acceptable.

Attendance is given great importance. Class time is sacred! Students who are absent for any length of time will not be accepted back in classes without a valid excuse approved by the administration. Lateness to class by students or teachers cannot be accepted. A teacher should teach every minute of each lesson, so a teacher cannot dismiss the class a few minutes before the bell rings because (s)he “finished” the material prepared for the lesson. Teachers may be absent only when they are really ill (we send our school nurse to check on absent teachers and to see if they need assistance). Teachers cannot take time off–even a fraction of a lesson–because, say, they belong to a club that has an activity which clashes with school time or after-school meetings.

V. THE SABIS® SCHOOLS

The first International School of Choueifat was founded in Lebanon in 1886, in Choueifat, a suburb of Beirut, in Lebanon. In the mid-seventies it started an expansion program outside Lebanon. Now it is one of a number of international schools operating in a number of countries. The total enrolment in these schools is more than 20,000 students from 80 countries. More schools are due to open in the future. Most of these schools are international in both students and staff. It is not unusual to find in a school more than 80 nationalities.

To ensure the professional continuity, growth and ongoing development of the methods and technologies on which this institution is based, the SABIS® Foundation was established. SABIS® schools are purpose-built and fully equipped. The SABIS® schools in Asia, Africa and Europe include

Lebanon:

1. The International School of Choueifat, Choueifat, Lebanon. Mother school, which accommodates about two thousand students, is beautifully situated on green hills overlooking the Mediterranean. Telephone: Lebanon (+9615) 433253, Fax: (+9615) 433254, and e-mail: iscleb@

2. The International School of Choueifat, Koura, Lebanon, Opened in October 1996. e-mail: isckoura@

3. The International SABIS® School, Adma, Lebanon, Opened in October 2005.

United Arab Emirates:

4. The International School of Choueifat - Sharjah, UAE. Started in January 1976. e-mail: iscshj@

5. The International School of Choueifat - Abu Dhabi, UAE. There are two schools. The first stared in November 1978, email: iscad@. The second started in 2006.

6. The International School of Choueifat - Al-Ain, UAE. e-mail: iscalain@

7. The International School of Choueifat Ras Al Khaimah – UAE. Started in September 1986, e-mail: iscrak@

8. The International School of Choueifat - Dubai, UAE, started in September 1993. e-mail: iscdxb@

9. The International School of Choueifat - Um Al-Quwain, UAE. Started in September 1993.

10. Ruwais Private School, Managed by The International School of Choueifat, UAE. Started in September 2001.

11. The U.A.E Armed Force Secondary School – AL-Ain, U.A.E. (run by ISC). Started in September 2005.

Pakistan

12. The International School of Choueifat - Lahore, Pakistan. Started in September 1992. e-mail: iscpk@

Germany

13. The Internationale Schule Frankfurt Rhein-Main, Germany. Started in September 1995. e-mail: isf@

14. The Internationale Schule AM Rhein-Neuss, Germany. Started in September 2002 e-mail: isr@

Egypt

15. The International School of Choueifat - Cairo, Egypt. Started in September 1995. e-mail: isccairo@

16. The International School of Choueifat - Cairo, Egypt. Started in September 2003. e-mail: iscdreamland@

Jordan

17. The International School of Amman, Jordan. Opened in September 1997. e-mail: iscamman@

Qatar

18. The International School of Choueifat - Doha, Qatar. e-mail: iscdoha@.qa

Oman

19. The International School of Choueifat - Muscat, Oman. Opened in September 2001. e-mail: iscmo@.om

Syria

20. The International School of Choueifat - Damascus, Syria. Opened in September 2001. e-mail: iscdamas@

Bahrain

21. The International School of Choueifat - Bahrain. Opened in September 2006, nts.

Other than these schools there are eight schools in the U.S.A., one of which is private and the rest are charter (government) schools. There is one ‘associated’ school in Saudi Arabia.

VI. SPECIAL FEATURES

A. Other Distinguishing Characteristics

Other distinguishing characteristics of the schools are:

1. The schools are highly academically oriented without being highly selective. They prepare students for university and a future of continuous learning.

2. Students new to the school take diagnostic tests to check whether they have attained the minimum expected standard in English and mathematics (and another language where applicable). Placement of students depends on their standards.

3. The schools have developed an international curriculum which caters to the needs of international communities in different parts of the world.

4. The schools have an international body of staff and students. One may find up to eighty nationalities of students in any one branch of the school. This provides the students with cultural exposure that complements the high-level education they are offered.

B. The School Administrative Structure

The SABIS® organisation has a President, a Director General, Regional Directors, Directors, Academic Quality Controllers and other administrators. The general administration sets the curriculum and supervises its implementation. Teachers teach the syllabus under the supervision of the Heads of Department.

In each school, Academic Quality Controllers (AQCs) follow students’ progress. Parents discuss their children with the AQCs and not with teachers, since the AQCs provide a more objective and complete picture. Student-Life Advisors continuously provide guidance, motivation and encouragement for students. Routine disciplinary matters are referred to the Head Supervisor.

Administrators in the different schools maintain continual contact so that the syllabus is implemented in the same manner and at the same rate. This means that students transferring from one SABIS® school to another at any time of the year (which they can do provided places are available) can continue with their studies without any interruption. Regular tests and end of term examinations are common to the schools.

Examinations are the main method by which the academic progress of students is measured. Involvement in Student-Life activities is rewarded with ‘merit points’, which provide a basis for writing school leaving reports and university recommendations.

C. School Terms and Hours in the UAE, Oman, Qatar and Bahrain

1. The academic year has three terms each consisting of approximately eleven or twelve weeks, the last two of which are revision and examination weeks respectively. Each week has five working days. Teachers join the school in the second half of August and the school finishes towards the end of June.

2. In the U.A.E., Bahrain and Oman students should be in school at 7.45 a.m. on school days (6.45 in Qatar). The first bell goes at 7.55 a.m. (6.55 in Qatar). Late students will not be accepted in class without a valid excuse. (In Qatar, all times are an hour earlier, because 8 a.m. in the UAE is 7 a.m. in Qatar).

If a school day does not have enough break time, the efficiency of learning in the latter parts of the day drops dramatically. If breaks are given more frequently, students and teachers ‘charge up’, increasing the effectiveness of lessons. Longer breaks also give students the chance to socialise and make friends. Accordingly, our students spend more time in school. Children from KG up to Grade Four inclusive finish school at 3.10 p.m. (2.10 in Qatar), when they may be collected. All other students finish at 4.00 p.m. (3.00 in Qatar). Buses leave the school around 4.10 p.m. (3.10 in Qatar). Infant children who wait for the school buses are supervised.

D. Computer Use

Students are exposed to computers from the age of four. The use of computers is taught to students from 1st Grade (age 5+) upwards. Students’ records are computerised and parents are kept informed of their children’s progress through End-of-Term reports and through frequent meetings with AQCs (not with teachers). Frequent computerised and written tests keep the children up to scratch and keep the information about them up to date.

VII. THE ACADEMIC STRUCTURE

A. Placement, Progress and Promotion

1. Students are placed in classes according to their academic attainment and not age. It is usual to find a two-year age range in the same class or section. There are, however, no academic requirements for acceptance into the Kindergarten or into Grade 1.

2. Students within the same class are not streamed. Students are placed in sections such that all sections of the same class have equal grades (marks) averages, so that academic progress can be monitored and measured.

3. Frequent testing provides continuous feedback throughout the year. At any time of the year parents who want to know about the progress of their children see specific administrators who provide them with complete information in a professional, objective manner. Parents do not meet with teachers. Before the meeting, teachers are asked to provide the necessary information by completing specific report forms. The information from the teachers is coupled with the computer record of marks and behaviour and added to information from the Student Life organisation. An AQC then discusses the student with the parents. If parents have complaints the administrator investigates, provides solutions when necessary, updates the children’s records and informs the parents.

4. At the end of the year the total record of a student is used to determine whether a student is to be promoted to the next class, to attend and pass a summer course, to pass make-up exams, or to repeat the same class. An end-of-year report, which includes information relating to promotion, is given to the parents. When more information is required about a student, an appointment can be arranged through the secretary with the appropriate AQC, as described above.

B. The School Stages

The school has three stages.

1. The Kindergarten Stage, consisting of KG 1 and KG 2. The child should be three years old by the end of September in order to be accepted in KG 1 and 4 years old for KG 2.

2. The Primary Stage, consisting of six classes, Grades 1 to 6. To enter Grade 1 a child should be five years old by the end of September.

3. The Secondary stage, consisting of seven classes, Grades 7 to 13, which equate to years 7 to 13 in the British System, or Grades 7 to 12 and then the Freshman class of university in the American System. At the end of Grade 9, students are divided into Arts/Humanities or Science groups. At the end of the 11th grade, students sit for O-level examinations (GCE/GCSE/ IGCSE), although some take O-level Art or languages in earlier grades.

At the end of the 12th grade students may obtain the "High School Diploma", which allows them to enter the Freshman class (1st Year) of any American University, and to study for a BA or B.Sc. degree in four years. The 12th grade is also the first of a two-year course for A-levels and APs (the American Advanced Placement examinations which are accepted as entry requirements by many British universities). The 13th Grade is equivalent to the Freshman class of American universities.

VIII. EXTRACURRICULAR ACTIVITIES

Our schools offer a broad range of activities. Students join in school activities during the lunch break, after 4:00 pm. (3.00 in Qatar), and at weekends.

There are always many activities from which to choose, and a list of activities for any particular age group may be obtained from the school office upon request. Activities vary slightly from school to school, and may be physical, scientific, academic and aesthetic. These include football, tennis, volleyball, basketball, softball, swimming, cricket, gymnastics, ballet, music (recorder practice, choirs, guitar), art, photography, computer clubs, drama, reporting, handicrafts, folk dancing, mechanics (cars, aeronautics), electronics, language clubs, learning special subjects, and study groups.

IX. ASPECTS OF INTEREST TO TEACHERS

The purpose of this section is to give a picture of the system and the country to which teachers are coming.

1. Teaching: Teachers are expected to teach thirty periods a week, usually between the hours of 8.00 a.m. (7.00 in Qatar) and 4.00 p.m. (3.00 p.m. in Qatar), a period being just under an hour. Teachers who teach fewer than thirty hours will be given extra duties to make up their work to thirty hours per week, either doing academic work (checking school-written books, writing exam questions, writing answers to exam question, preparing notes on specific books. Etc.) or supervising students studying or at play. We do not usually have general staff meetings, but we do have specialised meetings that are generally held after school on school days, or (rarely) at weekends. There are five school days a week, the weekend being Thursday and Friday.

Parents are demanding, are aware of the ‘points method’ and may spend time checking what their children have learnt in school. If they feel that their children are not learning enough in class it could mean that the teacher is not following the points method. Parents check their children’s workbooks for errors overlooked by the teacher and they complain if they find them. If not satisfied, parents come to school to complain.

2. Preparation: Teachers are expected to produce lesson plans for each lesson. For each lesson the teacher should know what ‘points’ the students are required to learn, and should make sure that they learn these points in class.

Teachers do not dictate notes to students, nor are the students expected to take notes in class. Instead, workbooks produced by the SABIS® Academic Development Department are used, thus saving class time for teaching and learning.

3. Other duties: Teachers are expected to teach all classes or subjects within their range of competence, and not only subjects of their choice or speciality. For example, a teacher of history will be asked to teach English and geography as well history, and if (s)he does not know English grammar (s)he will have to study it and teach it.

The thirty periods may be used to teach several classes, as opposed to teaching all subjects to one class. The thirty hours may also be used partly in other duties (supervision, clubs). Teachers will also have to prepare well, set examination questions, mark exams and attend meetings.

Teachers are expected to show concern for the pupils, often talking to them outside the class to solve their academic problems, to encourage them, guide them and to buoy up their hopes. We feel it is important to have a caring relationship and mutual respect between teacher and students. Relationships between teachers and students should be friendly but formal. Students may never call teachers by their first name. Some of our teachers often help the students during their free time. Giving private tuition is absolutely forbidden.

4. Training: Teachers new to our schools are required to attend a two-week training session in August in order to adapt to our highly organised system and approach to teaching. As the year progresses school representatives attend classes and later discuss their observations with teachers. On-the-job training and class attendance continue through the teacher’s stay with us.

An important duty of the teacher is to participate in producing socially responsible pupils. The following are important:

5. Individual discipline: Not only are teachers asked to help in maintaining discipline, but also they are expected to set a good example to students. Students need to be reminded about maintaining good behaviour; they should be polite and well mannered, they should be careful about the property of school and of others, and they should at all times be respectful and honest. A point that needs to be stressed all the time is cleanliness.

Teachers do not punish, not do they have a say in what punishment should be administered; they only record offences. Administrators who have a total picture of each child decide on punishment.

6. Active discipline: Pupils must also be trained to stop antisocial behaviour in other pupils. One student must have the courage to stop another who may be cheating in an exam, littering, using bad language and vandalising, and to report offenders who refuse to listen. It is important for us to help students to differentiate between 'tale-telling' and social responsibility. A socially responsible person fights corruption at the risk of retaliation and retribution by the offenders, and he should be supported and encouraged.

7. Attendance: We look for teachers who have good attendance records. Teachers need to be physically fit and not be absent at the first signs of discomfort. We would like to have teachers whose sense of responsibility towards their students prevents them from having a day in bed when they feel tired, when they have a headache or when they have other minor ailments. When sick, our teachers call and inform the director usually prepare work for the children to do under supervision. Usually the Director sends the school doctor or nurse to check on the condition of the teacher and see is (s)he needs help.

What is certainly not acceptable is for teachers to get sunburned, have a hectic weekend or a late evening out, and then spend a school day in bed. (See also page 3).

8. Punctuality. Teachers are expected to be in class before the bell rings, and not to leave the class or allow the students out until after the period is finished. (See also page 3). Between certain periods (e.g. the first and the second, or the third and the fourth), there are no breaks, so teachers have to move quickly from class to class, and they should not give casual permission for students to leave the classroom at such times.

The Head Supervisor is the person directly in charge of discipline in the school. Supervisors monitor the lateness and absences both of students and teachers, and it is the responsibility of the Head Supervisor to keep registers and records for both.

9. Dress: Women's and men's dress is conservative, neat and conventional.

10. Sexual freedom: Non-existent. Any mention of sex or related subjects in school is taboo. Teachers' personal conduct should never embarrass the school.

11. Drink: Even though it is possible to buy alcohol, our school is not the place for a heavy drinker or for night owls.

12. Smoking: Smoking is not allowed anywhere on campus. In teachers’ residence, smoking is not allowed in the common areas of the accommodation (e.g. sitting room) unless the other people sharing the accommodation do not mind.

13. Attitude: With many nationalities in a school one has to be tolerant and considerate of other people's habits and values, and no teacher can afford to have any prejudice. Our teachers must be able to forget colour, race and creed and appreciate each child for what he or she is. As in most countries in the world, males are dominant. If you feel strongly about equal treatment for women, you will get it in the school, but you may not receive the same treatment outside the school. If this bothers you, do not consider coming to the Middle East.

14. Habits and Values: At all times teachers must remember to conduct themselves with propriety and decorum and in particular show proper respect for all local civil and religious institutions customs and practices and observe the laws of the country in which they are working remembering they and the school are guests in the country.

15. The country: The weather is beautiful, the roads are excellent, it hardly ever rains and the temperature is around 22(C for six months of the year, although the beginning 1½ months and the last 1½ months are hot. But cars, shops, the school, accommodation, etc. are air-conditioned. There are plenty of water sports, fitness clubs, excellent restaurants, bars, cheap shopping in world-class malls, the cheapest gold in the world, etc. Women wear normal European clothes and can drive. Cars, petrol, electronic goods and food are very cheap. However, teachers must remember that they are in a conservative country and they must be discrete in all their personal activities. See page 12 for more details and websites.

In Conclusion: We are not interested in attracting the wrong people. Work in SABIS® schools is not easy. Although a lot of the work has been already done, teachers have to prepare. Working for SABIS® is not like taking a paid holiday!

Teachers have to prepare for 30 lessons a week, have to be organised and disciplined, need to be punctual and should dress appropriately (smartly), the same as in any self-respecting school (tight fitting, body or midriff revealing clothes are not acceptable). Applicants should have the drive to teach well, the firmness and self-control to maintain good discipline in the classroom and the stamina required to plod on and on to improve their teaching methods for the whole year.

A job at SABIS® is not for the feeble, the “retired” or the holidaymakers. It is for the eager, ambitious, hardworking people who get pride out of doing a job well, and who may want to progress in the world of education.

X. More About the Primary School

16. The infant classes: Teachers of infants’ classes spend around 20 of their full load of 30 periods in teaching their class. The remaining periods are used in teaching English, social studies, math, science, art and music in the primary school, according to the needs of the school. The infants’ classes are KI to Gr1 (ages3-5+),

17. Primary classes: At this level we do not have class teachers. Teachers have to teach a total of 30 periods to different classes. At most levels maths specialists teach maths.

Primary Science: The course is American (the SCIS) and is very well structured. It comes with complete kits and a teacher's guide. The teacher's guide explains exactly what is to be done for every lesson: advance preparation, what questions to ask in the lesson, what objects are to be used and where to find them in the kit, etc. Furthermore, meetings with the head of science give the teachers all the guidance they need. The primary science teacher does not need to be specialised in science. What (s)he needs is the to read instructions and follow them exactly and the willingness to accept advice and to follow it.

Full Special classes. Students with problems which prevent them from joining one of the regular classes (e.g. over-age, inadequate English, etc.) are classified into groups with similar standards, and are given accelerated programmes intended to prepare them as fast as possible to join regular classes. Full Special children are generally new to the school and their English is either non-existent or too poor for them to follow in a normal class.

If necessary re-read the above section before answering Questionnaire II-A.

XI. About the Contract

20. Accommodation in or out of the school

The teacher is provided with air-conditioned, furnished accommodation that is usually shared with one or two other teachers, but each teacher has her/his private bedroom. The accommodation is good, comfortable, modern, but not all accommodation units are alike. (Teachers who have been with the school for a longer time are usually given priority in the allocation of accommodation). A married couple would get a flat consisting of a bedroom, a bathroom, a kitchenette and a sitting room. A single teacher may have to share a flat with one or two other teachers. Electricity, water and maintenance are free. Please answer questionnaire II-B.

21. Health

The school pays for subscription to the local National Health Service, which is good. Treatment involves nominal charges and patients pay a nominal amount for prescriptions. Private doctors are available, but the school will not cover any of the costs. The school does not support any other health plan. Please note that no smoking is allowed on any of our campuses. Heavy smokers may have a real problem with this.

22. Salary

Most schools use a salary scale related to qualifications and experience, but in SABIS® schools there is no such scale. In general, teachers start at more-or-less the same salary. Exceptions are made at the discretion of the administration. The administration will not accept to justify its decisions to staff nor will it discuss the salary of one teacher with other members of staff.

An academic year is from about mid August to late June. If you work for 11 months continuously (or more), you will be entitled to "end-of-service" benefits in addition to your salary, amounting to a minimum of three weeks wages for every year worked. Salaries are paid in the local currency of the country where the school is operating. The Administration will not be responsible for any variations in salaries due to fluctuation of world currencies. (US$1.00 = UAE Dh3.675 = 3.60 Qatari Riyal = 0.386 Omani Riyal = 0.384 Bahraini Riyal).

Salary is paid in twelve monthly instalments. Although new teachers start work in mid August, the first salary is paid at the end of September. Still when the academic year ends just before the end of June, teachers would have earned 12 months salary, i.e. a full year’s pay. June and July salaries are paid together at the end of June. August salary is paid at the end of August to teachers in the country, or a bit later when teachers come back from holiday to resume their duties for the following academic year. Teachers who leave the school permanently at the end of the first academic year (end of June) are paid their full dues of 12 months salary just before the end of June.

If during a year you earn money outside your country, but spend more than a certain number of days in it, you may have to pay taxes in your own country. Check the facts with your taxman.

Salaries are tax free, the school pays water and electricity bills and the cost of living is low. Teachers can save a minimum of US$15,000 per year.

Increments in salary are left to the judgement of the administration, and are not standard. When making assessments at the end of the year we consider hard work, effectiveness, conscientiousness, cooperativeness, adjustment to our system, and adherence to school rules.

23. Travel.

The school provides every year

A tourist-class ticket from the capital city, at the beginning of the school year, in August.

A ticket from the UAE, Qatar, Bahrain or Muscat to the capital city at the end of the school year. A return ticket is issued for those who continue with us.

Excess baggage: The school will pay, against a receipted invoice, up to £60 on first appointment, and again at the termination of employment.

The school deals with IATA airlines only. The school chooses the airline.

XII. Documents

Before you go through the trouble of obtaining all the following documents (which will require you to spend some money and effort) make sure that it is possible for you to come to the UAE, Qatar or Oman. If you have a permanent job and you need to obtain a career break please check with your superiors if they will grant you one. If you need the approval of parents, older siblings or anyone else, make sure that you have their support before you accept to attend an interview. If you are married, a man can sponsor his wife and children but a wife cannot sponsor her husband or her children. If husband and wife are teachers the school sponsors both. If you have children and they obtain free education in your country, here you will have to pay fees, which may amount to around $3,000 per child, so it may not be worth your while. Women who have young children will need a fulltime maid. If you have children please check with the Recruitment Officer to find out about possible solutions.

We need the following seven items:

(1) Photocopies (not originals) of degrees and diplomas. The photocopy of the degree must be in English (if your degree is in another language obtain a translation). For Qatar there is no need to certify the copy. For the UAE and Oman a photocopy of one degree has to be certified as follows:

1. By the issuing authority (i.e. the university/college): The university has to put its stamp and state that it is a true copy of the original.

2. By the Ministry of Foreign Affairs: For Irish degrees, the address is: The Consular Section, 72-76 St. Stephen’s Green, Dublin 2, Tel: (01) 478-0822. For British degrees, the address is: The Legalisation Office , Foreign and Common Wealth, 20 Victoria Street, London, SW1H ONZ, Tel: (0207) 210-2521. They normally charge £10 for their stamp. For USA degrees, the address is: The Authentications Officer, U.S. Department of State, 518 23rd St. N.W., SA-1, Washington, D.C. 20520. Tel: (202) 647-5002; or (202) 663-3943 to leave a message. For Canadian degrees, the address is: Department of Foreign Affairs (Canada), Lester Pearson, 125 Sussex Drive, Ottawa, Ontario, Canada K1A 0G2, Tel: 613 992 8901, Fax: 613 944 0870. For Australian degrees try to find the address.

3. By the UAE or Oman embassy, if one exists. (There are no Gulf embassies in Ireland, so this step is not necessary for Irish Republic degrees). For other candidates, the address is:

1. U.A.E. Embassy in the UK: 30, Princes Gate, London SW7 1BT

Tel: (0207) 581 1281 Fax: (0207) 581 9616

2. Qatar Embassy in the UK: 1, South Audley St., London W1Y 5DQ

Tel: (0207) 493 2200 Fax: (0207) 493 2661

3. Oman Embassy in the UK: 167, Princes Gate, London SW7 5HE

Tel: (0207) 225 0001

4. U.A.E. Embassy in Australia: P.O.Box 173 Garran Canberra

ACT 2605, Australia

Tel: (0612) 628 68802 Fax: (0612) 628 68804

(2) Clear photocopies of the page (or pages) of your passport that contain the personal information, the passport number and the expiry date. Husbands and wives must have separate passports. Make sure your passport is valid for more than two years (if not ask for a new passport), and make sure you enter the country using the same passport the photocopies of which you have given us. If any item of data changes (number, name) your visa becomes invalid.

(3) Twelve passport-size photographs. These must be in colour and all in the same pose. These are needed for official purposes. Make sure you write your name on the back of each photograph.

(4) For the visa form make sure that you include:

Christian (first) names of father and mother.

A telephone number where in the next few months you may be contacted, or where a message will be delivered to you very quickly.

(5) A medical certificate of good health (e.g. a note from your GP), although you are required to take a medical check-up, X-ray and a blood test in the Gulf.

(6) The completed application form.

(7) The names and addresses of two professional referees.

(8) For Oman only: Letters from educational institutions showing that the teacher has taught for a minimum of two years (4 years if the teacher has no teaching qualification).

XIII. General Information

About the United Arab Emirates, Qatar and Oman

And Our Schools There

• Until about thirty years ago, nine emirates in the Arabian Gulf, each with its own ruling family, were under British mandate. When the British left, seven of the emirates formed the United Arab Emirates under the leadership of Abu Dhabi, the largest and richest of them all. The remaining two, Qatar and Bahrain, became independent states. Oman is a larger state. The SABIS® School Network has six purpose-built schools in the UAE (in the cities of Abu Dhabi, Dubai, Sharjah, Al-Ain, Um-Al-Quiwain and Ras Al-Khaimah), one purpose-built school in Doha, the capital of Qatar and a purpose-built school in Muscat, the capital of Oman. Two new schools will start in September 2005, one in Bahrain and one in the UAE. The schools are known as The International Schools of Choueifat. There are 27 SABIS® schools around the world. The SABIS® web site is at , and to see photographs of the various schools follow the instructions at the beginning of this document. These web sites provide more information about the U.A.E.: ,, . century- .ae, , ,

The four countries are very similar countries. The people and their culture are the same. There are lots of Europeans and other expatriates. The countries are conservative but women are treated with respect. Women may wear conservative European clothes. There is no need to completely cover the body and hair in public as in Saudi Arabia, and women can drive and go out alone. However, it is important for women to be considerate of the feelings of conservative nationals. It is quite acceptable for women to wear trousers, skirts below the knee and blouses with half sleeves both in and outside school, but on the other hand, shorts, tight trousers and revealing clothes cannot be worn in school. On the beach and in swimming pools in hotels people wear normal bathing suits. Alcohol is available to buy for home consumption or to consume in restaurants or hotel bars, in both the UAE and in Qatar.

The weather is lovely. It hardly ever rains and you have beautiful sunshine all the time. For seven month of the year the temperature outside is ideal(around 20(C to 27(C. The 1½-months period at the beginning of the academic year (and the 1½-month at the end) are hot and humid, but everything is air-conditioned, from the school to cars to accommodation and shops.

Furnished accommodation is provided by the school. If two or three teachers share a flat each will have a private bedroom. Other facilities are shared. Furniture, a washing machine, a fridge and a gas cooker are provided, as are bed linen and basic kitchen utensils. Teachers can obtain an international telephone line and TVs can be bought cheaply. The accommodation could be on campus or as far as 15 minutes by car from school. In the latter case the school provides transport in the morning and after school. Teachers may invite a parent to stay in the accommodation for a brief holiday provided they take permission from the school and the flat mate(s). Under no circumstances can a visitor of the opposite sex stay overnight, as this is against the law.

The four countries are among the safest countries in the world, but women are not advised to take a taxi alone at night. What is certainly not advisable is for women to walk in relatively empty streets late at night, especially if they have had a couple of drinks earlier.

The roads and services are among the best in the world. Shopping malls are world class. Gold, electronics, and food are significantly cheap. All kinds of designer clothes are available and prices range from the very high to the very low. Sports facilities include everything from horse riding to water sports (water skiing, sailing, snorkelling, boating, etc.), desert sports, rugby, hockey, basketball and others. All major hotels have gyms, swimming pools and other sports facilities that are available at low rates, especially for women. Excellent food is available at very reasonable prices, and all cuisines (Italian, French, Tai, Indian, Chinese, Iranian, Lebanese, etc.) are available. Seafood is very fresh and of outstanding quality.

The cost of living is very low. Food, toiletries and all other basic expenses are good and cheap, and will not cost more that £200 (US$300) per month per person. Commuting is inexpensive and easy. Taxis charge little money, so buying a car is not necessary. Renting a car on occasions is easy and economical. Cars and petrol are low priced and it is easy to obtain a bank loan.

The salary offered is tax-free. The school offers one return tourist-class air ticket per year, and pays for accommodation, water and electricity. This means that all the money that a teacher makes above £200 ($320) per month can be saved. Typically, teachers can save at least $1,300 per month. On the other hand, if teachers want to spend money there are many tempting things to spend on: gold is the cheapest in the world and so is shopping in general. Excellent food is available at reasonable prices. Package tours to the Far East or Africa are well organized and affordable. Teachers who renew their contract for another year may get a monthly increment of about $150. In the third year there will be another increment. All of this is in addition to the lump sum end-of-service benefits paid according to the law at the end of employment. Accordingly it pays to stay for two years or longer. Western banks are available and money transfer is very easy.

Although Doha, the capital of Qatar () is developing very fast and is now the same as Dubai. Qatar has the largest gas reserves in the world and is now exploiting them. Its rate of development is attracting a lot of Westerners to Doha. Besides, Doha is only 40 minutes away by air from Dubai, and travelling to Dubai for a weekend is easy and reasonably priced. Doha has all the major facilities of a large Western city, from sports to restaurants, clubs and shopping facilities. Its world-class hotels (e.g. Sheraton, Marriott, Ramada, Intercontinental, Ritz-Carlton, etc.) have bars, many restaurants, gyms and water sports facilities. World golf tournaments are held in Doha.

The International School of Choueifat in Doha started operating on temporary premises in September 1999, and the school has around 850 students. Staff accommodation is in modern flats about 10 minutes away by car from the school, but the school brings the staff in a minibus in the morning and takes them home at the end of the day. Photographs and more about the school can be seen at the website iscdoha- (follow the instructions on page 1)

Muscat is a beautiful city built where the hills dive into the Indian Ocean. The country has high mountains, fresh water and lots of fresh vegetable and fruits. Omani lobsters and prawns are fresh, world-famous and cheap. The country’s economy is growing rapidly. Travelling to Dubai by road takes four hours, and by air about ½ hour. Muscat has all the major facilities of a large Western city, from sports to restaurants, clubs and shopping facilities. Its world-class hotels have bars, many restaurants, gyms and water sports. The website is under development.

The International School of Choueifat in Muscat started operating in September 2001. Staff accommodation is in modern flats about 2 minutes walk away from the school gate.

Bahrain is a beautiful city built on an island connected by a bridge to Saudi Arabia. It is the business centre of the whole gulf area. All major businesses, especially the financial ones, have their headquarters in Bahrain. It is the most developed of the countries of the gulf.

Dubai (see ), has become a world centre of business, tourism, leisure and fun. Its facilities are world class at every level. It organises world class shopping festivals and sports championships (tennis, golf, snooker, horse racing, etc.). Abu Dhabi (see ), is the capital of the UAE and its resources and facilities are no less than Dubai’s. It is only 1½ hrs by car from Dubai and the motorway connecting the two cities is an excellent six-lane motorway in each direction. The competition between the two cities means that residents of one city frequently visit the other during weekends.

Sharjah (see and ), and Dubai are practically a twin city. Many people who work in Dubai reside in Sharjah. Sharjah is noted for its excellent souks (markets) where gold, carpets and artefacts that can be bought at bargain prices. It also has a scenic lagoon and amusement parks. Sharjah is also noted for its interest in culture and education. Its university city has several universities and many of the professors there place their children in our school. The International School of Choueifat in Sharjah has around 2,200 students coming from Sharjah and the north part of Dubai and is located near the famous Sharjah cricket stadium, 15 minutes by car to the north of the city centre of Dubai city. The International School of Choueifat of Dubai has around 3,000 students and is 20 minutes by car to the south of the city centre of Dubai (so from school to school it is 35 min by car). The schools have the same architectural design. Each of them is on a huge plot of land, has a large cafeteria, a large auditorium, a football pitch, out-door courts, an indoor swimming pool and an air-conditioned gymnasium and multipurpose sports hall. The schools are very well equipped. Sports facilities are available to the teachers after 5:30 pm and until 10 pm. Photographs and more about the schools can be seen at the websites iscshj- and iscdxb-.

The International School of Choueifat in Abu Dhabi has 3,300 students from over 80 nationalities. It has two swimming pools, outdoor courts, a gymnasium, a multipurpose sports hall, a theatre and a cafeteria. Staff live either on or very close to campus. The school is close to the city centre and going from the school to any other point in the city costs about 1 pound. Photographs and more about the school can be seen at the website iscad-

Al-Ain is the hometown of the rulers of the UAE. Its streets are wide, it has flowers everywhere and a lot of fruit and vegetables are grown there(hence the name the garden city. It has parks, fun parks and a huge zoo. The weather in Al-Ain is much less humid and more pleasant that in Dubai or Abu Dhabi: People who live in Al-Ain enjoy good weather in a calm city, yet find it very easy to go to Dubai for a day or a weekend. Al-Ain is 1½ hr by car from Abu Dhabi or Dubai on excellent roads. The city merges into its twin, Al-Buraimi, which is in the part of the city in the adjacent country, Oman. As you go into Al-Buraimi you feel as if you are going back into history. Modern buildings give way to clay houses and souks(just as they used to be a century ago. There, you can buy many things at bargain prices, from trinkets to food to modern cars. The City has hills and a 1000 ft mountain; mountain climbers will enjoy discovering caves on the sides of the mountain.

Al-Ain has the only national university, a medical school and a college of higher technology. These institutions have a large number of western professors and employees. Children of these employees are often enrolled in our school. The major hotels (e.g. the Hilton and the Intercontinental) offer all kinds of sports activities including horse riding, gyms, swimming pools, golf courses, tennis and others. They also organize many social functions and offer cheap rates to our teachers. Our school in Al-Ain has 600+ students on a campus very similar to that of our School in Abu Dhabi. Photographs and more about the school can be seen at the website iscalain-

Ras Al-Khaimah is the northernmost Emirate (see ), and our school there has about 130 students and 20 teachers half of whom come from the west. The city is built at the base of a mountain range that provides fresh water to the city and to a fertile plain where vegetables and fruits are grown. Being a coastal city, Ras Al-Khaimah has beautiful clean beaches, fresh seafood and all kinds of water sports. Our teachers can use the sports facilities and join the clubs at the three major hotels at special rates. There are shopping malls and supermarkets and people who enjoy the countryside would love walking in the hills and close-by villages. Ras Al-Khaimah has a college of higher technology and several factories and companies which employ Europeans. The city is only 1 hour by car from Dubai, so residents of Ras Al-Khaimah can enjoy a calm seaside city and yet they are close enough to the shops, restaurants and nightlife of Dubai. Photographs and more about the school can be seen at the website iscrak-

XIV. About the School Year

Visas for contracted teachers will be ready in July. A photocopy of the visa and a ticket will be sent around mid July. Teachers should be ready to fly around 9th August. Teachers are trained during the following three-week period, and the first day of school is on 26th August.

The weekend is on Friday and Saturday. Starting the 18 or 19 Dec there is a holiday. Teachers who travel must plan to be back on the 31st Dec 2007 because school stars again on 2nd Jan 2008. Another two-week holiday may be given somewhere around 27th Jan 2008. Teachers can go home for the summer holiday when they finish all their marking and reports around 27th June. In Qatar and Bahrain, holiday times may be different. The weekend in Oman is Thursday and Friday but it may change to Friday and Saturday.

Summer school is optional. Those who wish to teach in Summer School must apply early. Summer school starts around June 29 and runs for six weeks but teachers are paid 2 (additional) months’ salary.

| Provisional Calendar 07-08 | |  |  |  |  |  |  |  |  |

|  | | | | | | | |Weekend | |

Term 3 |  |Sun. |Mon. |Tue. |Wed. |Thu. |Fri. |Sat |  |  |  | |1 .... 26 |Apr |30 |31 |1 |2 |3 | |4 |5 |Apr |Term 3 starts on April 1st |  | |2 ..... 27 |Apr |6 |7 |8 |9 |10 | |11 |12 |Apr | |  | |3 …. 28 |Apr |13 |14 |15 |16 |17 | |18 |19 |Apr |2008 |  | |4 …. 29 |Apr |20 |21 |22 |23 |24 | |25 |26 |Apr |2008 |  | |5 ... 30 |Apr |27 |28 |29 |30 |1 | |2 |3 |May |2008 |  | |6 ..... 31 |May |4 |5 |6 |7 |8 | |9 |10 |May |2008 |  | |7 … 32 |May |11 |12 |13 |14 |15 | |16 |17 |May |2008 |  | |8 ….. 33 |May |18 |19 |20 |21 |22 | |23 |24 |May |2008 |  | |9 ..... 34 |May |25 |26 |27 |28 |29 | |30 |31 |May |2008 |  | |10 .. . 35 |Jun |1 |2 |3 |4 |5 | |6 |7 |Jun |Rev Sun 1 to Wed11 |  | |11 ... 36 |Jun |8 |9 |10 |11 |12 | |13 |14 |Jun |T3Final Thu 12 to Th 19 |  | |12 .. 37 |Jun |15 |16 |17 |18 |19 |  |20 |21 |Jun |Mon 25th June End Of Year | |

XV. Summary

A. Things to Sort out Before the Interview

Short listed candidates will be offered an interview. We interview for several schools at the same time, so time for us is short and valuable. Candidates who fit the requirements of existing vacancies may be asked to sign a contract right at the end of the interview. If a candidate signs a contract, then that vacancy is filled. If (s)he does not sign, the position may be offered to the next suitable person. Candidates are entitled to time to think, but we will not be committed to them until they commit themselves by signing. If a candidate contacts us a few days after the interview the vacancy may or may not be there. We would like to fill all vacancies as soon as possible. If you definitely want the job on offer, be ready to sign. We are not trying to put pressure on people; we are simply being clear and honest.

The following may need to be arranged beforehand.

1. Career Break. If you have a permanent teaching position and you need to obtain permission for a “career break”, please do that before the interview.

2. Agreement of people close to you. If you need to discuss teaching abroad with parents, siblings or a close friend, please make sure that all this is done before the interview.

3. Certifying qualifications. Have photocopies of degrees and qualifications ready to be handed in at the interview. For the UAE and Oman, one degree only needs to be certified. For Doha, no certification is required. If the original is in Latin, make sure you certify an English translation.

4. Contract. Sometimes we send contracts before the interview to give candidates the chance to study them. Make sure you read all the documents and the contract copy we send you. Make sure you understand everything, and be ready to ask about anything you do not understand. Please do not ask us to make any changes, additions to or deletions from the contracts because we will not.

5. The contract is binding. Please do not sign unless you are sure that you will honour your signature. If you sign and then look for other opportunities you will be breaking a legal contract and you may force us to take action, which may include contacting your referees, university and present and previous employers, since this is unfair to us and to other candidates who would have gladly accepted the offer. If after you sign your circumstances change dramatically and you cannot accept the offer for a reason we consider valid, please contact us by phone as soon as possible and explain your reasons in full, and let us be the judges.

6. Teachers who sign need to commit themselves for a whole year. Teachers who sign a contract and after a period of time decide “they do not like teaching” have to honour their commitment for the whole year. Teachers who “find another job” or decide to leave may have to pay heavy financial penalties.

B. Accountability

1. How do we assess teachers working in our schools? We assess three major aspects, basing our judgment on class visits, interaction with administrators and feedback from parents and students:

1. Effectiveness of teaching: This includes classroom discipline, applying the point system of teaching and academic results. (f you are not sure what the point system of teaching is, please ask about it).

2. Conscientiousness: This includes absences (with our interpretation of reasons for absence), punctuality (lateness to class, meetings, etc.), preparing of lessons, decorating the classroom, caring about the students, and accuracy of marking of children’s books and papers.

3. Attitude: This includes attending meetings, meeting deadlines, reaction to class visits, reaction to positive criticism, warmth of personality (cooperativeness), dress/general appearance, and energy.

2. How do we hold teachers accountable? We reward cooperative, conscientious and effective teachers with gratitude and with good increments in salary. Whenever we need to fill positions of responsibility we first look among the teachers who have served the school loyally. Furthermore, when these teachers decide to leave us after completing a contract they are supplied with excellent references at any future date. They are also guaranteed a good job for life. Any time later they wish to join one of our many schools around the world they are taken and they do not lose seniority. They will never need to worry about finding a good job.

On the other hand, suppose that(as may happen on occasions(we employ persons who are not conscientious. These teachers may come to class unprepared, or they may mark their children’s work without enough care. They may take days off under the pretence of illness or distress. They may stay up late on weekdays, come late to class, miss a day or come too sleepy to teach. They may call school to say they are ill and then go out to have fun. In these cases we send the nurse and/or the school doctor to see if the teacher is really ill and, if so, see if (s)he needs help. If we find the teacher not to be at home, or at home but not really ill, we deduct pay and issue a warning. We do not recognize medical notes from private doctors. We only recognize medical excuses from official (local government) doctors and we may require that to be supported by the school doctor. If offences are repeated we may have to terminate the contract.

Having said that, the overwhelming majority of SABIS® teachers are conscientious and hardworking, and they very much enjoy working in a healthy, happy and productive atmosphere. The purpose of the previous paragraph is to ensure we stay this way.

C. Advantages of Working in the SABIS® Schools in the Gulf

You can

1. gain teaching experience in an organized system that gives you full support and training.

2. save good money. After all expenses are paid you end up saving in excess of $1,200 per month. Your salary can increase rapidly with time, depending on your commitment and performance.

3. guarantee a job for life. Teachers who prove to be conscientious and effective will be always welcome to stay, or join another of our many schools around the world. You can see the world while staying in the same organization and without losing seniority. Should you wish to travel somewhere for a year or two you will be sure that you can always come back to a good job where you will be appreciated. You will never need to worry about finding a good job.

4. enjoy beautiful weather, an easy life and escape from the cold, wet and gloomy winters.

5. enjoy living in a modern, cosmopolitan country, where you can have the best of food, shopping and sports facilities very cheaply.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download