Lead Practitioner for Positive Learning and Engagement

Safa Community School

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.

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 school's 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.

Mentoring and Coaching

• 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.

Direct Student Support

• 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.

Professional Learning and Culture Building

• 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.

Person Specification:

Desirable:

• 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.

Note:

This job description will be reviewed regularly and may be subject to modification and amendment.