Location: Dar Essalam American School, Rabat, Morocco
Type: Full time
Starting date: August 2027
Academic year: 2027-2029
Division: Secondary School
Reports to: Secondary School Principal
Works with: Social Studies colleagues, IB Diploma Programme Coordinator, and student support staff
Teaching assignment: Secondary Social Studies and IBDP Economics; classes and levels as assigned

Position purpose

The Secondary Social Studies and IBDP Economics Teacher creates a safe, inclusive, and academically challenging learning environment. The teacher develops historical understanding, informed citizenship, and economic reasoning through inquiry, evidence, and real-world applications. The role prepares students for success in assigned secondary courses and the IB Diploma Programme, in partnership with colleagues and families.

The Profile of a DAS Teacher guides professional practice: student-centered learning, meaningful relationships, the DAS 5Cs, the DAS identity, reflection and professional growth, and contribution to the school community. The teacher supports the school's American standards-based curriculum and IB Diploma Programme, respects its Moroccan context, and values its multilingual and international community.

Professional collaboration and growth

• Participate actively in the DAS professional growth and appraisal process through reflection, goal setting, classroom observations, feedback, and professional learning aligned with the Profile of a DAS Teacher.

• Plan collaboratively with Social Studies colleagues. Work with Secondary School leadership and the IB Diploma Programme Coordinator to implement agreed curriculum, instructional, and assessment expectations consistently.

• Coordinate course pacing, assessment deadlines, and moderation with colleagues. Support students' transition into DP study and contribute to interdisciplinary connections, including Theory of Knowledge.

• Use student learning evidence and feedback to improve practice. Contribute to team meetings, curriculum development, and the implementation of the Major Learning Plan.

Teaching and learning

• Plan coherent units and lessons aligned with DAS Social Studies standards and the current IB Economics guide for assigned Standard Level or Higher Level classes. Sequence learning to build subject knowledge, inquiry skills, and readiness for assessment.

• Teach historical inquiry, geography, civics, and other assigned Social Studies content. Develop source evaluation, historical context, multiple perspectives, and evidence-based arguments, connecting local and global issues.

• Teach microeconomics, macroeconomics, and the global economy through economic concepts, models, diagrams, quantitative skills, and contemporary examples. Develop analysis and balanced evaluation of policy choices and their effects on stakeholders.

• Use formative and summative assessment to guide instruction and provide useful feedback. Apply agreed criteria, maintain accurate records, prepare students for external examinations, and contribute to evidence-based predicted grades.

• Guide and assess Economics internal assessment commentaries within IB requirements for feedback, authentication, and moderation. Teach academic integrity, responsible research, citation, and ethical use of digital tools.

• Differentiate for diverse learners, including students developing English proficiency, with student support colleagues. Support agreed learning plans, student reflection, and Personalized Learning Plans.

• Develop student voice and independence through inquiry, debate, and purposeful technology. Integrate Caring, Collaboration, Communication, Critical Thinking, and Creativity, and facilitate respectful discussion of contested issues.

Students and school culture

• Know students as individuals and build a respectful, inclusive classroom that supports belonging, emotional safety, curiosity, and appropriately high expectations for learning and behavior.

• Maintain clear routines, accurate attendance, punctuality, and active supervision. Apply agreed behavior procedures, document concerns, and seek support from Secondary School leadership when needed.

• Follow safeguarding, professional boundaries, health and safety, and incident reporting procedures. Report concerns promptly through designated school processes and maintain confidentiality.

Family and community relationships

• Build respectful, responsive relationships with parents and caregivers, recognizing their knowledge of their children and the diversity of the school community.

• Communicate regularly and clearly about learning, progress, expectations, and concerns through approved school platforms, reports, and conferences. Protect student confidentiality and follow through on commitments.

• Partner with families to support learning and wellbeing. Address routine concerns constructively and involve the Secondary School Principal in complex or unresolved matters.

Community contribution and professional responsibilities

• Contribute to school improvement, collaborative planning, and the Major Learning Plan. Model professionalism, integrity, reliability, and openness to feedback.

• Participate in school events, activities, service, advisory, and supervision duties as assigned. Supervise Economics extended essays where assigned, following IB guidance and school procedures.

• Maintain organized learning spaces, accurate records, and responsible use of resources. Follow the Professional Handbook, Code of Conduct, and agreed school procedures.

Qualifications and experience

• A bachelor's degree in Economics, Social Studies, History, or a related field, and a recognized teaching qualification appropriate to secondary education.

• Successful secondary Social Studies teaching experience and strong Economics subject knowledge. Experience teaching IBDP Economics, including internal assessment and examination preparation, is strongly preferred.

• Strong understanding of standards-based planning, disciplinary inquiry, economic analysis, assessment, differentiation, and inclusive practice. IB training or willingness to complete relevant professional learning.

• Strong English communication, organization, collaboration, and relationship building skills, including constructive communication with families.

• Ability to use student learning evidence and appropriate digital tools to support teaching, assessment, and communication.

• Commitment to safeguarding, professional ethics, cultural responsiveness, reflection, and ongoing professional learning. International school experience is desirable.

The duties may evolve in consultation with the Secondary School Principal and Head of School as school needs and priorities develop.

About Dar Essalam American School (DAS)

Dar Essalam American School (DAS) is an international school located in the vibrant Hay Riad neighborhood of Rabat, Morocco. Situated on a sprawling five-hectare campus, DAS delivers a unique approach to global education by integrating the best of Finnish and American pedagogical practices while staying deeply rooted in Moroccan culture and values.

Established by the Education Development Company (EDC), Morocco's leading education provider, DAS is a flagship institution that champions innovation, cultural understanding, and academic excellence.