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: Visual Arts colleagues, IB Diploma Programme Coordinator, and student support staff
Teaching assignment: Secondary Visual Arts and IBDP Visual Arts; classes and SL/HL levels as assigned

Position purpose

The Secondary Visual Arts and IBDP Visual Arts Teacher creates a safe, inclusive, and inspiring studio environment where students develop artistic skills, creative confidence, and a personal visual language. Through practical inquiry, experimentation, critical investigation, and reflection, the teacher prepares students for success in assigned secondary courses and the IB Diploma Programme. The role includes leading after-school activities and sharing student learning through exhibitions and community events.

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 Visual Arts 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 the approved DAS Visual Arts curriculum and the current IB Visual Arts guide for assigned SL or HL classes. Build a progressive pathway from secondary art study into DP Visual Arts, developing practical skills, conceptual understanding, and independent inquiry.

• Teach visual elements, design principles, and a range of appropriate media and processes, including drawing, painting, printmaking, three-dimensional work, and digital approaches where available. Combine explicit instruction with experimentation, student choice, critique, and refinement of original artwork.

• Develop art-making as inquiry through investigation of artists, artworks, and cultural contexts, including Moroccan and international perspectives. Guide students in connecting research to their own intentions, developing visual language, and documenting experimentation, decisions, and reflection in visual arts journals.

• Use formative and summative assessment, studio observations, portfolios, and critique to guide instruction. Apply agreed criteria, provide constructive feedback, maintain accurate records, and contribute to evidence-based predicted grades. Prepare students for the applicable DP assessment tasks and submission requirements.

• Guide students through DP portfolios, investigations, and resolved artworks required by the current guide and assigned level. Assess internal components and prepare submissions with the DP Coordinator, following IB requirements for feedback, authentication, moderation, and deadlines. Teach citation, responsible use of sources and AI, and academic integrity.

• 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, independence, and reflective practice through artistic inquiry and purposeful technology. Model the DAS 5Cs through collaborative projects, thoughtful critique, creative risk-taking, and respectful engagement with different perspectives.

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.

• Plan, lead, and supervise after-school activities as part of the school's activities program, such as an art club, creative workshop, or community art project. Curate student exhibitions and contribute to school events, service, advisory, and supervision duties as assigned. Supervise Visual Arts extended essays where assigned, following current IB guidance.

• Maintain a safe, organized studio, secure artwork storage, and accurate resource inventories. Teach safe handling, storage, and disposal of materials and use equipment only within approved safety arrangements. Plan supply needs within agreed budgets and follow the Professional Handbook, Code of Conduct, and school procedures.

Qualifications and experience

• A bachelor's degree in Visual Arts, Fine Arts, Art Education, or a related field, and a recognized teaching qualification appropriate to secondary education.

• Successful experience teaching secondary Visual Arts, with strong practical skills across a range of media. Experience teaching IBDP Visual Arts, including portfolio development, assessment, and student submissions, is strongly preferred.

• Strong understanding of standards-based planning, artistic inquiry, assessment, differentiation, and inclusive studio practice. Knowledge of the current IB Visual Arts curriculum and assessment requirements, with relevant IB training or willingness to complete professional learning.

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

• Ability to document and assess student art-making using learning evidence and appropriate digital tools. Ability and willingness to lead engaging after-school activities, organize exhibitions, and contribute actively to school life.

• 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.