Governess & Executive Functioning Coach for Children

About us

Mz, headquartered in Abu Dhabi, United Arab Emirates, provides professional services that support business growth and operational excellence across multiple sectors. We deliver solutions designed to meet the needs of clients with a focus on quality, efficiency, and long-term value. Our team works closely with partners and stakeholders to ensure projects are managed with clarity, accountability, and strategic insight. By combining industry knowledge with a client-focused approach, we create reliable outcomes that align with both organizational goals and market demands. We remain committed to integrity, sustainability, and continuous improvement in every engagement.

Visit us: www.mz.com

Job description – Governess & Executive Functioning Coach

ANNEXURE – DUTIES AND JOB DESCRIPTION

1. Governess & Executive Functioning Coach for Children (ages 5, 10, 12, and 14)

Primary Purpose:

To provide a structured, nurturing, and educationally rich environment for the children, combining the traditional responsibilities of a governess — focusing on their intellectual, moral, and social development — with the specialised skills of an executive functioning coach, supporting their organisational skills, time management, and independence.

Core Duties:

a. Proactively plan and structure daily, weekly, and term-time activities, balancing academic, creative, physical, and social engagements.

b. Foster the children’s independence by teaching and guiding them to manage personal belongings, organise bedrooms and study spaces, and maintain play areas; promote personal responsibility in schoolwork, family participation, and leisure planning.

c. Ensure and promote the children’s health, safety, hygiene, and general well-being at all times.

d. Oversee all educational matters — including curriculum support, school communications, and academic progress tracking — while providing tailored interventions for each child’s needs.

e. Address academic challenges, especially in mathematics, reading comprehension, writing, and other key skills, using engaging and age-appropriate methods.

f. Reinforce and expand on classroom learning by explaining concepts not understood in class, guiding homework completion, teaching study skills, providing extra practice, and coaching test preparation strategies.

g. Support emotional regulation through positive reinforcement, self-awareness activities, and conflict-resolution guidance.

h. Provide one-to-one and small group coaching to develop executive functioning skills: organisation, prioritisation, goal setting, self-monitoring, and time management.

i. Collaborate closely with parents, teachers, and any other specialists to ensure consistency and alignment in academic and behavioural expectations.

j. Introduce and uphold structure in daily routines, modelling etiquette, good manners, and respect for others while creating a warm and caring environment.

2. Personal Specification

a. Highly organised and efficient, with meticulous attention to detail in planning and execution.

b. Skilled in thorough preparation and effective time management.

c. Demonstrates positive adaptability to new situations and challenges.

d. Inspires confidence in children through consistent, calm leadership.

e. Models impeccable manners and etiquette, actively teaching these to the children.

f. Confident, respectful, discreet, and composed.

g. Able to manage emergencies and unexpected situations with poise and clear thinking.

h. Strong problem-solving skills with a solution-oriented mindset.

i. Well-educated, articulate, and knowledgeable across a range of subjects to engage children in stimulating conversation.

j. Culturally aware and sensitive to intercultural differences, handling them with patience.

k. Receptive to feedback and able to follow appropriate direction while maintaining initiative.

l. Warm, caring, and attuned to the emotional as well as intellectual needs of the children.

3. Routines

a. Each evening, prepare the children for the following school day, encouraging and guiding them to take responsibility for organising their bags, books, equipment, and lunches.

b. Ensure lessons, extracurricular activities, leisure time, and play are balanced and scheduled appropriately to promote structure and prevent overcommitment.

c. Integrate daily opportunities for skill-building in both academic and life skills, embedding structure and discipline into routines in a supportive way.

4. School and Education Duties

a. School collection as required.

b. Liaison with the children’s schools in all academic and pastoral matters.

c. Maintain detailed progress records for each child.

d. Provide weekly written reports to parents on academic and developmental progress.

e. Represent the family in all relevant school events, parent-teacher meetings, and Friends of the School activities.

f. Coordinate and oversee all external learning activities, tutors, and enrichment opportunities, ensuring alignment with the children’s broader development plan.