The incumbent will provide supplementary and specialized teaching to students who require mild to moderate learning support. Their work involves planning and implementing effective teaching strategies, modification, and accommodations within the mainstream curriculum.

Key Responsibilities:

1. Learning Support Instruction:

• To identify students with learning differences, assess their strengths/weaknesses and learning style.
• To help students to cope with and overcome academic and behavioral issues that arise because of learning difficulties.
• To develop and foster the appropriate “ready to learn” skills and social abilities to enable the optimum development of students.
• To encourage students to develop self-confidence and independence, and to reach their potential.
• To create and promote a positive, nurturing attitude and classroom environment that supports learning with special needs and models biblical principles.
• To undertake structured learning activities and teaching programs and adjust activities according to student response.
• To provide one-to-one and small groups instruction either in the regular classroom or in a learning support room and share duties with mainstream teachers.
• To set realistic targets for raising academic and behavioral achievement of students. Track and monitor students to assess the efficiency of the intervention to ensure progress. Maintain accurate and complete student records and student progress reports in all aspects of the curriculum.
  
  

2. Documentation and Support:

• To provide support and training to mainstream teachers in effective special education teaching approaches within the classroom and maintain proper documentation for support provided to students.
• To ensure classroom teachers, parents, and divisional administrators are kept informed of the student’s progress.
• To assist parents with school transitions by offering help, support and advice (e.g. kindergarten students moving to elementary school; elementary school students moving to middle schools and middle school students moving to high schools).
• To assist and serve on the admissions assessment team.
  
  

3. Professional Responsibilities:

• Establish clear expectations and constructive working relationships among faculty and staff.
• Contribute to the collaborative culture of professional learning communities through demonstrating a commitment to ongoing learning, through engaging in learning-focused conversations, and through lesson observations with peers.
• Collaborate with other teachers and department chairs in the on-going articulation and evaluation of curricular programs including curriculum planning and writing, determining scope and sequence priorities, effective teaching strategies, assessment practices, and related textbook adoptions.
• Set annual professional goals, support subject/divisional and school vision and goals.
• Participate in professional development and keep abreast of latest trends and development in education and subject matters and share with peers and explore opportunities to further enhance any current practice if applicable.
• Serve on committees and in meetings supporting the overall school program.
• Commit to learn about and apply conflict resolution strategies according to biblical peacemaking principles.
• As appropriate, contribute to the School by participating in school and after school activities.

Qualification & Experience:

• Bachelor degree in Education or Bachelor degree in any subjects with PGDE (Postgraduate Diploma of Education), or equivalent from an accredited university.
• Holder of further qualification in the area of special education or certified special education license is preferred.
• At least 2 years of classroom teaching experience.  
• Previous experience in teaching students with learning needs is highly preferred.
• Previous experience in an international school and familiarity with North American curriculum is highly preferred.
• Proven experience in developing and managing IEPs for students with disabilities.

Skill & Personality:

• Commitment to working with students with special learning needs. Passionate in nurturing students with patience care, understanding and empathy. Have a positive and optimistic outlook and warm personality.
• Have a comprehensive knowledge and understanding of individual needs issues. Able to understand the impact of mild to moderate learning disabilities on academic progress and demonstration of knowledge.
• Sound knowledge of strategies used to address learning difficulties and ability to deliver specialized instruction and design appropriate assessment to address student needs.
• Excellent interpersonal skills to build a trust relationship with students and parents.
• Ability to manage students effectively. Able to stay calm in difficult situations. High level of personal accountability.