Candidate Profile

Position Purpose
The Learning Support Teacher will work collaboratively with teachers, administrators, and families to identify students who may require additional academic, behavioral, or developmental support. The role focuses on promoting inclusive classroom practices, coordinating interventions, supporting students with diverse learning needs, and helping teachers implement effective accommodations. This position does not replace classroom teachers but serves as a specialist resource to strengthen student success across the school.

Minimum Qualifications

• Bachelor’s degree in Special Education, Exceptional Student Education, Inclusive Education, or a related field.
• Recognized teaching qualification (B.Ed., PGCE, or equivalent teaching license).
• Minimum of three years’ experience supporting students with diverse learning needs.
• Knowledge of autism spectrum disorders, ADHD, dyslexia, learning disabilities, speech and language challenges, and social-emotional needs.
• Experience collaborating with classroom teachers and parents.

Preferred Qualifications

• Master’s degree in Special Education, Inclusive Education, Educational Psychology, or a related field.
• Certification as a Special Education Teacher or SENCO (where applicable).
• Experience in an international school or British/Cambridge curriculum.
• Experience developing Individual Education Plans (IEPs) or Individual Learning Plans (ILPs).
• Training in positive behavior support, differentiated instruction, and evidence-based interventions.

Key Responsibilities

• Observe students in classrooms and identify learners who may require additional support.
• Conduct informal educational screenings and collaborate with external specialists when formal assessments are needed.
• Develop and monitor Individual Education Plans (IEPs/ILPs).
• Recommend classroom accommodations and modifications.
• Coach teachers on differentiated instruction and inclusive teaching practices.
• Support students with autism spectrum disorder and other learning differences through evidence-based strategies.
• Meet regularly with parents to discuss student progress and intervention plans.
• Coordinate referrals to speech-language pathologists, occupational therapists, psychologists, and other professionals when appropriate.
• Monitor student progress and adjust interventions based on data.
• Maintain confidential student records and documentation.
• Provide professional development to staff on inclusive education and learning support.
• Help ensure the school meets its commitment to providing an inclusive Christian learning environment.

Key Competencies

• Strong understanding of inclusive education.
• Excellent observation and assessment skills.
• Ability to coach and mentor teachers.
• Strong communication and interpersonal skills.
• Collaborative and solution-focused approach.
• Patience, empathy, and professionalism.
• Strong organizational and documentation skills.

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Required Core Competencies

• Works well with children of diverse background
• Excellent organizational skills with a strong attention to detail and follow through abilities
• Good communications skills - written and verbal
• A good team-playing mentality
• An ability to work to tight deadlines and within constraints
• Sound judgement and integrity
• Well-developed organizing and inter-personal skills
• Ability to establish and maintain positive and productive working relationships with a variety of individuals
• work independently
• understand and maintain confidentiality of student and program information;
• maintain detailed and accurate records; proofread material and make necessary corrections;
• learn new software applications;

Technical

• At least basic knowledge of Microsoft Office Applications, including Word, Excel, google Classroom Apps., Zoom, Internet explorer, PowerPoint and other graphics and/or presentation software.

Working conditions

• Work is usually in a typical classroom environment
• Ability to travel with Students on local, regional, and international Field Trips
• Flexibility to work outside of hours are desirable, including the occasional public holidays, weekends or evenings; specially to meet project milestones or to represent the organization

Physical requirements

• There may be times when lifting of small and lightweight equipment may be required
• Long periods of standing and bending may also be necessary