MAIN PURPOSE OF THE ROLE
Specific focus on supporting students in Math and Sciences.
Reporting to the Learning Support Coordinator, the LS teacher will have a good understanding of specific learning differences and needs: including ADHD, dyslexia, dyscalculia and Autism, and will support students in achieving their potential. The LS teacher is required to have a diverse range of interests and experience which will equip him‑her to nurture and facilitate varying needs of an international environment of students and faculty. Working within the Learning Support Team, the focus is to collaborate closely with students, their teachers and other professionals to give support which is fully aligned with student needs and to give teachers informed advice on how to manage student learning, both in and out of the classroom.
KEY RESPONSIBILITIES
The LS teacher is responsible for planning, organizing and facilitating Learning Groups in individual needs based small classes.
To address the needs of students to develop and improve their skills to fully access the curriculum, through multisensory teaching techniques and building self-confidence.
Creation and monitoring of ISP/IEP’s for students on the SEN register.
Reporting and reviewing progress at regular intervals.
The LS teacher will need to teach students in both the francophone and Anglophone sections.
This involves
Ensuring prompt transfer of information concerning student needs to parents, teachers and pastoral heads
Accurate completion of relevant documents (IEPs and ISPs) to ensure appropriate target setting and review within designated timelines
Maintaining accurate records and tracking of student progress and new student referrals
Delivering instruction to Cooperative Learning Groups
Develop structured, cumulative and multisensory lessons based on liaison with teachers and parents, informal assessments and Educational Psychological Assessments
Deliver lessons using appropriate resources, equipment, technology and instructional strategies
Provide differentiated instruction based on the student’s individual level of achievement and preferred learning style
Delivering instruction to Personal Learning Classes
Adapt the process, content and product of a given syllabus to meet the student needs
Develop and implement a classroom management system that reflects success and achievement
To assist teachers with classroom strategies
Can be asked to do classroom observations and evaluations
Consult with classroom teachers about specific students upon request
Provide classroom management suggestions and plans for identified students.
Boarding House Involvement
Advise Boarding House parents and tutors about how to effectively approach academic issues with boarders
Additional Responsibilities
Lead workshops with teachers and other staff for professional development
Comply with all School regulations and policies
Remain current in the field of LDD by attending in‑service programs, mandated staff meetings trainings and self‑selected workshops and conferences; reading current research and journal articles
Present a positive role model by employing appropriate and respectful interactions with students and staff
Review new admission files and make recommendations of support as required
Meeting potential new families considering application to CDL whose children may have some learning challenges
Supporting the Head of Student Support Services /SEN Coordinator as required in terms of smooth running of the department
Summarise assessment results and incorporate this information and input from teaching staff into an Individual Education Plan for each identified student, distributed to teachers annually and reviewed as required.
Follow the appropriate organizational structure to resolve issues and concerns
SKILLS AND COMPETENCIES
Qualifications
A recognised teaching qualification is mandatory. BA (QTS)/BSc (QTS) or BA/BSc, PGCE or equivalent. MA in Special Education or a related field is preferred
A Special Educational related qualification is mandatory.
Experience
An ability to evaluate a student’s needs and plan appropriate intervention to meet those needs, in a small group and in a larger class.
To have worked with students who have a learning difference and thus to understand the learning, developmental and social difficulties which can affect such a student. In addition to be able to celebrate their creativity and achievements.
Experience of and an understanding of learning differences in different cultures and communities
An awareness of confidential processes and an ability to respect confidentiality
Working experience with students on the spectrum
Previous experience in an international school setting and in a boarding school
Prior knowledge
Solid understanding of both English and French academic systems
Strong organisational and time‑management skills
Demonstrated capacity to take ownership, make informed decisions and be fully accountable for assigned responsibilities
Proven ability to work independently and collaboratively within a multidisciplinary team
Dynamic, committed and adaptable, with a solution‑oriented mindset
Sound knowledge of behavioural and academic support frameworks, including protocols, procedures and appropriate consequences
Excellent communication skills in French and English, both written and spoken
Confident user of administrative and standard office software (Word, Excel, Outlook, etc.)
Demonstrated commitment to promoting and upholding the Nord Anglia Education philosophy, values and strategic vision.
ESSENTIAL INFORMATION
It is important that the post holder is always aware of CDL and NAE safeguarding guidelines and observes a professional distance from students whilst still developing effective working and caring relationships. You understand and embrace the importance of diversity and inclusion and stand against discrimination in any form. Background investigations and reference checks for the past ten years will be conducted during the selection process.
All areas of this job specification are subject to regular review given the needs of the service and department.
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