Secondary Learning Support Teacher (fmd)

• Partner with subject teachers (e.g. English Math Science Humanities) to strengthen Tier 1 universal practices (inclusive classroom routines differentiation accessible learning environments).
• Plan and deliver Tier 2 targeted small-group interventions (e.g. literacy numeracy social-emotional learning skills and executive functioning skills) using short cycles progress monitoring and clear entry/exit criteria.
• Provide Tier 3 intensive individualised support as part of a multidisciplinary team approach coordinating goals strategies and consistent implementation across settings.

• Coordinate tiered support for students with diverse learning profiles monitoring progress through data collection and adjusting interventions as necessary.
• Provide specialized support for literacy development and language acquisition ensuring multilingual learners and students with specific learning needs are fully supported.
• Co-create and maintain Individual Learning Plans (ILPs) or equivalent support plans with measurable goals accommodations and intervention plans aligned to classroom learning.
• Maintain clear confidential records and contribute to school-wide systems for documentation scheduling and review cycles.

• Work in flexible models: co-teaching in-class support small-group pull-out and skill-building sessions selecting the approach that best protects belonging and access.
• Consult with subject specific teachers to design differentiated learning experiences and assessments consistent with IB MYP approaches and an inclusive philosophy.
• Contribute to professional learning by sharing practical strategies for scaffolding executive function language-rich support and inclusive assessment.
• Attend regular departmental or grade-level planning meetings to ensure accommodations and modifications are embedded into the curriculum design from the outset.
• Act as a consultant to secondary faculty providing strategies and resources to support students with behavioral or academic challenges.
• Serve as a subject matter expert on adolescent development understanding the unique social emotional and cognitive changes occurring in students aged 1116.

• Use multiple sources of evidence (screeners classroom assessments observational data work samples) to identify need plan support and monitor impact.
• Support team decision-making through clear summaries of progress next-step recommendations and reflections on intervention effectiveness.

• Build trusting respectful relationships with families; communicate progress and strategies in ways that are clear culturally responsive and solutions-focused.
• Promote student agency by helping learners understand goals strategies and personal growth consistent with BBIS and IB values and whole-child development.

• Actively contribute to BBISs inclusive learning environment so students feel safe to take risks learn from mistakes and belong.
• Collaborate with pastoral teams to support the social-emotional needs of students recognizing the link between emotional well-being and academic success.

• Uphold BBIS safeguarding expectations and professional conduct standards; act immediately and appropriately on any concerns.
• Participate in meetings supervision duties school events and ongoing professional learning expected of BBIS faculty.

• Required: Bachelors of Education with a current teaching certification/license; Additional certifications in ESL/EAL or specific literacy programs (e.g. Orton-Gillingham Wilson); Strong understanding and experience with UDL
• Preferred: Masters Degree in Special Education Inclusion or a directly related field.
• Essential: Minimum of 3 years of experience working as a Learning Support teacher in an International School setting.
• Essential: Proven experience working with the Secondary age range (Grades 610 / approx. ages 1116).
• Essential: Demonstrated experience with the MTSS framework specifically designing interventions for Tier 2 and Tier 3 as well as advising teachers supporting the development of high-quality Tier 1 assessments and teaching practices; flexible adaptable team player who is willing to contribute and move the programme further

• A belief that every child is capable of growth and success paired with practical skill in making learning accessible.
• Solution-focused reflective and evidence-informed.
• Warm steady and culturally responsive able to thrive in a multilingual multicultural community.

• Structured onboarding and peer mentoring for new hires

• Funded IB workshops annual professional development budget

• Clear path to lead teacher Head of Department or IB Coordinator roles

• A diverse faculty of international colleagues from various countries

• Regular team-building events staff socials and open feedback culture

• Inclusive ethos: explicit commitment to diversity equity anti-racism and safeguarding

You will empower students and colleagues aligned with BBIS values of inclusion innovation and global citizenship.

• Having an impact. With professional competence and enthusiasm we are improving day by day the educational level and you too can have an impact on this ride.
• Using our professional trainingto prepare you optimally for your task.
• Pushing boundaries. Everyone is equally important and works together on uncharted challenges alongside inspiring colleagues from all over the world.
• Having fun at work and beyond.Joining our team events theres always something to celebrate! Or using our fitness offers to get balanced.
• Feeling at home.Enjoying our green campus our relocation service and the international open-minded community.

1. Online Application (including CV or Professional Business Profile e.g. LinkedIn)
2. Video-interview (ca. 45 minutes)
3. On-Site Interview (ca. 60 minutes)
4. Optional Reference Check (ideally send 2 professional references in your application)
5. Mandatory Compliance Documents - Submission of required compliance documents (incl. Measles
6. Protection Police Clearance/Extended Criminal Records Check Child Protection Training etc.)
7. Feedback and / or Offer