Secondary School Teacher of Learning Support

ABOUT OUR SCHOOL
Atlanta International School (AIS) is a 3K to Grade 12 IB World School that brings together students educators and families from more than ninety countries. Guided by our three pillars of the IB Continuum Intercultural Understanding and Language Learning AIS offers a globally minded inquiry-driven education that prepares students to lead with purpose and integrity.

Our Buckhead Campus is an urban learning environment in the heart of Atlanta giving students access to the cultural academic and professional opportunities of a major international city. Museums universities arts institutions and civic organizations serve as extensions of our classrooms.

Our Sandy Springs Campus sits on twenty four wooded acres along the Chattahoochee River and is home to the Mouratoglou Atlanta Academy tennis program. This nature-rich setting provides space for outdoor learning partnerships and unique student experiences.

Across both campuses AIS delivers a unified curriculum through the full IB continuum. Students pursue multiple pathways to graduation including the IB Diploma Programme the IB Careers-related Programme AISx flexible pathways and the AIS Impact Diploma. Within our diverse and multilingual community students grow as critical thinkers collaborators and compassionate leaders who make a meaningful impact in the world.

Our school is committed to the safety and well-being of every child. We maintain rigorous safeguarding practices to ensure a secure supportive and nurturing environment where all students can thrive.

JOB PURPOSE

The core purpose of this role is to empower students with mild learning needs to become courageous reflective and independent learners by ensuring equitable access to high-quality instruction. The LS Teacher achieves this by designing and delivering targeted student-centered specialist instruction that aligns with the schools Definition of High Quality Learning and Teaching. They work within a tiered student support system to identify student needs and provide graduated structured support to their assigned grade level and student caseload. By collaborating with subject/classroom teachers administrators and other Support Services Team members the LS Teacher guides the design and implementation of individualized learning plans (ILPs) provides differentiated instruction testing accommodations and leads small group interventions. Additionally they participate in Student Support Teams contribute to faculty professional development and advocate for best practices in inclusive education across the school community.

FLSA: Exempt
Reports to: Director of Learning Support

Start Date: August 1 2026

Application Deadlines: Until filled

RESPONSIBILITIES

As a Learning Support Teacher in Grades 6-12 you will be expected to contribute to a stimulating and inclusive learning environment. A passion for working with adolescent learners a flexible attitude and a sense of humor are essential.

1. Specialized Instruction and Caseload Management
   • Uphold all teaching practices aligned with AISs Definition of High Quality Learning and Teaching.
   • Tailor lessons to meet the diverse learning needs and backgrounds of students incorporating student voice and interests.
   • Manage an assigned student caseload providing 1-on-1 specialized consultation and support.
   • Plan and deliver student-centered small group specialist lessons and workshops to develop academic affective and executive functioning skills.
   • Support students in developing IB Learner Profile attributes such as being reflective principled and open-minded.
   • Encourage students to set learning goals pursue personal inquiries and reflect on their growth.
   • Provide in-class support and observations of students who receive learning support
     
2. Assessment
   • Conduct and analyze initial LS Screening or diagnostic assessments (e.g. WJ WIAT) to inform intervention planning and personalized student recommendations.
   • Analyze relevant data to evidence progress and track the impact of interventions.
   • Provide supervise and monitor testing accommodations to ensure optimum support and equitable access that is reflective of the IBs Access and Inclusion Policy
3. Record Keeping
   • Safeguard confidential records
   • Monitor expiration dates of evaluations and advise families on options and time frame for updating
   • Create student Individual Learning Plans using psycho-educational evaluations and professional expertise.
   • Analyse relevant data to evidence progress and track the impact of interventions.
4. Foster an Inclusive and Supportive Classroom Environment
   • Create a classroom culture that values equity inclusivity and a sense of belonging.
   • Establish clear consistent expectations with student input fostering a safe space for all voices to be heard and respected.
   • Encourage collaboration empathy and a community-centered approach to learning
   • Provide mentorship and feedback to help students achieve their goals while developing independence and academic integrity.
5. Support Holistic Student Development and Wellbeing
   • Partner with SST (Student Support Team) members to develop student well-being; analyse and monitor well-being and learning data crossover
   • Guide students in the development of their IB Personal Projects and/or Extended Essays supporting them in conducting research refining their inquiry skills and presenting their findings.
   • Supervise and participate in the annual week-long overnight trip promoting student resilience teamwork and independence.
     
6. Consultation and Engage in Professional Growth
   • Consult with subject teachers to promote Universal Design for Learning (UDL) and improve academic access for all students.
   • Lead collaboration with the Student Support Team (SST) on the implementation and monitoring of student interventions and progress.
   • Participate in ongoing professional development including whole school PD sessions and IB training to stay current with best practices for SpLD/SEN.
   • Provide faculty professional development through whole school or work shop facilitation.
   • Contribute to the school communitys positive culture by modeling ethical academic practices and supporting IB policies.
7. Liaison and Communication
   • Communicate with external professional agencies and community stakeholders such as the Parent Organization to support student growth
   • Provide consultative advice for the Admission panels and support Screening Day

JOB REQUIREMENTS

Educational Background & Professional Experience

Essential:

• A relevant Bachelors degree or equivalent in Special Education or Specific Learning Difficulties

Preferred:

• Masters Degree or equivalent in the field of Special Education Needs
• Certified teacher or special educational needs teacher status preferred
• Qualified or experience with specialist intervention programs such as Wilson OG both in literacy and numeracy
• Experience supporting students in Maths and Science in Grades 6-12

Essential:

• Evidence of continuous professional development in Learning Support
• Extensive experience and proven record as an effective Learning Support teacher for a range of needs.
• Experience in writing and interpreting special educational needs documentation.
• Enthusiastic about teaching within a multicultural and multilingual environment.
• Flexibility of approach and a collaborative style are essential.
• Excellent interpersonal organizational communication and collaborative skills.
• Experience working with assistive technology and digital tools

Preferred:

• Familiarity with IB teaching or concept-based instruction (preferred); IB training will be provided as needed.
• Ability to complete diagnostic tests for Specific Learning Difficulties
• Familiarity with College Board/ACT/IB Access Arrangements
• Experience with data analysis and visualisation for school standardised testing such as MAP

Additional Qualifications

• A commitment to equity and inclusion inquiry and experiential-based pedagogy is essential alongside a willingness to adapt and develop pedagogy to meet the needs of our learners.

AIS CORE VALUES BASED COMPETENCIES

• Commitment to Growth Seeks continuous self-improvement.
• Collaborative Teamwork Builds strong supportive relationships.
• Adaptability Maintains flexibility and openness to change.
• Inclusivity Actively welcomes and engages diverse perspectives.
• Empathy Shows compassion and understanding toward others.
• Intercultural Communication Communicates effectively across cultures.
• Bias Awareness Recognizes and mitigates personal biases.
• Task Prioritization Manages time and tasks efficiently.
• Accountability Takes responsibility for actions and outcomes.
• Constructive Conflict Resolution Resolves conflicts in a restorative way.

TO BE CONSIDERED
To be considered for the above-mentioned position please submit the following items through our online career site a letter of interest resume and email and phone contact information for three professional references with at least one being supervisory in nature by the stipulated deadline. Incomplete applications will not be will contact those applicants whose skills and experience best match our needs. Due to the high volume of applications we regret that we are not able to take or return phone calls regarding employment.

EEO

AIS is an equal opportunity employer. We are a diverse community of professionals that broadly reflects the people of the metropolitan Atlanta area and the United States at large. We aim to align our hiring process with our mission and institutional goals. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race color religion or religious practices sex gender identity or expression sexual orientation citizenship status national origin age ability status military status unemployment status or any other category protected by applicable local state or federal laws. AIS takes affirmative action in support of its policy to employ and advance all qualified candidates.