Early Intervention Support Teacher (Early Years)

  • 2019-20 Faculty Vacancy
  • Beijing

Early Intervention Support Teacher (Early Years)

Job advert

The Early Intervention Support Teacher is responsible to the Student Support Leader for supporting student learning identified through a variety of assessment measures.

The Early Intervention Support teacher is expected to work as part of a multiple teacher team supporting students primarily through in-class support and pull-out support as appropriate. The Early Intervention Support teacher is expected to work closely with the homeroom teachers as well as other Student Support teachers, carefully planning lessons and units to identify instructional strategies that meet the needs of diverse learners. The Early Intervention Support teacher is expected to keep parents informed and attend parent teacher conferences, as required.

The Early Intervention Support teacher is expected to contribute to the extra curricula activities of the school and be involved in school development.

The assignment begins 1 August 2019 and further details are available in the attached Job Description.

Requirements

Position:  Early Intervention Support Teacher

School Section: Elementary School

Period of Appointment: 1 August 2019 to 31 July 2021 (subject to renewal)

 

JOB DESCRIPTION

Role Description / Working Relationships

The Early Intervention Support Teacher is responsible to the Student Support Leader for supporting the early intervention of students identified with behavioural, early literacy and /or emergent english needs. 

The Early Intervention Support teacher is expected to work as part of a multiple teacher team carefully planning instruction both within and beside a play based learning setting.  The Student Support Teacher is expected to keep parents informed and attend parent teacher conferences, as required.

The Early Intervention Support Teacher is expected to contribute to the extra curricula activities of the school and be involved in school development.

 

PERSONAL SPECIFICATIONS

The successful applicant is expected to have the following skills, abilities, knowledge and experience:

1.  Personal Skills and Abilities

  • Ability to establish effective working relationships with staff, students and parents
  • Ability to communicate both orally and in written form with students and parents
  • Has a nurturing nature with young children
  • Skills in working with a range of student of different abilities and backgrounds.
  • Skills in inquiry based learning
  • Ability to integrate technology across the curriculum

2.  Knowledge

  • A strong knowledge of contemporary inquiry-based teaching and learning theories and practice
  • A sound understanding of collaborative planning
  • A sound understanding of pre and early literacy development
  • A strong knowledge of differentiation
  • An understanding of play based learning

3.  Experience

  • At least five years working experience as a teacher
  • Successful recent experience as a Learning Support teacher
  • Experience working within a PYP framework
  • Experience in working in teams to plan quality learning engagements

4.  Qualifications

  • Qualification in Special Education, EAL, Gifted Education, or suitable relevant field
  • Commitment to undertake additional training in Relevant field
  • Qualified teacher status

PERFORMANCE STANDARDS

Professional Knowledge

  • Demonstrates a current knowledge of the theory and practice of EAL, education
  • Keeps abreast of recent research, methodology, and issues in differentiated education
  • Extensive knowledge of diagnostic assessment strategies to analyze and identify learning needs
  • Skilled at the development and documentation of individualized learning programs
  • Understands the school’s curriculum frameworks and associated subject area documents

Teaching Strategies and Techniques

  • Applies a range of diagnostic assessment strategies to identify learning needs
  • Plan learning engagements and strategies both in and beside play based learning.
  • Plans programs that support the acquisition and improvement of identified learning skills
  • Implements support programs targeted at individual student’s needs
  • Records targeted support on the WAB support plan
  • Keep accurate records of student progress and achievement using the PowerSchool system

Motivation of Students

  • Sets expectations which support learning
  • Encourages positive engagement in learning
  • Provides a positive learning environment which encourages student progress

Communication and relationships

Establishes caring and supportive relationships with students

Works with WAB homeroom teachers and other support personnel to establish an effective program targeted at special learning needs

Supports homeroom teachers with follow-up and support strategies

Communicates regularly with parents and families to keep them informed of student progress, overall achievement and learning support strategies

Student Management

  • Manages students behavior
  • Develops a safe physical and emotional environment
  • Creates an environment which encourages respect, understanding, and tolerance of a range of learning needs

Contribution to Wider School Activities

  • Maintains and promotes effective relationships with colleagues
  • Contributes to the support needs department by assisting with subject resource development and maintenance
  • Comments on proposed modifications to and development of the school’s policies and programs
  • Participates in activities that benefit colleagues or the school as a wholeActively supports after school activities as negotiated
  • Shares in playground/duties outside the classroom and undertakes supervision dutiesContributes to the development of the school by supporting the learning needs of students
  • Contributes to meeting groups and school development initiatives as defined by the school’s strategic and annual development plan