Secondary Learning Support Teacher(ID: 3519)

About Role

The Learning Support Teacher is a member of the school’s student support team and assists the subject and class teachers in supporting students with special educational needs, both Gifted and talented, and with learning difficulties. At the same time, they will work with teachers to implement differentiation strategies in the classroom to support learners’ unique learning needs. 

Our School

The Dehong Secondary School teacher creates a warm, flexible, language rich environment to promote high quality learning, student agency, and independence. He/she develops positive and caring relationships with students, parents and all school staff. The teacher motivates students to love learning and knows how to build knowledge and skills, leading to deeper conceptual understanding. The teacher understands how to support student wellbeing and the development of strong and positive character attributes essential to leading a successful and purposeful life. He/she works in close collaboration with others across the grade level and school to develop the Dehong curriculum and to plan and deliver exciting, academically challenging inquiry- based units, which are carefully designed to ensure the development of each student’s language competencies. The teacher believes strongly in action research and uses best practice to inform his/her planning, classroom practice and assessment strategies. A clear understanding of Dehong’s vision, mission and learning principles, and our commitment to service and sustainability, is essential.

We would want all our teachers not only be passionate about their subject but also to be willing to contribute to the pastoral, form tutor, mentor and Qidi extracurricular within the school. A full-time teacher would be expected to approx.18*60 full teaching role per week, excluding QiDi. The maximum class size is 26 students.

Our Teacher Profile

At Dehong, students come first.  And because teachers play an extraordinary role in nurturing our students to become confident, curious, and knowledgeable global citizens, we look to recruit the very best practitioners in international education who are passionate about unlocking the potential of our students.

Our teachers nurture and inspire their students today to make a positive difference in the world – living fully, living responsibly, and living sustainably. We empower our Academic Chinese Teachers to Live Worldwise.

Our Vision of Teachers

Our Worldwise Teachers:

•  Display self-control and flexibility and nurture these skills in learners
•  Promote a love of learning and student wellbeing
•  Show professional initiative and perseverance
•  Get on with others and have highly developed communication skills
•  Are committed to internationalism and equity
•  Are committed to sustainability and global citizenship
•  Promote academic rigor and holistic learning

A Worldwise Teacher values:

•  A compassionate approach to complex problem-solving
•  High levels of student motivation and engagement
•  Professional collaboration and collective efficacy
•    Evidence-based pedagogy and personalized student learning

A Worldwise Teacher's practice:

•  Reveals the complex and inter-disciplinary nature of learning content
•  Nurtures supportive and dynamic learning environments
•  Maximizes every student’s opportunity to learn
•  Activates hard thinking processes and skills
•  Lifelong learning and reflective practice

Job Responsibilities

Implementation: 

•    Develop and implement the school’s Special Educational Needs Policy (SEN) / Inclusion Policy.
•    Contribute to the school’s Special Educational Needs Policy / Inclusion policy implementation and evaluation, including monitoring on an ongoing basis.
•    Establish, implement, and develop the learning support systems, including the referral procedures, identification processes, screening protocols, exit criteria, three tiers of RTI support, IEP writing and reviewing, etc. 
•    Ensure necessary paperwork was documented, recorded, and stored in the students’ single registration files. 

Collaboration: 

•    Collaborate with SSLT, Heads of Departments, teachers, and parents to review the SEN policy/inclusion policy and develop the developmental plan for learning support. 
•    Work with and support the SSLT to develop high stands in learning support provision. 
•    Collaborate with the EML department (Language support), pastoral care team (behavioral support), and counsellors (social-emotional support) to support students’ various needs. 
•    Liaise with external agencies such as psychological services to arrange assessments and special provision for secondary school students with special learning needs.
•    Collaborate with Academic Data Coordinator to support the implementation of a tracking system to monitor the progress of children with learning difficulties. 
•    Advise School Counsellors on procedures for meeting with special needs who have behavioural/attitudinal problem.
•    Work in conjunction with the admissions team to assess the needs of applicants and appropriate school placement.

Communication: 

•    Maintaining a register of students who are receiving learning support and ensuring relevant stakeholders have up-to-date information on student needs.
•    Share good learning support practices with the community via parents’ academies, teachers' workshops, etc. 
•    Keep teachers informed about the external assessment services that are available. 
•    Keep teachers informed of the procedures to be followed for initial referrals. 
•    Advise parents on procedures for availing of special needs services.

Others: 

•    Assist SSLT, as required, with the organization of staff PL Days. 
•    Keep up to date with developments and research in learning support, briefing colleagues as appropriate. 
•    Contribute to the school’s Qidi programme.
•    Contribute when reasonably requested by the Principal or Head of School.

Post-holder Qualifications, Experience

At least two years post qualification experience and specific qualifications to support
•  Bachelor or above degree is required 
•  PGCE or QTS, Teaching License from non-UK countries are required 

Ready to Make a Difference with Us

Dehong is a well-resourced school with highly motivated and academically successful students. Successful applicants will be enthusiastic about the ethos and values of Dehong Schools. An attractive and competitive remuneration package will be offered to the chosen candidate. To apply for this position, you will need to include:
•  Applications should be submitted through our on-line application system by clicking the ‘Apply button’ on this page

Safeguarding Statement

Dehong is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices, which are aligned to the recommendations of the International Task Force on Child Protection. We hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. All appointments are subject to an interview, identity checks, criminal record checks, successful references, possible social media checks, as well as due visa and work permit process as required by Chinese law.

Equity Diversity Inclusion Statement

EiM is committed to diversity within its team, organisational practices, policies and culture. It recognises that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions, and it encourages and leverages these differences to make its work more relevant and approachable. EiM will not discriminate or tolerate discriminatory behaviour on any grounds such as, but not limited to, race, gender, disability, nationality, national or ethnic origin, religion or belief, marital/partnership or family status, sexual orientation, age or socioeconomic background. EiM strives to be an inclusive workplace where everyone feels a sense of belonging, has a voice, can raise concerns, and feels comfortable and confident. It expects everyone who works with it to share this commitment and to act accordingly, as it aspires to best serve the EiM mission and its community.