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Head of Inclusion

Reach British School
Abu Dhabi, United Arab Emirates
Date Added: Jun 17, 2022

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Description

ISP Head of Inclusion Role Profile

ISP is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. ISP recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.

 

 

The International Schools Partnership (ISP) is a growing group of international schools which believes in amazing learning and is committed to getting better all the time.

 

GROWING LEARNING, GROWING SCHOOLS embodies our journey and is what binds us together. We are developing schools for 2-18 year olds with learning at the heart of each school and helping our children and students learn to levels that amaze them. At the same time, we are listening to our parents and students to broaden the appeal of our schools, with the aim of each one becoming the school of choice in its local area over time. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world.

 

We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. Our schools are located in the UK, the USA, Canada, Spain, Chile, Costa Rica, the United Arab Emirates, Qatar, Malaysia and Mexico. We are constantly enhancing our existing group of schools with new ones including those we develop ourselves, and new schools that want to join our partnership.

 

We put learners and learning first. Learning is affected by both internal factors (such as emotions, motivation and general health and wellbeing) and external factors (such as environment, curriculum and relationships). The external factor that has the most significant impact on our students’ learning is the teacher.

 

At ISP, everyone is a learner. So as one of our teachers, you are also a learner.  Together, we will embark on an ongoing process of exploring, expanding and evolving your practice in ways that directly impact and improve student learning.  

 

Learner (ISP definition)

Everyone at ISP is a learner. The ISP learner recognizes that their mindset, experiences, and actions drive their learning outcomes. With this awareness, they exercise voice, choice, and ownership over their process of learning - leading their learning and the learning of others.

 

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.

 

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

 

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

 

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

 

 

Job Role:

 

The Head of Inclusion/Learning Support, with the support of the SLT, Principal, Phase leader and the School Board, takes responsibility for the day-to-day operation of provision made by the school for students with SEN/EAL/GT. They provide professional guidance to HODS & teachers in the area of SEN/EAL/GT in order to secure high quality teaching and the effective use of resources to bring about improved standards of achievement of all students. The purpose of this role is to develop and implement a coherent school-wide approach to providing support for students who experience special challenges in their learning, including with identified learning disabilities as well as students identified as academically able.

 

Department: Academic

Reports To (title): Principal

 

Communication & Working Relationships

Internal Staff / Students

External Parents

 

 

Main Responsibilities:

  • Maintains and implements a long-range vision and a coherent set of procedures that align with RBS mission and vision, supporting students with special learning needs at either end of the learning spectrum (learning disabilities and highly gifted)
  • Maintains and disseminates effective communication tools regarding the Learning Support program
  • Maintains an effective system of communication and liaison among classroom teachers, learning support teachers, one-to-one and special education teaching assistants, parents, students, the School Leadership Team, and external service providers
  • Coordinates a system for classroom teachers and admissions personnel to refer students with special needs for internal and/or external diagnostic testing
  • Guides and ensures the articulation of differentiated instruction for students with special needs across the three academic divisions
  • Collect and interpret specialist assessment data gathered on students and use to improve learning
  • Acts as a resource for classroom teachers seeking support for differentiating instruction for students with special needs, providing professional development in areas such as accommodation and modification
  • As the Head of Inclusion/Learning Support provides direction and support for SEN Assistants
  • Collaborate with the EAL teachers in the various divisions when student learning support issues overlap with English language acquisition concerns
  • Supporting the Principal in meeting statutory responsibilities for SEN/EAL/GT students and their Annual Review
  • Collaborate with the Admissions Office in screening new students for acceptance and/or placement
  • Serves as liaison (when needed) with external providers of learning support, including shadow teachers, one-on-one assistants, educational psychologists and diagnostician, etc.
  • Keeps abreast of research and other developments in the field of Learning Support, Special Education, and academically able
  • Assist the appropriate Coordinators in developing and coordinating schedules and resources for learning support teachers
  • Provide input during the recruitment of learning support teachers and support staff
  • Collaborates with the Finance and Administration Manager to propose and oversees the budget relating to Learning Support
  • Prepares performance evaluations for one-to-one teaching assistants and special education teaching assistants
  • Attends to other duties as assigned by the Principal

 

Health and Safety

  • Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
  • Assist in implementing all policies and rules governing student life and conduct
  • Ensure that, all the necessary health and safety rules and procedures are being followed
  • Maintain an awareness of all the health and safety measures to be taken when in school

 

 

Minimum Educational Qualifications Required for the Role

Bachelor’s in Special Needs Education

PGCE

QTS

 

 

Minimum Years of Experience Required

5 years’ teaching experience

Experience as an overseas educator in a preferably inclusive international setting

Well versed and current in a British curriculum

 

Language Skills

English is mandatory

 

Special Skills and Abilities

Knowledge

  • In-depth knowledge and understanding of School curriculum (National Curriculum – Secondary) and associated assessment methods
  • Up to date curriculum developments
  • Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)
  • Proven leadership and management skills
  • A senior management background in secondary education
  • A leader of teaching and learning and a key person in the senior leadership team
  • Experienced curriculum and team leader
  • Budget management experience

 

Skills

  • The ability to develop good personal relationships within a team
  • An effective and experienced communicator (written and verbal) to a variety of audiences
  • High level of IT competency

 

Personal Attributes

  • Passionate about delivering quality education
  • Able to command respect of pupils, colleagues and parents
  • Organised with proven ability to meet deadlines
  • Driven by wanting to improve quality and develop the school
  • Reliable with an attention to detail and a commitment to quality
  • An innovator with a willingness to embrace change

 

Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work of a similar level that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers

 

 

 

The International Schools Partnership

 

Reach British School is part of The International Schools Partnership (ISP).

 

The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our pupils, colleagues and parents. We are committed to getting better, all the time.

 

ISP was founded by an experienced team of committed educationalists and commercial operators who have worked together over many years. Our growing group of private schools located in the UK, the USA, Europe, Costa Rica, Chile, Colombia, Ecuador, the United Arab Emirates, Qatar, Malaysia, Mexico and Peru educate children and pupils from 2-18 years of age. We have now expanded to 45 schools delivering multiple curricula and building on local brands and reputations with around 45,000 pupils and 7,000 staff located across the globe.

 

We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world. Our goal is to enable our schools as the leading school of choice in their local area. We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. At ISP we continue to engage with schools around the world who are interested in becoming part of our global group of schools and look forward to welcoming more pupils and staff to the group.

 

All our schools:

• Help children and pupils learn to levels that amaze them.

• Inspire children and pupils to be successful now and equip them to be successful later.

• Are truly international, working in partnerships within and across regions, cultures and languages.

• Aim to be the schools of choice for children, pupils and their families, wherever we are.

 

Reach British School is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. Reach British School recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.

 

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