1. Developing and creating capacity in the Learning Support program

• Lead and manage the Learning Support Department to oversee the school learning support program.

• Work with Shadow teachers, Tutor/teacher tutor, make recommendations to parents and administration regarding their effectiveness.

• Conduct Learning Support team meetings on a regular basis, to review student progress and issues and set up intervention as necessary to ensure that provides our best support.

• Meet with the Principals on a regular basis, to review student progress and issues/problems.

• Make recommendations for hiring Learning Support staff (Shadow teachers, Tutor/teacher tutor).

2. Providing In Service to staff

• On the referral process

• On their professional responsibilities, once a student has an intervention plan

• On common SEN issues and interventions found in the school

3. Identify and Assess students with special needs

• Develop and lead 'referral process': preliminary interventions and trials of various strategies, recorded, before formal referral for IEP. Work to identify students with special educational needs and learning difficulties, at-risk students to ensure that their needs are met.

• Observe the students in their general setting (classroom, playground, specialist class if needed) and gather information/evidence from teachers, specialist, and parents if needed.

• Refer and oversee the assessment of the educational needs of students entering the IEP program, and utilize the written results of the assessment (psychoeducational and developmental assessment).

• Identify the potential issues before students join the school by being involved in the admission/enrollment of new students (conduct admission testing).

4. Plan and organize IEP Program and Progression progress (At Risk)

• Write IEP or Action Plan for each student with special needs and learning difficulties in setting up educational objectives and teaching strategies.

• Responsible for planning, communicating, and negotiating of IEP/Action Plan between parents, teachers, principals, and outside agencies, and students if needed.

• Observe the IEP/At-Risk students in their general setting (classroom, playground, specialist class if needed)

• Observe the IEP/At-Risk students to monitor the student’s progress, in their general setting (classroom, playground, specialist class if needed

5. Support:

• Serves as an instructional resource for teachers by providing them with strategies, methods, and materials if needed for dealing with the IEP/At-Risk students.

• Support the teachers in accommodations and modifications of the curriculum to the student’s profile/pattern of learning.

• Support the parents in providing recommendations regarding outside support such as psychologists, therapists, counselors.

• Reporting: Meet with the Principals on a regular basis, to review student progress and issues/problems.

6. Consult:

• The classroom teachers: suggest accommodations and or, in limited circumstances, modifications to the curriculum, reports on the progress of students, discussing schedules, student behavior, monitoring of medicine – if needed, anecdotal records (for their progress reports “See Comments”).

• The principals: provide information on progress, issues, etc. (Learning Support meeting with Principals on a regular basis, and LST folder confidential-limited access in the school server).

• Other professionals: consult with a psychologist to conduct Psycho-educational assessment, Developmental assessment, Speech and Language Therapist, Occupational and Behavior Therapist., counselors, etc.

• Parents: conduct IEP meeting to ensure that parents are on board with the school, and consult with parents as needed.

• Students and/or parents: Counsel Students with behavior and social-emotional issues, as well as to parents if needed.

• Bachelor degree in Special Education, Educational Psychology, or a related field.
• (Willingness to obtain) Certification in Special Education or relevant credentials
• Minimum of 3 years of experience in special education coordination, preferably in an international school setting.
• Knowledge of best practices in inclusive education and international standards for special education.

• Bằng cấp: Đại học
• Độ tuổi: Không giới hạn tuổi
• Hình thức: Nhân viên chính thức
• Lương: Cạnh tranh