BBIS has a tentative opening for a Primary Learning Support Teacher (f/m/d).
Contract: Full-Time (parental leave)
Duration: Start asap until - July 31, 2027
Department: Student Support Services / Primary
Reporting to: Head of Student Support / Primary Principal
YOUR RESPONSIBILITIES INCLUDE THE FOLLOWING ACTIVITIES
We are seeking a compassionate, highly skilled, and adaptable Learning Support Teacher to join our Primary team. The ideal candidate is an expert in early childhood development. You will champion an inclusive environment where every child can access the curriculum, focusing heavily on early literacy, language acquisition, and social-emotional growth. The role blends
different models of support, co-teaching, consultation, and data-informed intervention so that students can access the IB PYP curriculum with confidence and success.
1. MTSS leadership in the Primary School (Tier 1-3)- Collaborate with grade-level teams to strengthen Tier 1 universal practices (inclusive classroom routines, differentiation, accessible learning environments).
- Plan and deliver Tier 2 targeted small-group interventions (e.g., literacy, numeracy, social-emotional learning skills) using short cycles, progress monitoring, and clear entry/exit criteria.
- Provide Tier 3 intensive, individualised support as part of a multidisciplinary team approach, coordinating goals, strategies, and consistent implementation across settings.
2. Student-centered planning and documentation- Coordinate tiered support for students with diverse learning profiles, monitoring progress through data collection and adjusting interventions as necessary.
- Provide specialized support for early literacy development (phonics, phonological awareness) and language acquisition, ensuring multilingual learners and students with specific learning needs are fully supported.
- Co-create and maintain Individual Learning Plans (ILPs) or equivalent support plans with measurable goals, accommodations, and intervention plans, aligned to classroom learning.
- Maintain clear, confidential records and contribute to school-wide systems for documentation, scheduling, and review cycles.
3. Collaborative practice: co-teaching, coaching, and consultation- Work in flexible models: co-teaching, in-class support, small-group pull-out, and skill-building sessions, selecting the approach that best protects belonging and access.
- Consult with classroom teachers to design differentiated learning experiences and assessments consistent with IB PYP approaches and an inclusive philosophy.
- Contribute to professional learning by sharing practical strategies for scaffolding, executive function, language-rich support, and inclusive assessment.
4. Data-informed decision making and progress monitoring- Use multiple sources of evidence (screeners, classroom assessments, observational data, work samples) to identify need, plan support, and monitor impact.
- Support team decision-making through clear summaries of progress, next-step recommendations, and reflections on intervention effectiveness.
5. Partnerschip with families and student voice- Build trusting, respectful relationships with families; communicate progress and strategies in ways that are clear, culturally responsive, and solutions-focused.
- Promote student agency by helping learners understand goals, strategies, and personal growth, consistent with BBIS and IB values and whole-child development.
6. Inclusive school culture and student wellbeing- Actively contribute to BBIS’s inclusive learning environment so students feel safe to take risks, learn from mistakes, and belong.
- Collaborate with counselling and other support services when appropriate to ensure coordinated, whole-child support.
7. Safeguarding and professional responsibilities- Uphold BBIS safeguarding expectations and professional conduct standards; act immediately and appropriately on any concerns.
- Participate in meetings, supervision duties, school events, and ongoing professional learning expected of BBIS faculty.
YOUR QUALIFICATION
- Required:
- Bachelor’s of education with a current teaching certification/license; Additional certifications in ESL/EAL or specific early literacy programs (e.g., Orton-Gillingham, Wilson); Strong understanding and experience with UDL
- Preferred:
- Master’s Degree in Special Education, Inclusion, or a directly related field
- Minimum of 3 years of experience working as a Learning Support/Inclusion teacher in an International School setting. Proven experience working with the Early Years / Lower Primary age range (approx. ages 3–8).
- Experience working in an inquiry-based, student centered framework, preferably the IB PYP
- Essential:
- Demonstrated experience with the MTSS framework, specifically designing interventions for Tier 2 and Tier 3; flexible, adaptable, team player who is willing to contribute and move the programme further
Personal attributes we value
- A belief that every child is capable of growth and success, paired with practical skill in making learning accessible.
- Solution-focused, reflective, and evidence-informed.
- Warm, steady, and culturally responsive, able to thrive in a multilingual, multicultural community.
About us
BBIS Berlin Brandenburg International School is an independently run, state-approved, inclusive, English-medium day and boarding school serving the internationally-minded community of Germany’s capital region and beyond. As one of Europe’s leading International Baccalaureate (IB) schools, BBIS proudly offers three IB programmes in the Primary, Middle and Diploma years of schooling. In the current school year 2025/26, our school teaches around 900 students who represent over 75 nationalities.
WORKING AT BBIS MEANS:
- Having an impact. With professional competence and enthusiasm, we are improving day by day the educational level, and you too can have an impact on this ride.
- Using our professional training to prepare you optimally for your task.
- Pushing boundaries. Everyone is equally important and works together on uncharted challenges alongside inspiring colleagues from all over the world.
- Having fun at work and beyond. Joining our team events – there's always something to celebrate! Or using our fitness offers to get balanced.
- Feeling at home. Enjoying our green campus, our relocation service, and the international open-minded community.
OUR COMMITMENT TO DIVERSITY, EQUITY AND ANTI-RACISM
In line with our mission, inclusion stands in the centre of our core values at BBIS to inspire everyone in our learning community to be responsible, compassionate global citizens. As such, we encourage applications for all positions from all qualified candidates, including those who identify as BIPOC, those with (dis)abilities, LGBTQ+ individuals, and those traditionally underrepresented in the international school community to apply to join BBIS.
YOUR APPLICATION PROCESS:
- Online Application (including CV or Professional Business Profile, e.g. LinkedIn)
- Video-interview (ca. 45 minutes)
- On-Site Interview (ca. 60 minutes)
- Optional Reference Check (ideally send 2 professional references in your application)
- Mandatory Compliance Documents - Submission of required compliance documents (incl. Measles
- Protection, Police Clearance/Extended Criminal Records Check, Child Protection Training, etc.)
- Feedback and / or Offer
You will hear from us within 3 working days after each process step.
