•  Partner with subject teachers (e.g., English, Math, Science, Humanities) 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, and executive functioning 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.

• Coordinate tiered support for students with diverse learning profiles, monitoring progress through data collection and adjusting interventions as necessary.
• Provide specialized support for literacy development 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.

• 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 subject specific teachers to design differentiated learning experiences and assessments consistent with IB MYP approaches and an inclusive philosophy.
• Contribute to professional learning by sharing practical strategies for scaffolding, executive function, language-rich support, and inclusive assessment.
• Attend regular departmental or grade-level planning meetings to ensure accommodations and modifications are embedded into the curriculum design from the outset. 
• Act as a consultant to secondary faculty, providing strategies and resources to support students with behavioral or academic challenges.
• Serve as a subject matter expert on adolescent development, understanding the unique social, emotional, and cognitive changes occurring in students aged 11–16.

• 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.

• 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. 

• Actively contribute to BBIS’s inclusive learning environment so students feel safe to take risks, learn from mistakes, and belong.
• Collaborate with pastoral teams to support the social-emotional needs of students, recognizing the link between emotional well-being and academic success.

• 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.

• Required: Bachelor’s of Education with a current teaching certification/license; Additional certifications in ESL/EAL or specific 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.
• Essential: Minimum of 3 years of experience working as a Learning Support teacher in an International School setting.
• Essential: Proven experience working with the Secondary age range (Grades 6–10 / approx. ages 11–16).
• Essential: Demonstrated experience with the MTSS framework, specifically designing interventions for Tier 2 and Tier 3 as well as advising teachers, supporting the development of high-quality Tier 1 assessments and teaching practices; flexible, adaptable, team player who is willing to contribute and move the programme further

• 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.

• Structured onboarding and peer mentoring for new hires

• Funded IB workshops, annual professional development budget

• Clear path to lead teacher, Head of Department, or IB Coordinator roles

• A diverse faculty of international colleagues from various countries

• Regular team-building events, staff socials, and open feedback culture

• Inclusive ethos: explicit commitment to diversity, equity, anti-racism, and safeguarding

You will empower students and colleagues, aligned with BBIS values of inclusion, innovation, and global citizenship.