Learning Support Teacher Middle and High School75%

vor 1 Tag

Genf, Schweiz Nord Anglia Education Vollzeit
Learning Support Teacher Middle and High School 75%

Location: Geneva, CH

Job ID: 4365

WHO WE ARE

Collège du Léman is one of Switzerland’s most prestigious international schools, located on the edge of Lake Geneva in view of the Swiss Alps. We welcome children from 2 to 18 years old to become part of a truly international community with more than 120 different nationalities. Our vision is to shape generations that harness differences and empower our students to change the world for the better.

We nurture individual strengths through our outstanding educators and the sheer breadth of opportunities that we offer as part of our curriculum and activities.

Collège du Léman is part of the Nord Anglia Education family of more than 80 premium schools, educating students in over 30 countries.

MAIN PURPOSE OF THE ROLE

Reporting to the SEN Coordinator, the SEN teacher will have a good understanding of a range of specific learning differences and needs, including ADHD and dyslexia, and will support students in achieving their potential. The SEN teacher is required to have a diverse range of interests and experience which will equip him/her to nurture and facilitate varying needs of an international environment of students and faculty. Working within the Special Educational Needs Team, the focus is to collaborate closely with students, their teachers, and other professionals to give support which is fully aligned with student needs and to give teachers informed advice on how to manage student learning, both in and out of the classroom.

KEY RESPONSIBILITIES

  1. The SEN Teacher is responsible for planning, organising, and facilitating skills-based learning groups in literacy, numeracy, and study skills.
  2. To address the needs of students to develop and improve their skills to fully access the curriculum, through multisensory teaching techniques and building self-confidence.
  3. The SEN teacher will teach in both the francophone and anglophone sections.

This involves:

  1. Full communication with parents and colleagues to keep them informed of individual progress.
  2. Accurate completion of relevant documents to ensure appropriate target setting and review within designated timelines.
  3. Ensuring prompt transfer of information concerning student needs to relevant stakeholders.
  4. Maintaining accurate records and tracking of student progress.

Delivering instruction to cooperative learning groups

  1. Develop structured, cumulative, and multisensory lessons based on liaison with teachers and parents, informal assessments, and Educational Psychological Assessments.
  2. Deliver lessons using appropriate resources, equipment, technology, and instructional strategies.
  3. Provide differentiated instruction based on the student’s individual level of achievement and preferred learning style.
  4. Review policies, procedures, target setting documents, and expectations for the program.

Delivering instruction to personal learning classes

  1. Adapt the process, content, and product of a given syllabus to meet student and class needs.
  2. Develop and implement a classroom management system that reflects success and achievement.
  3. To develop and review clear and concise classroom rules, routines, procedures, and expectations.

To assist teachers with classroom strategies

  1. By using classroom observations and evaluations.
  2. Consult with classroom teachers regarding specific students when requested.
  3. Provide classroom management suggestions and plans regarding identified students.

Boarding House involvement

  1. Attend meetings with boarding house representatives (elected student representative) in order to address any issues and update Boarding Tutors regularly with student progress.
  2. Advise Boarding House management and tutors about how to effectively approach academic issues with boarders.

Additional responsibilities

  1. Lead workshops with teachers and other staff for professional development.
  2. Establish and maintain a cooperative and professional relationship with peers, parents, and school personnel.
  3. Comply with all School regulations and policies.
  4. Remain current in the field of LDD by: attending in-service programs, mandated staff meetings, trainings, and self-selected workshops and conferences; reading current research and journal articles.
  5. Present a positive role model by employing appropriate and respectful interactions with students and staff.

Reporting responsibility

  1. Summarize assessment results and incorporate this information and input from teaching staff into an Individual Education Plan for each identified student, distributed to teachers annually and reviewed as required.
  2. Maintain records for each identified student in given caseload.
  3. Establish a schedule for review of records.
  4. Follow the appropriate organisational structure to resolve issues and concerns.

Skills and competencies

  1. Qualification:
    1. BA (QTS)/BSc (QTS) or BA/BSc and PGCE.
    2. Special Educational related qualification.
    3. MA in Special Education or a related field is preferred.
  2. Experience:
    1. An ability to evaluate a student’s needs and plan appropriate intervention to meet those needs, in a small group and in a larger class.
    2. To have worked with students who have a learning difference and thus to understand the learning, developmental and social difficulties which can affect such a student. In addition to be able to celebrate their creativity and achievements.
    3. Experience of and an understanding of learning differences in different cultures and communities.
  3. Teaching experience in English and French.
  4. Teaching experience in an International school.
  5. A previous experience in Boarding would be appreciated.
  6. Working experience with students on the spectrum would be an asset.
  7. An awareness of confidential processes and an ability to respect confidentiality.

Prior knowledge

  1. Knowledge of both English and French Academic systems.
  2. Sense of organisation.
  3. Ability to take initiative and accept responsibility.
  4. Ability to work individually and as part of a team.
  5. Dynamic, committed yet flexible.
  6. Knowledge of behavioral and academic protocols, consequences, and procedures.
  7. Good communication skills in French and English, oral and written.
  8. Ability to work with administrative and regular Office software (Word, Excel, Outlook...).
  9. Desire, willingness, and ability to promote the Nord Anglia strategy and philosophy.

ESSENTIAL INFORMATION

It is important that the post holder is always aware of Child Protection guidelines and observes a professional distance from students whilst still developing effective working and caring relationships. You understand and embrace the importance of diversity and inclusion and stand against discrimination in any form. Background investigations and reference checks for the past ten years will be conducted during the selection process.

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