Learning Support Teacher

Location: Dhahran Compound

Summary The Learning Support Teacher helps students with additional learning needs to access British School Dhahran s curriculum, participate fully in school life and make progress from their individual starting points. The teacher delivers targeted teaching and works with classroom teachers, families and relevant specialists to identify barriers, adapt provision and review the impact of support. Working within BSD s Multi-Tiered System of Supports (MTSS), the postholder helps students develop the skills, confidence and independence to succeed in their classes and beyond.

The Learning Support teacher will also report to the Head of Learning Support. Position Duties The successful candidate will:
Safeguarding and professional responsibilities Safeguard and promote the welfare of students. Follow ISG's child protection procedures, report concerns promptly through designated channels, maintain professional boundaries and complete required training. Handle sensitive information in line with school procedures and share it with colleagues who need it to support or safeguard a student. Participate in professional learning, act on feedback and use evidence of student learning to evaluate and improve practice.

Contribute to agreed school priorities and undertake other duties appropriate to the role. School ethos and values Support ISG s mission, We inspire innovation and compassionate action, and model its core values of Respect, Acceptance, Integrity, and Responsibility with a commitment to act in relationships with students, families and colleagues. Contribute to the ISG Graduate Profile by helping students recognise their strengths, understand how they learn, express what helps them and take increasing responsibility for their learning.

Assessment, teaching and intervention Work with classroom teachers and relevant colleagues to identify barriers to learning, drawing on classroom observations, students work, assessment evidence and the perspectives of students and families. Establish baseline performance, monitor student progress using appropriate measures, and regularly evaluate intervention effectiveness to inform instructional decisions. Plan and deliver targeted individual and small-group teaching based on identified needs.

Link this teaching to the demands of the classroom curriculum and provide opportunities for students to apply what they learn in class. Use evidence-informed approaches to address identified needs in areas such as literacy, numeracy, organisation and independent learning. Select resources and assistive technology that improve access and participation. Develop and review individual support plans where required. Agree clear, measurable goals, identify who will provide support and use evidence of progress to decide whether it should continue, change or be withdrawn.

Maintain accurate records of assessment, provision and progress. Share relevant information with colleagues so that support is consistent across classes and settings. Inclusive classroom practice and collaboration Work within BSD s MTSS framework to strengthen inclusive classroom teaching and provide targeted or more intensive support where needed. Participate actively in Student Support Team (SST) problem-solving processes, contributing assessment evidence, intervention recommendations, and progress-monitoring data in accordance with ISG referral procedures.

Collaborate with classroom teachers to strengthen Universal Design for Learning (UDL), differentiation, and appropriate scaffolding to improve access to Tier 1 instruction. Help classroom teachers anticipate barriers and plan practical adjustments to instruction, resources, routines and assessment. Agree how to check whether those adjustments improve access, participation and progress. Work with teaching assistants and other colleagues to clarify the purpose of support and how it should be delivered, reducing prompts and scaffolds as students become more independent.

Contribute to student review