Director of Inclusive Learning and Academic Access

American School of Doha American School of Doha
- Doha, Outside US and Canada Open in Google Maps

Starting Date: Jul 31, 2027

Position:
Director of Inclusive Learning and Academic Access

Department:
Office of Teaching & Learning

Reports to:

Director of Teaching & Learning

Interfaces With:
Students, Faculty, Staff, Parents, and School Leadership

Job Classification:
Overseas or Local Hire

Status:
Non-Exempt

The Director of Inclusive Learning and Academic Access provides PK–12 leadership to establish inclusive, universally designed instructional systems that honor learner variability, strengths, multilingualism, and diverse cognitive profiles. Grounded in ASD’s strategic commitment to Inclusive by Design
- Inclusive Learning & Assessment Systems, this leader ensures that Tier 1 classroom instruction, targeted academic interventions, and language acquisition and development systems enable all students to access rigorous learning and achieve independence.

The Director of Inclusive Learning and Academic Access will prioritize, promote, and safeguard the welfare of all ASD students by fostering inclusive and equitable learning environments that honor learner diversity, ensure access to rigorous learning opportunities, and demonstrate a strong commitment to diversity, equity, inclusion, and social justice.

1. Inclusive Instruction And Accessibility

• Lead a whole-school inclusion strategy that strengthens classroom instruction, targeted intervention, and intensive learning support.
• Embed UDL in curriculum planning, teaching, assessment, resources, technology, and learning environments.
• Support differentiation, academic language development, accommodations, assistive technology, and extension while maintaining clear learning goals and appropriate challenge.
• Build shared responsibility for learners through collaborative planning, co‑teaching, coaching, and professional learning.

2. MTSS and Specialist Provision

• Lead consistent screening, collaborative problem‑solving, intervention, progress‑monitoring, and review processes across divisions.
• Establish evidence‑informed support plans with clear goals, responsibilities, implementation expectations, and criteria for adjusting provision.
• Guide the interpretation of specialist assessment findings with appropriately qualified professionals, translating recommendations into classroom practice and individualized learning plans.
• Coordinate intensive support with the Director of Wellbeing (SEL), Agency, and Safeguarding for students whose learning and pastoral needs intersect.

3. EAL and Multilingualism

• Oversee coherent EAL assessment, entry, provision, monitoring, transition, and exit processes.
• Promote academic language development within subject learning, purposeful scaffolding, translanguaging, and recognition of students’ home languages.
• Clarify the distinct and complementary roles of EAL and Learning Support, including the coordinated provision for students who require both.
• Support developmentally appropriate language access in Early Years and Kindergarten.

4. Admissions, Capacity, and Continuity

• Advise Admissions and divisional leaders on applicants’ learning and language needs, as well as the school’s capacity to provide appropriate support.
• Monitor grade‑level capacity, caseloads, staffing, classroom composition, scheduling, and resources; recommend adjustments based on student need.
• Ensure effective transitions across grades and divisions, with continuity of essential information, accommodations, and support.

5. People, Resources, and Improvement

• Supervise, develop, and evaluate assigned staff in partnership with divisional administrators; contribute to recruitment…