Personalised Learning Teacher

At GEMS International School, Dubai Hills (GIS), we empower students to become confident, curious, and compassionate global citizens. As a fully authorised IB World School, we offer the complete IB continuum – fostering a culture of innovation, academic excellence, and international‑mindedness.

Our educators are part of a dynamic, forward‑thinking team that values creativity, collaboration, and continuous growth. Together, we inspire students to lead with purpose and make a positive impact on the world.

We are now welcoming applications from experienced Personalised Learning Teachers (Inclusion/SEND) with opportunities available for August 2026.

• Own the SD caseload for your phase; all Level 2 and Level 3 students.
• Maintain accurate, up‑to‑date student profiles, IEPs, case overviews, and all KHDA‑required documentation.
• Ensure IEPs follow the SMART target approach and are reviewed termly through the structured review process (preparation, parent/student questionnaires, meeting, sharing, review).
• Manage the inclusion register for your phase: student , hyperlinks to support plans, levels of support, KHDA category of need, needs breakdown, parent details, Arabic A/B, Islamic status, formal diagnosis status – all fields complete and audit‑ready.
• Track and analyse student progress data each term using the agreed progress markers (not yet started, not achieved, partially achieved, achieved, exceeded) and submit to the data tracking system.
• Manage the referral and assessment process for new students of concern in your phase, using the graduated response to determine appropriate provision.
• Support transition of new SDs into school.

• Observe SD students in classrooms to monitor how accommodations, IEP strategies, and in‑class support are being implemented by class teachers and LSAs.
• Provide targeted, solution‑focused guidance to class teachers on differentiation, personalised strategies, and accommodations for specific SDs.
• Conduct student observations to gather evidence for IEP reviews, provision mapping, and data analysis.
• Be present and visible in your phase; teachers and students should know you and see you regularly.

• Deliver or oversee targeted interventions for Level 2 and Level 3 students; push‑in, small group, or pull‑out as appropriate to the student’s plan.
• Plan, timetable, and quality‑assure LSA‑delivered SD interventions within your phase.
• Coordinate with the Alternative Pathways PLT where students in your phase are accessing Tareeqi or a modified curriculum.
• Support escalation and de‑escalation decisions in collaboration with the PLC, ensuring the graduated response is applied consistently.

• Write, review, and monitor IEPs and ISAs within required timelines, including the 6‑week IEP deadline for new admissions.
• Complete all KHDA‑required documentation: profiles, case overviews, risk assessments, ABC charts, behaviour plans, and safety plans where applicable.
• Maintain KHDA portal entries for students in your phase; accurate and audit‑ready at all times.
• Prepare and lead IEP review meetings with parents using the meeting checklist and pre‑meeting questionnaires (parent, student, and teacher feedback).
• Write or check weekly inclusion reports for Level 3 students (LSA drafts, PLT checks and sends).
• Provide report comments for Level 2 and Level 3 students during school reporting cycles.
• Attend weekly team meetings, half‑termly case reviews with the PLC, and grade/phase‑level planning meetings.
• Ensure all documentation is filed in the correct student folder with hyperlinks maintained on the inclusion register.

• Maintain proactive communication with parents as per the schedule:
  Level 3 – weekly reports, termly IEP review, half‑termly email/meeting;
  Level 2 – termly IEP review, half‑termly email.
• Build positive relationships through honest, solution‑focused dialogue. In‑person meetings/phone calls before email threads. Follow up all meetings with written minutes or summary email.
• Liaise with external specialists and…