Primary Learning Support Teacher

Posted 1 week ago

Our Guiding Statements

Mission
Our mission is to enable all students to achieve the Regent's Graduate Profile and for all in our community to live happy, meaningful and selfless lives.

Vision
To bring out the best in everyone.

The Regent’s Graduate Profile
The Regent’s graduate is an empowered, life-long learner, driven to achieve their potential. They have the resilience and confidence to overcome challenges. They are emotionally intelligent and fully participate in relationships, employment, neighbourhood and global communities. Above all, they are happy and kind, benefitting from a lifelong association with the Regent’s family.

This comes about as a result of:
Students who:
● Are actively engaged in school and make the most of every opportunity.
● Welcome the chance to take well-calculated risks and learn from failure.
● Are principled, respectful, honest and show integrity.
● Strive to embody the Round Square IDEALS, Discoveries and the IB Learner Profile.

Teachers and support staff who:
● Recognise all students as individuals and care for them.
● Are a role model in every aspect of their work.
● Support students' passions, talents and personalities, as well as their academic development.
● Have high expectations of themselves and their students.
● Participate fully in the school and find happiness in their work.

Parents who:
● Are committed to the Regent’s journey.
● Encourage their children to flourish creatively, emotionally and academically.
● Are actively engaged in school life and culture.
● Communicate effectively as valued members of the school community.

School Context
Regent’s International School, Bangkok is a well-established international school for day and boarding students. The school delivers a locally adapted English curriculum to students, including the IGCSE qualifications at the end of Year 11. At sixth form, the school offers the IB Diploma Programme and is being authorised to offer the IB Career-Related Pathway.
Students at Regent’s come from Thailand and across the region. The school is a privately owned school and all families (except those on scholarships) pay fees for the school’s services.
The school is a member of Round Square, the Federation of British International Schools In Asia (FOBISIA), the International Schools Association of Thailand (ISAT) and the Thailand International Schools Athletic Committee (TISAC).

Regent’s is accredited by the Council of International Schools (CIS) and ONESQA.

Commitment to Safeguarding and Child Protection

Safeguarding the welfare of children at Regent’s is a priority and we expect all staff to share that commitment. All Regent’s teachers and staff undergo child safeguarding screening including checks with past employers, law enforcement authorities, and other governmental agencies as required.

Our Shared Responsibility
● Commit to, pursue and positively promote the school’s guiding statements and enable students to achieve the Regent’s Graduate Profile.
● Model and encourage a collaborative and friendly culture at Regent’s.
● Promote the Round Square IDEALS and Discoveries as well as the IB Learner Profile to create a sense of belonging for all.
● Develop an environment in which students and staff are challenged, supported and provided with a sense of purpose so as to develop and maintain an enthusiasm for learning.
● Critically reflect on and constantly improve your own knowledge and skills through professional dialogue, collaboration and professional development.
● Build relationships with all stakeholders that promote the success of the school.
● Communicate effectively with students, parents, school leaders and other staff, including the ability to discuss topics which may be sensitive and/or challenging.
● Have the ability to organise tasks and manage your time in order to meet deadlines with accuracy and professionalism.

Reports to
Head of Primary Learning Support

Main Working Relationships
primary and early years students, primary and early years teachers, parents and external agencies

Position Specific Responsibilities

Student Support
● Provide individualized and small-group support to primary students with diverse learning needs, including those with dyslexia, ASD, ADHD, speech and language delays and other special educational needs (SEN).
● Implement and monitor Individual Education Plans (IEPs) and personalized learning plans, in collaboration with the Head of Primary Learning Support, to ensure student goals are met.
● Adapt and differentiate classroom materials and teaching strategies to support students in mainstream classes and foster independence, confidence, and emotional resilience.
● Work closely with students to help them develop self-regulation, resilience, and emotional intelligence in addition to academic success.
● Support students in building social and emotional skills, using strategies aligned with the Regent’s Graduate Profile.

Collaboration and Communication
● Collaborate with classroom teachers and the Head of Primary Learning Support to develop and implement effective learning strategies, ensuring they are aligned with the broader vision of creating an inclusive environment.
● Maintain open and regular communication with teachers and other staff members regarding the progress and needs of students receiving support.
● Actively participate in regular team meetings to share insights, discuss student progress, and refine support strategies.
● Keep parents informed of their child's progress and involve them in the learning support process, providing them with strategies to support their child at home.

Learning Support and Professional Development
● Contribute to the continuous improvement of the Learning Support programme by offering feedback on interventions and suggesting innovative practices to meet the evolving needs of students.
● Participate in professional development opportunities to stay informed about best practices in learning support and special educational needs.
● Assist in the development of resources and strategies for learning support initiatives that contribute to student well-being and academic growth.
● Mentor and provide guidance to Learning Support Assistants to enhance their role in supporting students effectively.

Documentation and Reporting
● Maintain detailed and accurate records of student progress, interventions and communications with parents.
● Contribute to the preparation of reports on learning support outcomes and student development, ensuring that the Head of Primary Learning Support is kept informed of student progress.
● Ensure that all documentation complies with legal frameworks and educational policies, particularly regarding SEN and inclusive practices.

Personal Attributes, Skills and Characteristics
● Knowledge & Communication: knowledge and experience working with specific learning needs such as dyslexia, autism spectrum disorder (ASD), ADHD, and speech and language delays; a team player with the ability to work effectively with teachers, leadership and other stakeholders.
● Organisational Ability: strong time-management skills, capable of managing multiple tasks and meeting deadlines; ability to adjust strategies and approaches to meet the varying needs of students.
● Empathy & Patience: passionate about supporting students in reaching their full potential, academically and personally.
● Cultural Awareness & Professionalism: sensitivity to the diverse backgrounds of students, promoting inclusivity, and upholding ethical and professional standards in all classroom interactions.

Qualifications and Requirements
● A relevant teaching qualification (e.g., PGCE, QTS, or equivalent) and/or qualifications in Special Educational Needs and Disabilities (SEND).
● Experience working in primary or early years education, particularly in an international context, with a focus on supporting students with additional learning needs.
● Knowledge and experience of working with students with a variety of learning needs, including dyslexia, ASD, ADHD, and speech and language delays.
● Strong understanding of differentiated teaching strategies and best practices for inclusive education.
● Experience in writing and implementing Individual Education Plans (IEPs) and working with external agencies to support students' learning.
● Police Check: a clean criminal background check is required.
● Commitment to Professional Development: dedication to continuous learning and professional development, with a focus on keeping up with the latest educational best practices, especially in international primary education contexts.