Secondary School Teacher of Learning Support

Atlanta International School•Atlanta, GA

15d

About The Position

The core purpose of this role is to empower students with mild learning needs to become courageous, reflective, and independent learners by ensuring equitable access to high-quality instruction. The LS Teacher achieves this by designing and delivering targeted, student-centered specialist instruction that aligns with the school's Definition of High Quality Learning and Teaching. They work within a tiered student support system to identify student needs and provide graduated, structured support to their assigned grade level and student caseload. By collaborating with subject/classroom teachers, administrators, and other Support Services Team members, the LS Teacher guides the design and implementation of individualized learning plans (ILPs), provides differentiated instruction, testing accommodations, and leads small group interventions. Additionally, they participate in Student Support Teams, contribute to faculty professional development, and advocate for best practices in inclusive education across the school community.

Requirements

A relevant Bachelor’s degree or equivalent in Special Education or Specific Learning Difficulties
Evidence of continuous professional development in Learning Support
Extensive experience and proven record as an effective Learning Support teacher for a range of needs.
Experience in writing and interpreting special educational needs documentation.
Enthusiastic about teaching within a multicultural and multilingual environment.
Flexibility of approach and a collaborative style are essential.
Excellent interpersonal, organizational, communication, and collaborative skills.
Experience working with assistive technology and digital tools
A commitment to equity and inclusion, inquiry and experiential-based pedagogy is essential alongside a willingness to adapt and develop pedagogy to meet the needs of our learners.

Nice To Haves

Master's Degree or equivalent in the field of Special Education Needs
Certified teacher or special educational needs teacher status preferred
Qualified or experience with specialist intervention programs, such as Wilson, OG, both in literacy and numeracy
Experience supporting students in Maths and Science in Grades 6-12
Familiarity with IB teaching or concept-based instruction (preferred); IB training will be provided as needed.
Ability to complete diagnostic tests for Specific Learning Difficulties
Familiarity with College Board/ACT/IB Access Arrangements
Experience with data analysis and visualisation for school standardised testing, such as MAP

Responsibilities

Uphold all teaching practices aligned with AIS’s Definition of High Quality Learning and Teaching.
Tailor lessons to meet the diverse learning needs and backgrounds of students, incorporating student voice and interests.
Manage an assigned student caseload, providing 1-on-1 specialized consultation and support.
Plan and deliver student-centered, small group specialist lessons and workshops to develop academic, affective, and executive functioning skills.
Support students in developing IB Learner Profile attributes such as being reflective, principled, and open-minded.
Encourage students to set learning goals, pursue personal inquiries, and reflect on their growth.
Provide in-class support and observations of students who receive learning support
Conduct and analyze initial LS Screening or diagnostic assessments (e.g., WJ, WIAT) to inform intervention planning and personalized student recommendations.
Analyze relevant data to evidence progress and track the impact of interventions.
Provide, supervise and monitor testing accommodations to ensure optimum support and equitable access that is reflective of the IB's Access and Inclusion Policy
Safeguard confidential records
Monitor expiration dates of evaluations and advise families on options and time frame for updating
Create student Individual Learning Plans using psycho-educational evaluations and professional expertise.
Analyse relevant data to evidence progress and track the impact of interventions.
Create a classroom culture that values equity, inclusivity, and a sense of belonging.
Establish clear, consistent expectations with student input, fostering a safe space for all voices to be heard and respected.
Encourage collaboration, empathy, and a community-centered approach to learning
Provide mentorship and feedback to help students achieve their goals while developing independence and academic integrity.
Partner with SST (Student Support Team) members to develop student well-being; analyse and monitor well-being and learning data crossover
Guide students in the development of their IB Personal Projects and/or Extended Essays, supporting them in conducting research, refining their inquiry skills, and presenting their findings.
Supervise and participate in the annual, week-long overnight trip, promoting student resilience, teamwork, and independence.
Consult with subject teachers to promote Universal Design for Learning (UDL) and improve academic access for all students.
Lead collaboration with the Student Support Team (SST) on the implementation and monitoring of student interventions and progress.
Participate in ongoing professional development, including whole school PD sessions and IB training, to stay current with best practices for SpLD/SEN.
Provide faculty professional development through whole school or work shop facilitation.
Contribute to the school community’s positive culture by modeling ethical academic practices and supporting IB policies.
Communicate with external professional agencies and community stakeholders, such as the Parent Organization to support student growth
Provide consultative advice for the Admission panels and support Screening Day