Star Twar Hiring for Learning Support Assistant at Dubai Full Time

Description

Inclusion Teacher Role Profile

Purpose of Role

Star International School, Al Twar is looking to recruit a strong, resilient and innovative Inclusion Teacher to join our growing school in August 2023.

Star International School Al Twar and Al Qusais is a part of the International Schools Partnership (ISP). The International Schools Partnership (ISP) is a growing group of committed colleagues in financially responsible schools around the world, all of which aim to be the school of choice in their local area. Learning is at the heart of everything we do for our pupils, colleagues and parents. We are committed to getting better, all the time. Star International School is a bespoke English Curriculum school catering to students from FS1 to Year 13 and is located in the heart of Dubai. Star currently has 625 students.

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

Inclusion Teacher Key Responsibilities

Purpose of the Role:

To support young people at Star International School Al Qusais with their learning and development including:

o Promoting academic and social targets

o Encouraging students to become more independent in their learning

o Providing support for young people’s emotional, social and physical welfare

o Encouraging the inclusion of young people in all aspects of school life

General Responsibilities:

 To support student during lesson time and during 1:1 interventions in line with the needs of the student

 To deliver interventions and small group sessions in support of the wider curriculum

 To assess progress against agreed SMART Targets including updating evidence via the Kinteract platform

 To provide high quality support to students within your interventions

 To monitor and report progress over time using the school’s Kinteract and IEP processes

 To contribute to the planning, delivery and running of our Inclusion extra-curricular enrichment offer

 A flexible approach to supporting school duties will be required

 To provide support to the wider school as required, including covering lessons if required

Professional responsibilities

To support learning and behaviour within the classroom alongside a class teacher, taking an active role in supporting the ongoing development of the young people;

 To carry out interventions or targeted pieces of work, to support the learning of young people

 To contribute to discussions about the progress of young people with teachers, parents and other professionals

 To take an active role and responsibility when supervising and supporting young people.

 To carry out and complete administrative duties alongside office staff as are relevant to the role

 To support the smooth running of the school by carrying out duties, as required

 To work creatively and therapeutically with young people with a wide range of complex SEN, some of whom may present with challenging and/or delayed development

 To work co-operatively with other professionals to meet the needs of the students

 To have a willingness to operate flexibly within the role, which may mean reallocation to a different class or group of young people without notice in order to provide the best outcomes and support

 To promote and safeguard the welfare of students that you are responsible for or come into contact with

 To carry out positive handling techniques

 To support the uploading of student progress evidence for assessment

 To develop relationships with young people

 To support young people and other staff in promoting the achievement of goals and outcomes identified in students IEP’s and Learning Profiles

 To promote the ethos of the Inclusion department including Zones of Regulation, Emotion Coaching, Token economy and The Restorative Approach

 To attend and contribute to meetings as required

 To actively gain an understanding of students individual special needs and communicate to staff

 To liaise closely with all staff in order to share information about the students you are supporting

 To ensure any urgent safeguarding concerns are raised immediately with the DSL or deputies to ensure prompt and appropriate action is taken

 To communicate with your line manager regularly

 To participate in appropriate and relevant training as identified by the line manager or the Senior Leadership Team

 To carry out any reasonable requests made by the line manager of Senior Leadership Team

 To carry out all duties in the context of, and in compliance with school policies

 To ensure that you are up to date with all relevant safeguarding changes, and competed the ISP safeguarding training

The above-mentioned duties are neither exclusive nor exhaustive and the post holder may be required to carry out other relevant and/or reasonable duties as directed by the Senior Leadership Team or their Line Manager, commensurate with the skills, abilities and grade of the post.

This job description may be amended at any time following discussion between the Principal and member of staff.

All employees are expected to follow the staff code of conduct.

Skills, Qualifications and Experience

Science teaching or support experience in GCSE and A Level

 Experience of delivering interventions/curriculum within a school setting

 Experience of working with young people with SEN

 Experience of working effectively with the parents /carers of young people

 Commitment to ensuring that all children are well safeguarded, supported and guided in both their personal development and academic

 Experience of working within schools

Good understanding of teaching and learning principles

 Good understanding of the emotional and psychological needs of young people

 Ability to work creatively and therapeutically with children with a wide range of complex SEN, some of whom may show challenging behaviours

 An ability to use ICT effectively

 Ability to communicate effectively both orally and in writing with adults and young people

 The ability to work flexibly as part of a team and to work cooperatively and collaboratively

 Evidence of a good record of attendance and punctuality, and an ability to cope under pressure

 Work constructively as part of a team understanding classroom roles and responsibilities and your own position within the team

Energy, ambition and enthusiasm with a willingness to develop new skills

 Ability to establish inclusive, respectful, supportive and constructive relationships with young people

 Commitment to the protection and safeguarding of children and young people

 Ability to relate to young people and adults

 Willingness to undertake any training required for the development of this role

ISP Leadership Competencies

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.

1. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
2. Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.
3. Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.
4. Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
5. Can deal with setbacks and challenges calmly and effectively.
6. Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
7. Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.
8. Leading & Inspiring Others. Supports, encourages and inspires students, colleagues and teams so that they give their best.
9. Understanding People. Is a very good judge of talent, can objectively articulate the strengths and motivations of people inside or outside the organisation.
10. Influencing & Communication. Consistently informs, influences and inspires students, parents and colleagues through timely and effective communication.
11. Responds and adapts to changing circumstances; manages and solves problems by providing solutions in a climate of ambiguity.
12. Strategic, Commercial & Financial Awareness. Has the ability to apply understanding of the business and industry to improve effectiveness and profitability.
13. Planning & Decision Making. Makes decisions on the best course of action and then plans, organises, prioritises and balances resources to achieve the desired outcome.
14. Diversity & Equity. Has the sensitivity, awareness and skill to understand the values, behaviours, attitudes and practices across cultures that supports all children and adults to learn and work effectively.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

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