Inclusion Teacher

Inclusion Teacher Role Profile

Purpose of Role

The purpose of the role of Inclusion Teacher is to share the responsibility for planning, teaching and assessments of the subjects assigned that guides and encourages students to develop and fulfil their academic potential. They must take responsibility for promoting high standards of literacy and articulacy as well as set high expectations and standards which inspire, motivate and challenge pupils. The Inclusion Teacher will be a suitably qualified educator with a proven capacity to lead and effectively deliver teaching and learning to a very high standard. They will be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible and as independently as possible. The incumbent will work closely with colleagues and support the work of the school. They will require initiative, be empathetic and proactive, with a personable and positive character. The post holder will be required to have a positive impact on the work of the school e.g. through subject leadership and extra-curricular activities. Experience working with students for whom English is an additional language would be an advantage.

About the School:

Aspen Heights British School (AHBS) is an ambitious and high achieving British International School on the outskirts of Abu Dhabi. Families choose our school because we focus on 3 core aims:

1. Positive relationships and respectful communication are the building blocks of our school.
2. Purposeful, engaging and meaningful learning is at the heart of our work.
3. We support all children to make remarkable progress by personalising their learning opportunities.

Staff choose our school because we are committed to staff development, growth and retention. As a growing school we have many opportunities for staff professional development. Aspen colleagues feel a high degree of professional satisfaction as they are empowered to impact on the improvement and development of our school, and as a result staff retention is high.

We are delighted you are considering a position in our supportive, hardworking team.

Inclusion Teacher Key Responsibilities

The Inclusion Teacher will assist in the promotion, direction and oversight of high standards of teaching and learning, provide leadership, support and direction of inclusion, ensuring student achievement and progression through effective inclusion for all pupils. They will plan the teaching to achieve progression of learning through identifying clear teaching objectives and specifying how they will be taught through:

1. Providing support and guidance to students and removing barriers to learning to promote effective student participation, enhance individual learning, raise aspirations, and support students to achieve their full potential.
2. Maintaining a safe environment for students by observing them closely for signs of distress, conflict, or bullying between classmates.
3. Providing one-on-one and small group instruction and support to students who need extra help with their lessons or homework.
4. Providing emotional support and encouragement to students who are struggling academically or socially.
5. Cultivating a supportive environment for all students, regardless of ability level or disability status.
6. Communicating regularly with parents about their child's progress and behaviour in class.
7. Assisting with developing individualised plans for each student based on their needs or disabilities.
8. Creating an environment that motivates students to learn through positive reinforcement methods such as praise or rewards.
9. Developing activities that encourage teamwork and cooperation among students.
10. Creating an inclusive environment by adapting lessons to incorporate different learning styles and abilities.
11. Setting tasks which challenge pupils and ensure high levels of interest.
12. Setting clear targets, building on prior progress and attainment.
13. Assist the development and implementation of adapted learning opportunities and strategies to support the needs of all students (including the gifted, talented and more able, SEN and EAL).
14. Providing clear structures for lessons, maintaining pace, motivation and challenge.
15. Making effective use of assessment.
16. Using a variety of teaching methods to match approach to content, structure information and present information.
17. Use effective questioning, listen carefully to pupils, give attention to errors and misconceptions.
18. Select appropriate learning resources and develop study skills through library, I.C.T. and other sources.
19. Ensuring pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught.
20. Ensuring the effective and efficient deployment of support.
21. Encouraging pupils to think and talk about their learning, develop self-control and independence, concentrate and persevere, and listen attentively.
22. Involved in developing, implementing and monitoring subject policy and to assist in the production of such documentation when required.
23. Consistently and diligently apply and uphold the rules of the school in order to maintain discipline, dress code and to ensure the happiness, safety and well-being of all pupils and community.
24. Maintains, with the rest of the staff, high standards of conduct both in and out of the classroom, acting in a way that is honest, justifiable and in the best interests of the pupils.
25. Sharing planning and resources, ensuring effective communication and directing the work of others, as appropriate.
26. Carrying out the role of a subject leader, planning and leading extra-curricular activities, participating and leading staff training and contributing to the development and further improvement of the school community.
27. Comply with our agreed policies, including the professional code of conduct, teacher standards, and ICT acceptable use policy.
28. Maintains smart and professional standards of appearance with particular attention to, and awareness of, cultural sensitivities.
29. Supports the School Improvement Plan in relation to the curriculum and the continuing improvement of student achievement.

Skills, Qualifications and Experience

Minimum Educational Qualifications Required for the Role:

1. Bachelor's Degree in teaching from an accredited institution.
2. PG Diploma.
3. QTS.

Minimum Years of Experience Required:

2 years' full time teaching experience teaching from an accredited institution.

Knowledge:

1. In-depth knowledge and understanding of School curriculum (English National Curriculum – Primary) and associated assessment methods.
2. Up to date curriculum developments.
3. Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies).
4. Proven leadership and management skills.
5. Experienced curriculum and team leader.
6. Strong planning and time management ability.
7. Interpersonal skills including tact, courtesy and patience.

Personal Attributes:

1. Passionate about delivering quality education.
2. Able to command respect of pupils, colleagues and parents.
3. Organised with proven ability to meet deadlines.
4. Driven by wanting to improve quality and develop the school.
5. Reliable with an attention to detail and a commitment to quality.
6. Critical thinker.
7. Safeguarding and welfare of children.

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, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years' employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging:

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

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