Inclusion Teacher

Role Overview

Inclusion Teacher at International Schools Partnership. The role is based at a school location (specific site not detailed in source).

Role Purpose

The Inclusion Teacher promotes high standards of teaching and learning through leadership, support and direction of inclusion, ensuring student achievement and progression through effective inclusion for all pupils.

Key Responsibilities

Teaching and Learning

• Provide support and guidance to students and remove barriers to learning to promote effective student participation, enhance individual learning, raise aspirations, and support students to achieve their full potential.
• Plan teaching to achieve progression of learning through identifying clear teaching objectives and specifying how they will be taught.
• Provide one-on-one and small group instruction and support to students who need extra help with their lessons or homework.
• Provide emotional support and encouragement to students who are struggling academically or socially.
• Set tasks which challenge pupils and ensure high levels of interest.
• Set clear targets, building on prior progress and attainment.
• Develop and implement adapted learning opportunities and strategies to support the needs of all students, including the gifted, talented and more able, SEN and EAL.
• Provide clear structures for lessons, maintaining pace, motivation and challenge.
• Use a variety of teaching methods to match approach to content, structure information and present information.
• Use effective questioning, listen carefully to pupils, give attention to errors and misconceptions.
• Select appropriate learning resources and develop study skills through library, ICT and other sources.
• Ensure pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught.
• Encourage pupils to think and talk about their learning, develop self-control and independence, concentrate and persevere, and listen attentively.
• Creating an inclusive environment by adapting lessons to incorporate different learning styles and abilities.

Student Support and Wellbeing

• Maintain a safe environment for students by observing them closely for signs of distress, conflict, or bullying between classmates.
• Cultivate a supportive environment for all students, regardless of ability level or disability status.
• Create an environment that motivates students to learn through positive reinforcement methods such as praise or rewards.
• Develop activities that encourage teamwork and cooperation among students.
• Assist in developing individualised plans for each student based on their needs or disabilities.
• Ensure the effective and efficient deployment of support.

Parent Communication

• Communicate regularly with parents about their child's progress and behaviour in class.
• Communicate with parents on a regular, informal basis and deal with day to day queries.
• Attend Parents' Evenings as required and provide accurate, honest information regarding the progress of individuals at these meetings.
• Report to parents in the form of written reports twice yearly or when required by the SLT.
• Prepare and present informative reports to parents.

Monitoring, Assessment and Reporting

• Monitor and evaluate the effectiveness of personal teaching to maintain high standards and ensure student progression.
• Evaluate own teaching critically to improve effectiveness.
• Participate in classroom observation of colleagues (peer observations) when required and participate in observations by peers.
• Submit books, records or planning as required for monitoring by colleagues or SLT.
• Mark and monitor pupils' work and regularly set targets for progress.
• Assess and record pupils' progress systematically and keep records to check work is understood and completed, monitoring strengths and weaknesses.
• Plan and recognise the level at which the pupil is achieving.
• Undertake assessment of students as requested through departmental and school procedures.
• Make effective use of assessment.
• Regularly assess the pupils' work by means of formal and informal termly, half termly assessment and end of units as directed by SLT.
• Communicate with the school SENCO and Head of Year Group/Department regarding any pupil whose progress or behaviour gives cause for concern.
• Keep records and ensure that they are available for sharing with colleagues and/or inspection by members of the SLT, ISP and ADEK Inspection team.

Collaboration and Leadership

• Share planning and resources, ensuring effective communication and directing the work of others, as appropriate.
• Carry 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.
• Develop plans within a team that identify clear targets and success criteria for the development and maintenance of the school's curriculum.
• Contribute to the whole school's planning activities.
• Involve in developing, implementing and monitoring subject policy and assist in the production of such documentation when required.
• Assist with the resourcing of the subjects taught, as directed by the Head of Year Group/Department.

School Policies and Conduct

• Consistently and diligently apply and uphold the rules of the school in order to maintain discipline, dress code and ensure the happiness, safety and well-being of all pupils and community.
• Maintain, 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.
• Comply with agreed policies, including the professional code of conduct, teacher standards, and ICT acceptable use policy.
• Maintain smart and professional standards of appearance with particular attention to, and awareness of, cultural sensitivities.
• Support the School Improvement Plan in relation to the curriculum and the continuing improvement of student achievement.

Attendance and Punctuality

• Ensure attendance in school between stipulated hours and attend all meetings/functions deemed to be directed time.
• Set high standards with regard to punctuality and encourage the same from pupils and colleagues.
• Enter student attendance in the system and notify the Parent Relations Executive if there are any absences or late comers.
• Actively engage with the school community through newsletters, informal dialogue, reporting, supporting school functions and contributing to community activities.

Health and Safety

• Emphasise the importance of safety in all areas of the curriculum, communicating to pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for the school's property and equipment.
• Perform all playground duties on time and with due diligence to safeguard students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Assist in implementing all policies and rules governing student life and conduct.
• Ensure that all necessary health and safety rules and procedures are being followed.
• Maintain an awareness of all health and safety measures to be taken when in school.

Staff Development and Additional Duties

• Attend and participate fully in staff development, staff meetings and briefings as set.
• Provide cover for absent colleagues as and when necessary.
• Contribute to the extra-curricular activity program to enrich the school experience for pupils as reasonably directed by the SLT and ECA Coordinator.

Personal and Professional Conduct

• Treat pupils with dignity, build relationships rooted in mutual respect, and at all times observe proper boundaries appropriate to a teacher's professional position.
• Have regard for the need to safeguard pupils' well-being.
• Show tolerance of and respect for the rights of others.
• Not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
• Ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law.
• Maintain proper and professional regard for the ethos, policies and practices of the school.
• Have an understanding of, and always act within, the cultural expectations of UAE and the policies and expectations of the school which set out professional duties and responsibilities.

Qualifications & Experience

Education

• Bachelor's Degree in Teaching from an accredited institution
• PG Diploma
• QTS

Experience

• Minimum 2 years' full time teaching experience from an accredited institution
• Experienced curriculum and team leader
• Proven leadership and management skills

Knowledge

• In-depth knowledge and understanding of School curriculum (English National Curriculum – Primary) and associated assessment methods
• Up to date curriculum developments
• Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children, including classroom organisation and learning strategies
• Strong planning and time management ability

Skills & Competencies

• Ability to develop good personal relationships within a team
• Effective and experienced communicator (written and verbal) to a variety of audiences
• High level of IT competency
• Interpersonal skills including tact, courtesy and patience
• Passionate about delivering quality education
• Able to command respect of pupils, colleagues and parents
• Organised with proven ability to meet deadlines
• Driven by wanting to improve quality and develop the school
• Reliable with an attention to detail and a commitment to quality
• Critical thinker
• Safeguarding and welfare of children

Additional Information

Support Provided

• Weekly team meetings with the phase to share good practice and planning for the coming week
• Weekly training to