Secondary Learning Support Teacher (f/m/d)

BBIS Berlin Brandenburg International School GmbH; Kleinmachnow; Vor Ort; EUR 45.000 - 55.000; Vollzeit

Zusammenfassung

An international school in Germany is seeking a Secondary Learning Support Teacher to join their diverse team. The role requires a Bachelor's degree in Education and a strong understanding of UDL and MTSS frameworks to support students in grades 6-10. Responsibilities include leading inclusive practices, designing targeted interventions, and collaborating with families. The school offers structured onboarding, professional development opportunities, and a commitment to diversity and equity. Start date is August 1, 2026, with a full-time contract available.

Leistungen

Structured onboarding and peer mentoring

Annual professional development budget

Regular team-building events

Qualifikationen

• Minimum of 3 years experience as a Learning Support teacher in an International School setting.
• Proven experience working with Secondary age range (Grades 6–10).
• Experience implementing MTSS model.

Aufgaben

• Lead MTSS framework in Secondary School.
• Coordinate individual learning plans for students.
• Collaborate with families to support students.

Kenntnisse

Understanding of UDL

Problem-solving skills

Cultural responsiveness

Ausbildung

Bachelor's of Education

Master's Degree in Special Education

Jobbeschreibung

BBIS has an opening for a Secondary Learning Support Teacher (f/m/d).
Location: Kleinmachnow (Berlin region), Germany
Contract type: Full-time, initially limited until 31st July 2028 (with potential for a permanent contract)
Start date: 1 August 2026
Full-Time: 30 teaching units per week, 40 working hours per week
Vacation: 60 days per year, taken during school holidays
Teaching: Grades 6–10
On-site work: On-site teaching with designated preparation time
Application deadline: Rolling applications; early submission encouraged

YOUR QUALIFICATION

What you bring to the role:

• Required: Bachelor’s of Education with a current teaching certification/license; Additional certifications in ESL/EAL or specific literacy programs (e.g., Orton-Gillingham, Wilson); Strong understanding and experience with UDL
• Preferred: Master’s Degree in Special Education, Inclusion, or a directly related field.
• Essential: Minimum of 3 years of experience working as a Learning Support teacher in an International School setting.
• Essential: Proven experience working with the Secondary age range (Grades 6–10 / approx. ages 11–16).
• Essential: Demonstrated experience with the MTSS framework, specifically designing interventions for Tier 2 and Tier 3 as well as advising teachers, supporting the development of high-quality Tier 1 assessments and teaching practices; flexible, adaptable, team player who is willing to contribute and move the programme further

Your approach and mindset:

• Every child is capable of growth and success, paired with practical skill in making learning accessible.
• Solution-focused, reflective, and evidence-informed.
• Warm, steady, and culturally responsive, able to thrive in a multilingual, multicultural community.

OUR OFFER

Grow with us in a diverse, supportive team:

• Structured onboarding and peer mentoring for new hires

• Funded IB workshops, annual professional development budget

• Clear path to lead teacher, Head of Department, or IB Coordinator roles

• A diverse faculty of international colleagues from various countries

• Regular team-building events, staff socials, and open feedback culture

• Inclusive ethos: explicit commitment to diversity, equity, anti-racism, and safeguarding

You will empower students and colleagues, aligned with BBIS values of inclusion, innovation, and global citizenship.

YOUR RESPONSIBILITIES INCLUDE THE FOLLOWING ACTIVITIES

About this role
We are seeking a skilled and adaptable Learning Support teacher to join our Secondary team (Grades 6–10). The successful candidate understands adolescent development and teaching and learning best practices, and promotes an inclusive environment that supports access to the curriculum. The successful candidate must have experience in implementing an MTSS model. The role blends different models of support, co‑teaching, consultation, and data‑informed intervention so that students can access the IB MYP curriculum with confidence and success.

1. MTSS leadership in the Secondary School (TIER 1-3), Grades 6-10

• Partner with subject teachers (e.g., English, Math, Science, Humanities) to strengthen Tier 1 universal practices (inclusive classroom routines, differentiation, accessible learning environments).
• Plan and deliver Tier 2 targeted small‑group interventions (e.g., literacy, numeracy, social‑emotional learning skills, and executive functioning skills) using short cycles, progress monitoring, and clear entry/exit criteria.
• Provide Tier 3 intensive, individualised support as part of a multidisciplinary team approach, coordinating goals, strategies, and consistent implementation across settings.

2. Student‑centered planning and documentation

• Coordinate tiered support for students with diverse learning profiles, monitoring progress through data collection and adjusting interventions as necessary.
• Provide specialized support for literacy development and language acquisition, ensuring multilingual learners and students with specific learning needs are fully supported.
• Co‑create and maintain Individual Learning Plans (ILPs) or equivalent support plans with measurable goals, accommodations, and intervention plans, aligned to classroom learning.
• Maintain clear, confidential records and contribute to school‑wide systems for documentation, scheduling, and review cycles.

3. Collaborative practice: co‑teaching, coaching, and consultation

• Work in flexible models: co‑teaching, in‑class support, small‑group pull‑out, and skill‑building sessions, selecting the approach that best protects belonging and access.
• Consult with subject specific teachers to design differentiated learning experiences and assessments consistent with IB MYP approaches and an inclusive philosophy.
• Contribute to professional learning by sharing practical strategies for scaffolding, executive function, language‑rich support, and inclusive assessment.
• Attend regular departmental or grade‑level planning meetings to ensure accommodations and modifications are embedded into the curriculum design from the outset.
• Act as a consultant to secondary faculty, providing strategies and resources to support students with behavioral or academic challenges.
• Serve as a subject matter expert on adolescent development, understanding the unique social, emotional, and cognitive changes occurring in students aged 11–16.

4. Data‑informed decision making and progress monitoring

• Use multiple sources of evidence (screeners, classroom assessments, observational data, work samples) to identify need, plan support, and monitor impact.
• Support team decision‑making through clear summaries of progress, next‑step recommendations, and reflections on intervention effectiveness.

5. Partnership with families and student voice

• Build trusting, respectful relationships with families; communicate progress and strategies in ways that are clear, culturally responsive, and solutions‑focused.
• Promote student agency by helping learners understand goals, strategies, and personal growth, consistent with BBIS and IB values and whole‑child development.

6. Inclusive school culture and student wellbeing

• Actively contribute to BBIS’s inclusive learning environment so students feel safe to take risks, learn from mistakes, and belong.
• Collaborate with pastoral teams to support the social‑emotional needs of students, recognizing the link between emotional well‑being and academic success.

7. Safeguarding and professional responsibilities

• Uphold BBIS safeguarding expectations and professional conduct standards; act immediately and appropriately on any concerns.
• Participate in meetings, supervision duties, school events, and ongoing professional learning expected of BBIS faculty.

YOUR PEOPLE AND CULTURE CONTACTS FOR FURTHER QUESTIONS: