Tier jobs in Brazil

BBIS has a tentative opening for a Primary Learning Support Teacher (f/m/d).
Contract: Full-Time (parental leave)
Duration: Start asap until - July 31, 2027
Department: Student Support Services / Primary
Reporting to: Head of Student Support / Primary Principal

• Required:
  • Bachelor’s of education with a current teaching certification/license; Additional certifications in ESL/EAL or specific early 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
  • Minimum of 3 years of experience working as a Learning Support/Inclusion teacher in an International School setting. Proven experience working with the Early Years / Lower Primary age range (approx. ages 3–8).
  • Experience working in an inquiry-based, student centered framework, preferably the IB PYP
• Essential:
  • Demonstrated experience with the MTSS framework, specifically designing interventions for Tier 2 and Tier 3; flexible, adaptable, team player who is willing to contribute and move the programme further

• A belief that 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.

We are seeking a compassionate, highly skilled, and adaptable Learning Support Teacher to join our Primary team. The ideal candidate is an expert in early childhood development. You will champion an inclusive environment where every child can access the curriculum, focusing heavily on early literacy, language acquisition, and social-emotional growth. The role blends different models of support, co‑teaching, consultation, and data‑informed intervention so that students can access the IB PYP curriculum with confidence and success.

• Collaborate with grade‑level teams 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) using short cycles, progress monitoring, and clear entry/exit criteria.
• Provide Tier 3 intensive, individualized support as part of a multidisciplinary team approach, coordinating goals, strategies, and consistent implementation across settings.

• Coordinate tiered support for students with diverse learning profiles, monitoring progress through data collection and adjusting interventions as necessary.
• Provide specialized support for early literacy development (phonics, phonological awareness) 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.

• 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 classroom teachers to design differentiated learning experiences and assessments consistent with IB PYP approaches and an inclusive philosophy.
• Contribute to professional learning by sharing practical strategies for scaffolding, executive function, language‑rich support, and inclusive assessment.

• 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.

• 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.

• Actively contribute to BBIS’s inclusive learning environment so students feel safe to take risks, learn from mistakes, and belong.
• Collaborate with counselling and other support services when appropriate to ensure coordinated, whole‑child support.

• 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.

Contact information will be provided upon application.