Learning Support Assistant (LSA) (Aug 2027)

Korean International School; Hong Kong; On-site; HKD 240,000 - 360,000; Full time

Benefits offered by this job

Supportive Learning Support team

Induction programme

Engaged community

Professional development

Job summary

Korean International School in Hong Kong seeks a Learning Support Assistant to support students with SEND, EAL, trauma, and literacy/numeracy needs. The role collaborates with LSTs, teachers, and pastoral staff to ensure access to the curriculum and development of independence.

Responsibilities include delivering interventions, co-teaching, data recording, exam support, and maintaining safeguarding and professional communication. A strong commitment to inclusion is essential.

Qualifications

• Experience with secondary-aged students and diverse learning needs.
• Understanding of graduated approach (assess, plan, do, review).
• Confident use of prompting to foster independence.
• Strong literacy and numeracy skills; clear communication.
• Willingness to learn and use assistive technology.
• Patient, resourceful and committed to student independence.
• Excellent organisational skills and attention to record-keeping.

Responsibilities

• Deliver interventions and support per IEPs and pastoral plans.
• Apply prompting framework to foster student independence.
• Collaborate with LSTs and subject teachers to adjust strategies.
• Teach learning strategies and support reflection and goal-setting.
• Promote student independence and self-management beyond content.
• Record keeping, progress updates, and data sharing.
• Support exam access arrangements and invigilate as needed.
• Maintain safeguarding, confidentiality, and professional communication.

Skills

Collaboration with teachers

Co-teaching support

Student independence coaching

Communication skills

Organisational skills

Education

Experience with secondary-aged students

Tools

Assistive technology

Job description

We are seeking a dedicated and proactive Learning Support Assistant (LSA) to join our inclusive Learning Support team. The successful candidate will work collaboratively with Learning Support Teachers (LSTs), subject teachers and the wider pastoral team to support students with diverse learning profiles, including SEND, EAL, trauma, and literacy/numeracy needs.

The LSA will play a crucial role in delivering high-quality, well-organised support—both in push-in (co-teaching) and pull-out settings—to ensure all students can access the curriculum, develop independence, and achieve their potential.

This role is central to our school’s mission. Learning Support is not an add-on. It is a core part of how we ensure every student is known, valued, and belongs in our community.

Key Responsibilities

Support Delivery and Independence Coaching

• Deliver interventions and support with fidelity to student Individual Education Plans (IEPs) and Pastoral Plans.
• Confidently apply a systematic framework of prompting (least to most intrusive support) — aimed at fostering students independence.
• Monitor student responses to support and adjust strategies dynamically in collaboration with the LST and subject teachers.
• Teach explicit learning strategies (e.g., memory, planning, organisation, communication skills) and create opportunities for student reflection and goal-setting.
• Focus on building student independence and self‑management skills, rather than just \"subject catch-up.\"
• Help students understand their own learning profile and communicate effectively their needs to teachers.

Classroom Support and Co-Teaching

• Apply basic co‑teaching models (e.g., one teach/one observe, one teach/one drift support) flexibly and effectively.
• Proactively collaborate and plan with subject teachers, advocating appropriately for student needs and adjustments.
• Know when to initiate assistance or seamlessly step in to support the whole class without prompting from the subject teacher.
• Model inclusive practice, clear expectations, and proactive classroom management strategies.
• Support students in developing executive functions, organisation, and attention strategies.
• Apply age‑appropriate approaches and restorative approaches to increase positive targeted behaviours (including ABA techniques where relevant).

Record Keeping and Data

• Maintain regular, clear, and organised records using agreed formats.
• Upload students' work samples to the designated folder and provide student progress updates.
• Collaborate with subject teachers, learning support teachers and counsellors through observations, academic, behavioural and social‑emotional support to meet the needs of individual students.

Exam Invigilation and Access Arrangements

• Develop a solid understanding of JCQ, AQA, and Cambridge/CIE rules and regulations.
• Follow exam protocols reliably and ensure correct scribing (e.g., using pencil for graphs).
• Maintain strict adherence to device protocols (no personal devices in view) and support organised access arrangements documentation.

Professionalism and Communication

• Build respectful, inclusive, and boundary‑appropriate relationships; resolve concerns directly and support team decisions.
• Deliver clear, purposeful communication via Outlook and Teams, tailoring tone to the audience and adhering to a reasonable timeframe.
• Maintain strict confidentiality, handle sensitive information securely, and select message recipients intentionally.

General Responsibilities

• Follow school safeguarding policies, maintain professional boundaries with students, and adhere to data protection policies.
• Commit to continuous professional development
• Follow through on secondary adventure week responsibilities.

Person Specification

• Experience working with secondary-aged students with diverse learning needs (e.g., SpLD, ADHD/ADD, ASD)
• Understanding of the graduated approach (assess, plan, do, review)
• Confidently apply a systematic framework of prompting to foster students independence
• Strong literacy and numeracy skills
• Willingness to learn and champion assistive technology
• Patient, resourceful, committed to building student independence and confidence
• Excellent organisational skills and attention to detail in record‑keeping.
• Emotionally intelligent and calm under pressure
• Flexible with excellent communication, collaboration, and problem‑solving skills
• Commitment to inclusion and to the Known, Valued, Belong philosophy.
• Commitment to safeguarding and promoting the welfare of children and young people.
• 6 years of relevant secondary school experience within a recognised educational organisation is highly desirable
• Experience with Cambridge IGCSE / A‑Level classrooms
• Experience in a British international school or Hong Kong context

We Can Offer

• A supportive and forward‑thinking Learning Support team.
• A comprehensive induction programme and commitment to your ongoing professional development.
• The opportunity to work with a motivated and engaged community.
• A wider school community that is friendly, ambitious, and professional.

Safeguarding Statement

Korean International School is committed to safeguarding and promoting the welfare of children and young people. The successful candidate will be required to undergo Sexual Conviction Record Check (SCRC) and abide by the school's Safeguarding and Child Protection policies.