Director of Inclusive Learning and Academic Access

American School of Doha; Doha; Hybrid; QAR 350,000 - 550,000; Full time

Job summary

American School of Doha seeks a Director of Inclusive Learning and Academic Access to lead PK–12 inclusive education, MTSS implementation, and multilingual program oversight. The role focuses on universal design, targeted interventions, and language development to ensure access to rigorous curricula for all students.

The position is aligned with Inclusive by Design, aiming to safeguard student welfare, equity, and social justice, while reporting to the Director of Teaching & Learning and working

Qualifications

• Master’s degree or higher in Inclusive Education, Multilingual/TESOL Education, Curriculum and Instruction, or Educational Leadership.
• Valid teaching and/or administrative certification in Special Education or Multilingual Education.

Responsibilities

• Lead an inclusive instruction strategy for whole-school learning and MTSS.
• Embed Universal Design for Learning in planning, teaching, and assessment.
• Oversee language and learning supports for multilingual learners and EAL.
• Coordinate staffing, budgets, and improvement plans across divisions.
• Guide assessment interpretations and translate findings into classroom practice.

Skills

Inclusive leadership

MTSS

Multilingual programs

UDL expertise

Co-teaching

Adult learning

Education

Master’s degree in Inclusive Education

Certification in Special or Multilingual Education

Job description

Director of Inclusive Learning and Academic Access

American School of Doha American School of Doha - Doha, Outside US and Canada Open in Google Maps

Starting Date: Jul 31, 2027

Job Description

Position: Director of Inclusive Learning and Academic Access

Department: Office of Teaching & Learning

Reports to: Director of Teaching & Learning

Interfaces With: Students, Faculty, Staff, Parents, and School Leadership

Job Classification: Overseas or Local Hire

Status: Non-Exempt

Position Summary

The Director of Inclusive Learning and Academic Access provides PK–12 leadership to establish inclusive, universally designed instructional systems that honor learner variability, strengths, multilingualism, and diverse cognitive profiles. Grounded in ASD’s strategic commitment to Inclusive by Design - Inclusive Learning & Assessment Systems, this leader ensures that Tier 1 classroom instruction, targeted academic interventions, and language acquisition and development systems enable all students to access rigorous learning and achieve independence.

The Director of Inclusive Learning and Academic Access will prioritize, promote, and safeguard the welfare of all ASD students by fostering inclusive and equitable learning environments that honor learner diversity, ensure access to rigorous learning opportunities, and demonstrate a strong commitment to diversity, equity, inclusion, and social justice.

Duties and Responsibilities

1. Inclusive Instruction And Accessibility

• Lead a whole-school inclusion strategy that strengthens classroom instruction, targeted intervention, and intensive learning support.
• Embed UDL in curriculum planning, teaching, assessment, resources, technology, and learning environments.
• Support differentiation, academic language development, accommodations, assistive technology, and extension while maintaining clear learning goals and appropriate challenge.
• Build shared responsibility for learners through collaborative planning, co‑teaching, coaching, and professional learning.

2. MTSS and Specialist Provision

• Lead consistent screening, collaborative problem‑solving, intervention, progress‑monitoring, and review processes across divisions.
• Establish evidence‑informed support plans with clear goals, responsibilities, implementation expectations, and criteria for adjusting provision.
• Guide the interpretation of specialist assessment findings with appropriately qualified professionals, translating recommendations into classroom practice and individualized learning plans.
• Coordinate intensive support with the Director of Wellbeing (SEL), Agency, and Safeguarding for students whose learning and pastoral needs intersect.

3. EAL and Multilingualism

• Oversee coherent EAL assessment, entry, provision, monitoring, transition, and exit processes.
• Promote academic language development within subject learning, purposeful scaffolding, translanguaging, and recognition of students’ home languages.
• Clarify the distinct and complementary roles of EAL and Learning Support, including the coordinated provision for students who require both.
• Support developmentally appropriate language access in Early Years and Kindergarten.

4. Admissions, Capacity, and Continuity

• Advise Admissions and divisional leaders on applicants’ learning and language needs, as well as the school’s capacity to provide appropriate support.
• Monitor grade‑level capacity, caseloads, staffing, classroom composition, scheduling, and resources; recommend adjustments based on student need.
• Ensure effective transitions across grades and divisions, with continuity of essential information, accommodations, and support.

5. People, Resources, and Improvement

• Supervise, develop, and evaluate assigned staff in partnership with divisional administrators; contribute to recruitment and placement.
• Manage delegated budgets, resources, procedures, and external educational partnerships.
• Use student progress, participation, independence, and implementation evidence to evaluate provision and report priorities to school leadership.
• Maintain clear, culturally responsive family communication and secure handling of confidential information.

Qualifications & Experience

• Master’s degree or higher in Inclusive Education, Special Education, Multilingual/TESOL Education, Curriculum and Instruction, or Educational Leadership.
• Valid teaching and/or administrative certification in Special Education or Multilingual Education.
• Minimum of 5 years of demonstrated leadership experience in inclusive education, MTSS implementation, or multilingual program oversight within an international or high‑performing school setting.
• Demonstrated expertise in Universal Design for Learning (UDL), co‑teaching frameworks.
• Proven track record of leading adult learning, building instructional coherence, and managing complex systems change.

Job Details

Application Deadline: Nov 15, 2026 11:59 PM (Arabian Standard Time)

Posted: Oct 26, 2026 8:00 PM (UTC)

Starting Date: Jul 31, 2027

Job Categories: Administration > Director/Coordinator/Manager

Position Type: Full-Time

Job Requirements

• At least 5 year(s) of relevant experience preferred.
• Master degree preferred.

Contact Information

• HR Office
• American School of Doha
• Email: [e-mail]