Middle School Learning Support Teacher

SINGAPORE AMERICAN SCHOOL LIMITED; Singapore; On-site; SGD 48,000 - 68,000; Full time

Job summary

An international school in Singapore is seeking a dedicated educational professional who will foster a sense of student belonging and cultivate a responsive learning community. The ideal candidate will have a Bachelor’s degree in education, a mastery of English, and strong technology skills. This role involves collaboration with teachers to support individual student learning needs and participation in after-school activities and professional development. Experience in teaching and standards-based curriculum is preferred.

Qualifications

• At least two years of full-time teaching experience preferred.
• Standards-based curriculum experience preferred.

Responsibilities

• Foster a sense of student belonging and cultivate joy.
• Collaborate with teachers to support essential learning.
• Use diagnostic assessment to determine students' strengths.
• Develop Individual Education Support Plans with SMART goals.
• Integrate technology in innovative ways in daily instruction.

Skills

Excellent verbal and written English language skills

Confident technology skills for teaching and administrative tasks

Education

Bachelor’s Degree in a relevant field

Master’s Degree in relevant field preferred

Teaching license or a degree in education

Job description

Position Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.
• Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.
• Experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Collaborate with subject area teachers to co-identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Co-design quality formative, summative and self-guided assessments that provide students with appropriate scaffolds in order to provide opportunities for frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Experience with or interest in co-teaching in a flexible learning environment.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self-improvement as a life‑long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role‑Specific Responsibilities

• Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function.
• Plan data‑informed interventions to support the development of reading, writing, math, and executive function skills.
• Use a variety of progress monitoring strategies to monitor student progress toward their individualized goals
• Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Collaborate with PLC members, students, and parents to write & implement Individual Education Support Plans with SMART goals as well as Individual Accommodation Plans.
• Collaborate with subject‑area teachers and implement a broad range of strategies to support students in a co‑taught, inclusive classroom.
• Participate regularly in professional development to enhance knowledge of best practices for supporting diverse learning needs and delivering targeted interventions in reading, writing, mathematics, and executive functioning.
• Partner with and assist subject‑area teachers in developing and utilizing educational resources to facilitate differentiated student access within the classroom.
• Collaborates with administrators, counsellors, and specialists to support student well‑being and to address social‑emotional, executive functioning, behavioral, and academic goals.

Position Requirements & Qualifications

• Bachelor’s Degree in a relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• At least two years of full‑time teaching experience preferred
• Standards‑based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after‑school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.
• Required attendance at school professional learning days
• Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back‑to‑School Night”).