Teacher of Middle School Learning Support [Local Contract]

United World College; Singapore; On-site; SGD 55,000 - 75,000; Full time

Job summary

A leading educational institution in Singapore seeks a Teacher of Middle School Learning Support to provide targeted support for students. The role requires collaboration with teachers to enhance student wellbeing and academic success, focusing on individualized support for those with learning differences. Candidates should have the necessary qualifications and a commitment to fostering an inclusive learning environment.

Qualifications

• Considerable middle school learning support experience is required.
• Proven track record of working with students with additional learning needs.
• Willingness to adapt and develop pedagogy to meet diverse needs.

Responsibilities

• Provide targeted support for students through academic coaching and interventions.
• Collaboratively set student goals and design instruction.
• Communicate effectively with students and parents to support learning.

Skills

Coaching

Collaboration

Student advocacy

Flexibility

Engagement

Education

Relevant degree

Recognised teaching qualification

Learning support qualification

Job description

Teacher of Middle School Learning Support [Local Contract]

UWCSEA Dover has a vacancy for August 2026 for a Teacher of Middle School Learning Support.

The Middle School Learning Support team focuses on fostering an inclusive environment that prioritises a student‑centred and strength‑based approach. UWCSEA is in the initial phases of implementing a tiered support model, and this role involves collaborating with the team around the child to ensure all students can thrive within the UWCSEA learning programme.

The successful candidate must have an internationally recognised qualification and reside in Singapore. Relevant qualifications that support students with learning differences are required.

Main Responsibilities

• Provide targeted support for students through academic coaching (one‑to‑one) and small‑group interventions within the tiered support model, including academic interventions.
• Collaboratively set student goals, plan coaching sessions, design instruction, and monitor progress.
• Help students understand their learning profile and develop effective self‑advocacy skills, including interpreting results from formal evaluations.
• Co‑plan & team‑teach with classroom teachers in various subject areas to meet intensive support needs.
• Promote positive relationships and student wellbeing.

Collaboration and Consultative Support

• Consult and co‑plan with classroom teachers and departments on universal strategies to support learners across the programme.
• Work as a team with Learning Support leadership, Heads of Grade, other members of the Student Support Department, and Middle School leadership to identify students for support; work collaboratively with the Student Support team to problem‑solve and monitor student progress as needed.
• Build strong professional relationships across the Middle School and whole‑school support teams.
• Develop and maintain positive working relationships with other staff members throughout the Middle School and K‑12 Student Support Department.

Assessment

• Gather and use formative and summative assessment data from multiple sources to monitor student progress and wellbeing around specific educational goals.
• Conduct and analyse educational assessments and diagnostic assessments (including Level B assessments) to inform educational practice, prioritise student support needs, and prepare for potential access arrangements for formal external examinations.

Documentation

• Maintain student learning records in line with department policies.
• Write student learning plans to communicate student learning needs, goals, and progress; these plans inform teachers and classroom practice and also inform students’ applications for exam access arrangements, as needed.
• Maintain confidentiality at all times in respect of individual and family circumstances.

Partnerships and Communication

• Communicate effectively with students & parents and ensure that their learning is prioritised and supported fully and appropriately.
• Ensure the smooth transition of students & families between schools (Primary and High).

Expectations and Standards

• Follow theUWCSEA Professional Code of ConductandSafeguarding Code of Conduct.
• Teach in line with theUWCSEA Teacher Standards.

Person Specifications

• A relevant degree, a recognised teaching qualification, and learning support teaching qualification are required.
• Considerable middle school learning support experience is required. Willingness to teach across the middle school age range is required.
• The candidate should have a proven track record of working with students with additional learning needs and of delivering individualised instruction, including: designing instruction, delivering intervention based on individual needs and goals, and monitoring student progress.
• Flexibility and an openness to embrace a new model of support as well as a willingness to engage with professional learning and implementation to support various effective, evidence‑based support models to meet student needs is essential.
• The ability to work collaboratively as part of a Middle School Learning Support department and whole school Student Support Services team is essential.
• A strengths‑based, inclusive philosophy and approach to student support is essential.
• The ability to engage with students, engender enthusiasm and develop positive relationships with parents and with middle school teachers is required.
• Teachers are expected to participate in the five key elements of a UWCSEA education: Academics; Activities; Outdoor Education; Personal and Social Education and Service.
• On average the College expects a weekly contribution across all four seasons to the Activities and/or Service programmes.
• The College expects that teachers will participate enthusiastically in the curricular Outdoor Education experiences which are relevant to their students and will also occasionally volunteer for holiday Outdoor Education trips.
• A commitment to diversity and inclusion is essential alongside a willingness to adapt and develop pedagogy to meet the needs of all of our learners.

The following would be an advantage:

• Training and/or experience in coaching students.
• Experience teaching reading through a structured literacy approach.
• Level B assessment training and/or qualification.
• Knowledge and experience teaching targeted interventions in a variety of support models to students with a range of learning needs in a secondary setting.

Applications

Apply via our job portal by Monday, 8 December 2025 23:59pm Singapore Time.

The UWC Mission is to make education a force to unite people, nations and culture for peace and a sustainable future. We are committed to creating a community in which all members feel safe and secure, and know that their authentic selves and individual differences are accepted with respect and care. At UWCSEA, we acknowledge that diversity, equity, inclusion and justice (DEIJ) is an ongoing and evolving process and strive to create and sustain a sense of belonging for all members of our community, past, present and future. All qualified applicants, including those who identify as a part of marginalized group(s) and individuals with (dis)abilities are all encouraged to apply. Our school is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices and all appointments are subject to interview, satisfactory references, identity and criminal record checks.