Learning Support Teacher

The International School of Florence (Italy) seeks an outstanding and experienced Learning support teacher to work with our Upper School students aged 11-18. This post may develop to include learning support coordination responsibilities. 

To apply:

Interested candidates are invited to apply through the TES and upload an up to date CV with 3 relevant professional references and contact details, and include a maximum 2 page A4 statement of motivation, clearly indicating your suitability for the post.

Closing date for applications: January 24, 2022, although the school reserves the right to interview and appoint as soon as an outstanding application is received.

Interviews will be via Zoom for overseas based applicants.

Commencement of duties: August 24, 2022

Job purpose:

The Learning Services Team assists teachers in addressing specific student needs by creating inclusive access arrangements and reasonable adjustments for all.

Qualifications and requirements:

• A relevant first degree and teaching qualification 
• Minimum 3 years of full time Learning support teacher experience in an international school environment 
• Experience with the IB programmes (DP and MYP) strongly preferred
• Experience with library management systems (e.g. Follett)
• Experience in working with learners from diverse cultural and linguistic backgrounds, especially EAL 

Key tasks:

• Assisting students with inclusive access arrangements and reasonable adjustments in order to access the curriculum;
• Increase access and engagement in learning by identifying and removing barriers;
• Ensuring that Individual Learning Plans are current, updated and applicable to the learner, with objectives for the current academic year; 
• Liaising with parents and external agencies;
• Ensuring that Individual Learning Plans are provided for teachers for students with identified learning needs;
• Communicating with and supporting classroom teachers in understanding and implementing inclusive access arrangements and reasonable adjustments to learning and assessment;
• Liasing with the Admissions Officer regarding prospective students
• Providing current documentation to IB Diploma coordinator for students in IB diploma programme so that students with identified learning needs will have appropriate access arrangements and reasonable adjustments for IB Diploma exams; 
• Teaching self-advocacy, promoting independence, and facilitating student agency.

Personal and professional qualities:

• Ability to demonstrate the capacity to think beyond disciplinary boundaries.
• A commitment to, and experience with, supporting social and emotional development.
• Child protection certificate indicating training at least to Level 2 prior to commencement (ECIS CP training provided during induction).
• Ability to demonstrate pedagogical understanding in an IB context, and a clearly articulated philosophy around what it takes to get the best out of students.
• An expectation of all staff at ISF is to come with an open mindset and the disposition and willingness to demonstrate drive, curiosity, ingenuity, and commitment to student learning wherever that takes place. Indeed, you will naturally regard the fostering of student agency as one of your main priorities.
• Your disposition will naturally align with the Learner Profile of the IB.
• You will understand the need for high levels of collaboration, collegiality, and collective responsibility.

Reports to: Vice Principal for Learning