Key Responsibilities
- Support a tiered systems approach through early intervention, targeted small-group work, co-teaching and in-class support.
- Collect and analyse cognitive, academic, emotional and behavioural data to inform effective interventions.
- Develop and review individual education plans (IEPs) in partnership with teachers and parents.
- Collaborate with pastoral, academic and specialist staff to enhance inclusive practice across the school.
- Contribute to the strategic development of inclusive provision, co-planning, and professional learning.
- Work with external agencies (e.g. psychologists, therapists) to ensure coordinated support.
The Ideal Candidate
- Holds a recognised qualification in Special or Inclusive Education.
- Has experience supporting students with additional needs in school settings.
- Demonstrates skill in interpreting psychoeducational assessments and developing IEPs.
- Understands tiered intervention systems and uses data effectively to guide decisions.
- Has experience in co-teaching, flexible grouping and differentiated instruction.
- Values cultural responsiveness and has experience in international or multilingual contexts.
- Works effectively with outside professionals to support student well-being and learning.
They will also:
- Work closely with interdisciplinary teams, including pastoral and academic staff, to enhance student learning and wellbeing through the development of individual education plans to support personalised pathways.
- Collaborate with relevant staff and stakeholders to support the strategic development and implementation of effective and inclusive programming through differentiated instruction, co-teaching, co-planning, and flexible grouping.
- Serve as part of a wider team to make informed decisions and to ensure the articulation and vertical alignment of services and transitions from school to school and year to year for all students receiving AEN services.
- Collaborate with professional learning leads and other staff members to identify areas and ways to support professional learning on campus in the areas of additional educational needs.
Our Vision for Teachers
Dulwich College International (DCI) is a family of leading international schools in Asia. Across our schools, we are focused on nurturing every student to have the skills and motivation to thrive in life and make a positive difference in the world - that is, to Graduate Worldwise. To this end, we look to recruit the very best practitioners in international education who are passionate about unlocking the potential of our students, and who will continue to grow with us as Worldwise Teachers.
Worldwise teachers:
- Put students first in all they do
- Display a positive attitude, adaptability and open-mindedness
- Show professional initiative and perseverance
- Are truly collaborative and display highly developed communication skills
- Are committed to internationalism and equity
- Are committed to sustainability and global citizenship
Worldwise teachers believe in:
- The right of every student to be safe, supported and nurtured
- Evidence-based and innovative pedagogy
- Personalised and differentiated student learning
- Setting high expectations for every student
- Empowering students to reach their own goals
- High levels of student motivation and engagement
A Worldwise teacher's practice:
- Maximises every student's opportunity learn
- Promotes student agency, reflection and a love of learning
- Delivers academic rigour and holistic learning
- Reveals the complex and inter-disciplinary nature of learning content
- Creates a supportive and dynamic learning environment
- Develops students higher-order thinking
