Job Description

UWCSEA East Campus is looking for a well-qualified and experienced teacher of high school learning support to lead our High School learning support team, starting August 2026.
A relevant degree, teaching qualification and minimum 5 years teaching experience is essential. We are looking for a specialist who can lead and teach across our grade 9/10 programme and IB DP programme.
This is an exciting opportunity to lead an established department and an evolving programme and impact and influence College-wide work to meet the needs of all students.
The successful candidate will be a highly resourceful and forward-thinking collaborator, passionate about supporting all learners in a multi-tiered support model. They will bring with them a passion for interdisciplinary learning, a rich understanding of concept based teaching and learning, and keen insight into the developmental needs of adolescents.
We are committed to cultivating a culture of inclusion where all members of our community treat each other with kindness and compassion and where all feel they belong. We believe that a diverse staff body reflects and supports the diversity of our students and wider society and actively welcome applications from the widest range of passionate, forward thinking educators.
Main Responsibilities
Develop and maintain an effective tiered Learning Support programme to support all learners to access and be challenged by the five elements of UWCSEA's learning programme.
Leadership

• Lead the High School Learning Support department toward a tiered support model with a strong asset-based view of learners, according to our UWCSEA leadership standards and our UWCSEA Access and Challenge protocol.
• Implement effective structures for consultation and support to maximise opportunities for students with LS needs to access and be challenged by our HS learning programme
• Strategically develop and embed effective tiered support programmes to proactively meet the needs of students with a range of mild to moderate learning needs, in close collaboration with High School Leadership and the Student Support Services department.
• Ensure the smooth transition between grades of students receiving tiered support.

Teaching

• Teach in line with our UWCSEA teacher standards.
• Teaching commitments will include academic coaching sessions, scheduled academic coaching classes, co-planning, and leading the professional development of teachers. As we develop our tiered support programming in high school, teaching commitments may evolve to include other evidence-based interventions and supports.
• Monitor student progress toward goals.
• Create and annually review Student Learning Profiles with students in line with department processes.

Assessment and Data Collection

• Collect and analyse data to inform decision-making for LS provision at a school level, using College systems.
• Conduct assessments and review applications for student applicants to UWCSEA who may have LS needs and ensure appropriate provision is available on entry.
• Contribute to class placement recommendations in conjunction with the High School Leadership Team.
• Ensure documentation completed on internal systems, including information management and learner profiles.

Access Arrangements

• Oversee applications to external exam boards for access arrangements for external examinations for students who have support needs that impact their learning (including those with mental health needs).
• Collaborate closely with other members of the Student Support Team to communicate and track access arrangement use.
• Liaise with the school's Exam Office to provide sessions for students and ensure all documentation is prepared for exam access arrangements for internal tests, exams, and external exams.

Advocacy & Collaboration

• Collaborate with teachers and Heads of Departments to plan and implement universally designed learning engagements based on student needs and progress. Co-plan with grade level teachers to embed effective instructional support and proactively remove barriers throughout the learning programme.
• Contribute to grade level student support meetings, as well as other grade level, school level, and curriculum team meetings.
• Develop and sustain effective relationships with other teams (including admissions, boarding, colleagues at Dover).
• Attend to own Professional Learning and keep abreast of current pedagogy and inclusive practices in related fields.
• Lead appropriate professional learning opportunities for supporting neurodiversity within a tiered support model.

Parent Partnership

• Develop relationships with parents through proactive communication, both individually and in larger groups, e.g. plan and present workshops for parents.
• Communicate with parents, including planning and facilitating coffee mornings and maintaining other channels of communication.

General

• Teachers are expected to participate in the five key elements of a UWCSEA education: Academics; Activities; Outdoor Education; Personal and Social Education and Service.
• Academic expectations include enthusiastic participation in Professional Learning, both that which is mandated by the College and that which is identified by the individual.
• On average the College expects a yearly contribution of two sessions per week in each season to Activities and/or Service.
• 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 our learners.

Expectations and Standards

• Follow the

and . * Lead in line with the

• Teach in line with the

Person Specifications

• A relevant degree, postgraduate training, and a recognized teaching qualification in learning support, special education, inclusion, or related field is required.
• At least five years of teaching is required, preferably in high school settings.
• Experience working in or leading tiered support is preferable.
• Training or experience in coaching is desired.
• Additional qualifications or training in education assessment is preferable (able to administer Level B assessments).
• Leadership experience is required; formal education or training is preferable.
• Commitment to diversity and inclusion is essential alongside a willingness to adapt and develop pedagogy to meet the needs of our learners. We see this role as playing a key role in our DEIJ strategy as we move towards a more diverse and inclusive community.

Applications
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 marginalised 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.

Skills Required