Job Description

UWCSEA East has a vacancy for August 2024 for a Head of Learning Support [Infant School].

The Infant School Head of Learning Support will support students with individual learning needs to achieve their full potential and access the five elements of UWCSEA\xe2\x80\x99s Learning Programme. The Infant School Head of Learning Support will lead a team of teachers and assistants in the Primary School with particular focus on K1 to Grade 1.

The Infant Head of Learning Support is responsible for the strategic development of this area, which includes building teacher capacity to support diverse learners, embedding tiered support systems, and advocating for universal design for learning to enable all students to access the Learning Programme and thrive.

In addition, the successful candidate will be responsible for embedding structures, systems and procedures to identify, monitor and review students receiving tiered learning support within the classroom, and to ensure their needs are met across the curriculum.

By applying for this job, you are committed to meet the vaccination requirement by the Singapore Government. You may refer to for the latest requirement.

Main Responsibilities

To provide a happy, stimulating, safe learning environment in which all children can thrive and achieve their very best.

Teaching

• Work with identified students delivering targeted support in the areas of Literacy, Mathematics, executive functioning, fine motor skills, and self\xc2\xad-regulation. Support is provided within the classroom environment and other settings where necessary with the aim of removing barriers to learning, developing skills and confidence so our students thrive in the five elements of UWCSEA\xe2\x80\x99s Learning Programme.
• Support children in developing positive relationships and promote children\xe2\x80\x99s well-\xc2\xadbeing and resilience.

Leadership

• Lead the Infants Learning Support department according to the UWCSEA Leadership Standards.
• Lead the Infants Learning Support department toward a tiered support model with a strong asset-based view of learners.
• With the Primary Leadership Team and the Student Support Services Team, lead an Infants Learning Support programme that holistically and pro-actively supports the College\xe2\x80\x99s commitment to inclusion.
• With the K-12 Learning Support Team, lead the Infants Learning Support department in implementing consistent practices and systems for a coherent learning support experience for students and families.

Collaboration and Consultative Support

• Collaborate with teachers to plan and implement universally designed learning engagements based on student needs and progress. Co-\xc2\xadplan with grade level teachers to embed effective instructional support and proactively remove barriers throughout the learning programme.
• Consult proactively with teachers individually and in meetings to suggest strategies, accommodations, interventions, and goals to support student learning.
• Develop and maintain positive working relationships with other practitioners throughout the Primary School.

Assessment

• Contribute to observation and assessment of and for student learning, and to meetings where children\xe2\x80\x99s needs are discussed.
• Administer and interpret screening, diagnostic, and other developmentally appropriate assessments with the aim of identifying and prioritising student support needs within a tiered support model in the context of a play-based, concept-based clearing programme.
• Gather and use formative and summative assessment evidence from multiple sources to monitor student progress, well-\xc2\xadbeing and social-emotional development.
• Review admissions applications, organise and administer group and individual child-friendly admissions sessions using common assessments.

Documentation

• Document student learning through student learning plans that communicate student learning goals and progress. Write reports on student progress for meetings and end of year reporting to parents.
• Involve students in developmentally-appropriate goal-setting and reflection to support agentic development.
• Update and maintain student records using our documentation systems.
• Maintain confidentiality at all times in respect of individual/family circumstances
• Contribute to department handbooks, policies as and when required.

Partnerships and Communication

• Communicate effectively with students and ensure they are fully included in their learning plans, where learning is prioritised and supported fully and appropriately.
• Collaborate and plan with teachers.
• Communicate in partnership with parents.
• Provide training for Teaching Assistants to support students with specific programmes.
• Collaborate with Teaching Assistants to plan and deliver support to students across the grade.
• Ensure the smooth transition of students through their Primary School years and beyond.

Expectations and Standards

• Follow the

and . . * Lead in line with the

• Teach in line with the

Person Specifications

• Extensive K-5 classroom teaching and learning support leadership experience.
• A proven track record of working with students with natural learner variation and specifically identified additional learning needs and of delivering individualised programmes within a tiered system of supports.
• Applicants should have the willingness to be flexible in teaching across the primary age range.
• Demonstrate a strengths-based, neurodiverse affirmative approach to supporting learners.
• Is focused holistically on the personal, social, emotional development of the child as well as on academic skill development.
• Strong play based pedagogy evident in practice
• The ability to lead collaboratively as part of a K\xc2\xad5 department and whole school Student Support Services team.
• The ability to engage with students, engender enthusiasm and develop positive relationships with parents and with classroom teachers.
• Experience teaching students who are English language learners, including newcomers to English.
• Teachers are expected to participate in the five key elements of a UWCSEA education: Academic; Personal & Social Education; Service; Activities; Outdoor Education.
• 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.

The following would be an advantage:

• Training and experience supporting students with high incidence disabilities and more complex learning profiles.
• Strong play based pedagogy evident in practice. Knowledge and experience teaching reading based on principles of the science of reading.
• Knowledge and experience of international curricula, their delivery and assessment.
• Knowledge and experience designing and supporting others in developing culturally responsive and trauma- \xc2\xadinformed practice.
• Experience using principles of Universal Design for Learning to collaboratively support students.
• Experience with a child centred, agentic learning philosophy.

Timeline

We have multiple stages in our recruitment process; however, we reserve the right to choose which stages to include in different recruitment roles.

Estimated Timeline:

• Online one way interview (Spark Hire) in the week beginning 30 October 2023
• Online Conversations week beginning in the week beginning 6 November 2023
• Final Interview week in the week beginning 20 November 2023

We aim to communicate with all candidates regarding whether they have been moved to the next stage or not.

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 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.

UWCSEA