Allocation: 50% Elementary Learning Support teaching; 50% leadership
Teaching assignment: Year-level allocation determined according to school needs
Key working relationships: Elementary Leadership Team, Director of Teaching and Learning, Learning Support colleagues, classroom and single-subject teachers, other Support Services teams, OT and SLT, Admissions and relevant external professionals.
Qualifications & Experience:
Recognised teaching qualification meeting the requirements for teacher licensing in Thailand.
A qualification in Learning Support, with at least three years of relevant Elementary teaching experience.
Knowledge of MTSS, inclusive teaching, assessment and individualised plans.
Strong interpersonal, organisational and communication skills, with the ability to coordinate colleagues and build effective family partnerships.
Previous team leadership or coordination experience desirable.
International school and IB PYP experience desirable.
Teaching Responsibilities 50%:
Plan and deliver responsive, evidence-informed support through direct teaching, co-teaching and consultation, aligned with NIST’s curriculum and intended learning goals.
Collaborate with homeroom and single-subject teachers to strengthen access to inquiry and classroom learning through appropriate differentiation, adjustments and resources.
Strengthen Tier 1 provision through consultation, modelling and the sharing of universal strategies that build teachers’ capacity to support diverse learners.
Develop, implement and review individual learning plans collaboratively with students, families, teachers and relevant specialists, establishing clear goals and evaluating progress.
Use assessment, observation and student work to identify strengths and needs, inform instruction and evaluate the impact of support within a Multi-Tiered System of Support (MTSS).
Maintain accurate records and communicate student progress clearly to students, families and colleagues, through reports and parent meetings.
Advocate for students through a strengths-based approach that assumes competence, values individual ways of learning and develops student voice and agency.
Work collaboratively with support services and other specialists to address students’ learning and inclusion needs.
Leader Responsibilities 50%:
Team Coordination and Development
Facilitate regular Learning Support meetings, collaborative planning and individual check-ins to support problem-solving, consistent practice and shared professional learning.
Build trust, psychological safety and open communication; support colleagues through feedback, coaching and collaborative decision-making.
Act as a liaison between the team and Elementary leadership, communicating priorities, team perspectives, operational challenges and recommendations.
Coordinate professional learning and opportunities to strengthen inclusive practice, early intervention and multidisciplinary collaboration.
Contribute to recruitment, onboarding and orientation for Learning Support and school-based therapy colleagues, alongside relevant leaders.
Participate in Team Leader meetings and support the implementation of agreed school priorities. Learning Support Systems and Provision.
Lead the review, development and consistent implementation of Elementary Learning Support referral processes, entry and exit criteria, assessment practices, documentation and support pathways.
Coordinate Learning Support caseload allocation and review provision with the team, identifying capacity concerns and resource needs for leadership consideration.
Coordinate transitions for students with identified needs, ensuring timely information sharing and continuity of support across teachers, year levels, and school sections.
Contribute to admissions processes by reviewing relevant information, coordinating specialist input and advising leadership on student needs and available provision.
Maintain clear guidance for staff and families about Learning Support processes, responsibilities and access to services.
Support accurate, confidential student records and relevant information in school systems.
Oversee the Learning Support budget in accordance with school priorities and financial procedures.
OT and SLT Coordination:
Coordinate operational arrangements for whole-school OT and SLT provision in collaboration with therapists and Elementary and Secondary colleagues.
Maintain an overview of referrals, caseloads and waitlists, raising access and capacity concerns with relevant leaders.
Coordinate schedules, consultation days and communication among therapists, teachers, families and other professionals.
Support the integration of therapists’ recommendations into classroom practice through collaborative planning and information-sharing.
Respect therapists’ professional scope and clinical judgement, referring clinical decisions to the appropriate qualified practitioner.
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