inclusion teacher

Aldar Academies

<div>Aldar Education is seeking an outstanding Inclusion Teacher for The Pearl British Academy in Abu Dhabi commencing in August 2026.
The Pearl British Academy is a diverse private international English school located in the heart of Abu Dhabi city. Serving students from Nursery &ndash; Year 6 we follow the National Curriculum of England. To provide professional leadership and management for the department in order to secure high quality teaching and learning, effective use of resources and improved standards of learning and achievement for all students.
This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group. The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.</div>
 <div>REQUIREMENTS
Minimum Qualifications
. Bachelor of Education with Diploma in special education or a Bachelor's Degree in Special Education.
Minimum Experience:
. Minimum of 1-2 years' experience as an Inclusion Teacher in the English Curriculum.
Job Specific Knowledge &amp; Skill
<ul><li>Commitment to school's vision and IB Philosophy and Mission Statement
</li><li>Passion for education, teaching, and a belief in the potential of every student
</li><li>Commitment to continuing professional development (CPD
</li><li>Excellent inter-personal/communication skills and organisation skills
</li><li>Knowledge of current developments in education
</li><li>Knowledge of child protection and safeguarding
</li><li>Teaching across ability range with proven success
</li><li>Experience of working in more than one International School
</li><li>Experience of teaching IB PYP is a bonus.
</li><li>Ability to work under pressure, problem-solve, deal with challenging situations and be resilient
</li><li>A clean enhanced Disclosure and Barring Services check or police check
</li></ul>WHAT WE OFFER
Aldar Academies are a family of world-class, child centered, and innovative schools based in the UAE. We educate over 25,000 students across our group of owned and managed schools and as we grow so does our need for highly skilled, inspirational, and dedicated school leaders. We offer an attractive remuneration package including medical cover, flights, housing, and free child school places. Our future-focused learning model includes both students and staff and so we place a special emphasis on professional development, coaching and training.
Successful candidates will have access to a wide network of professionals and opportunities to both lead and con-tribute to training others as well as developing themselves.
Aldar Academies are keen to hear from like-minded, forward thinking school leaders who would welcome the challenge and opportunities that we have to offer.
This job description is not all inclusive. Aldar Education reserves the right to amend this job description at any time. We are an equal opportunity employer, committed to a diverse and inclusive work environment. We are also mindful of our national development strategy and encourage UAE Nationals in their application at our company.
Aldar Education is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Offers of appointment are subject to satisfactory references and police clearance</div>
 <div>Key Task:
 To deliver lessons that inspire students to succeed in order to achieve the best possible outcomes.
 Roles and responsibilities include:
<ul><li>Teamwork and collaboration
</li><li>To be a good communicator at all levels.
</li><li>Be committed to developing positive relationships with all members of the school community.
</li><li>Working alongside fellow teachers to plan engaging lessons that meet requirements of the curriculum.
</li><li>Liaising with colleagues and working flexibly.
</li><li>Working with parents to ensure the happiness and best academic outcomes for all children.
</li><li>Working cooperatively with curriculum support staff (where applicable) to support children&rsquo;s development.
</li></ul>Teaching and learning:
<ul><li>Clear understanding of the Curriculum.
</li><li>Organising the classroom provision and learning resources and creating displays to encourage a positive and engaging learning environment.
</li><li>Planning, preparing and presenting sessions that cater for the needs of the whole ability range within the class.
</li><li>Motivating pupils with enthusiastic, imaginative teaching.
</li><li>Observing and assessing children in line with school assessments.
</li><li>Being reflective of the classroom provision, sessions taught, progress made, and adjusting environment, planning and curriculum to reflect this.
</li><li>Meeting with other professionals such as speech and language therapists, occupational therapists and educational psychologists, if required.
</li></ul>Assessment and data:
<ul><li>Taking responsibility for the progress of a class.
</li><li>Meeting requirements for the assessment and recording of student&rsquo;s development using Target Tracker.
</li><li>Using data provided by assessments to influence further planning, provision and intervention.
</li><li>Providing feedback to parents and carers on a student&rsquo;s progress at Parent Teacher Conferences and other meetings
 </li></ul>Behaviour management and duties
<ul><li>Follow the school&rsquo;s behaviour policy.
</li><li>Manage classes effectively, using approaches which are appropriate to students&rsquo; needs in order to inspire, motivate and challenge pupils.
</li><li>Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary within the school&rsquo;s behavioural policy.
</li><li>Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
</li><li>Have high expectations of behaviour, promoting self-control and independence of all learners.
</li><li>Carry out duties as directed and within the school&rsquo;s policy.
 </li></ul>Wider professional responsibilities
<ul><li>To work as part of a curriculum action group, supporting planning, assessment, resources and special events linked to that team.
</li><li>Support the organising and taking part in school events, outings and activities which may take place at weekends or in the evening.
</li><li>Communicate effectively with parents/carers with regards to student&rsquo;s achievements and well-being using school systems/processes such as CPOMS as appropriate.
</li><li>Make a positive contribution to the wider life and ethos of the school
</li><li>Run a weekly ECA each term.</li></ul></div>

Teacher - Inclusion - The Pearl British Academy - AY (2026/2027)

Aldar Education

<div>
 
 Job Description
 
 
 
 Aldar Academies are currently seeking an outstanding Teacher - Inclusion for Mamoura British Academy in Abu Dhabi commencing August 2026.
 
 
 Mamoura British Academy is a British curriculum, mixed gender school until Year 8 and a girl&rsquo;s only school from Year 9 onwards. It is located in a state of the art building in the heart of Abu Dhabi. We strive for excellence in all that we do through our high expectations and commitment to ensuring that we provide high quality learning opportunities for our students. Our vision is to be &lsquo;a sustainable and innovative learning community, where we nurture all learners through our bespoke Mamoura British Academy DNA .&rsquo; This Mamoura Learner, Teacher and Values DNA is at the heart of the school community.
 
 
 This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group.
 
 
 The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.
 
 
 
 Responsibilities
 
 
 
 
 Main Duties Key Task:
 
 
 
 <ul>
 <li>
 To deliver lessons that inspire students to succeed in order to achieve the best possible outcomes.
 </li>
 <li>
 Roles and responsibilities include:
 </li>
 <li>
 Teamwork and collaboration
 </li>
 <li>
 To be a good communicator at all levels.
 </li>
 <li>
 Be committed to developing positive relationships with all members of the school community.
 </li>
 <li>
 Working alongside fellow teachers to plan engaging lessons that meet requirements of the curriculum.
 </li>
 <li>
 Liaising with colleagues and working flexibly.
 </li>
 <li>
 Working with parents to ensure the happiness and best academic outcomes for all children.
 </li>
 <li>
 Working cooperatively with curriculum support staff (where applicable) to support children&rsquo;s development.
 
 
 
 </li>
 </ul>
 
 Specific Duties Teaching and learning:
 
 
 
 <ul>
 <li>
 Clear understanding of the Curriculum.
 </li>
 <li>
 Organising the classroom provision and learning resources and creating displays to encourage a positive and engaging learning environment.
 </li>
 <li>
 Planning, preparing and presenting sessions that cater for the needs of the whole ability range within the class.
 </li>
 <li>
 Motivating pupils with enthusiastic, imaginative teaching.
 </li>
 <li>
 Observing and assessing children in line with school assessments.
 </li>
 <li>
 Being reflective of the classroom provision, sessions taught, progress made, and adjusting environment, planning and curriculum to reflect this.
 </li>
 <li>
 Meeting with other professionals such as speech and language therapists, occupational therapists and educational psychologists, if required.
 </li>
 <li>
 Ensure the Al Mamoura Academy Teacher and Learner DNA language and attitudes are being embedded throughout the curriculum
 
 
 
 </li>
 </ul>
 
 Assessment and data:
 
 
 
 <ul>
 <li>
 Taking responsibility for the progress of a class.
 </li>
 <li>
 Meeting requirements for the assessment and recording of student&rsquo;s development using Target Tracker.
 </li>
 <li>
 Using data provided by assessments to influence further planning, provision and intervention.
 </li>
 <li>
 Providing feedback to parents and carers on a student&rsquo;s progress at Parent Teacher Conferences and other meetings
 
 
 
 </li>
 </ul>
 
 Behaviour management and duties
 
 
 
 <ul>
 <li>
 Follow the school&rsquo;s behaviour policy.
 </li>
 <li>
 Manage classes effectively, using approaches which are appropriate to students&rsquo; needs in order to inspire, motivate and challenge pupils.
 </li>
 <li>
 Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary within the school&rsquo;s behavioural policy.
 </li>
 <li>
 Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
 </li>
 <li>
 Have high expectations of behaviour, promoting self-control and independence of all learners.
 </li>
 <li>
 Carry out duties as directed and within the school&rsquo;s policy.
 
 
 
 </li>
 </ul>
 
 Wider Professional Responsibilities
 
 
 
 <ul>
 <li>
 To work as part of a curriculum action group, supporting planning, assessment, resources and special events linked to that team.
 </li>
 <li>
 Support the organising and taking part in school events, outings and activities which may take place at weekends or in the evening.
 </li>
 <li>
 Communicate effectively with parents/carers with regards to student&rsquo;s achievements and well-being using school systems/processes such as CPOMS as appropriate.
 </li>
 <li>
 Make a positive contribution to the wider life and ethos of the school
 </li>
 <li>
 Run a weekly ECA each term.
 
 
 
 </li>
 </ul>
 
 Qualifications
 
 
 
 
 Minimum Qualifications
 
 
 
 <ul>
 <li>
 Bachelor&rsquo;s Degree in the related subject with PGCE or other teacher qualification
 
 
 
 </li>
 </ul>
 
 Minimum Experience
 
 
 
 <ul>
 <li>
 Minimum 1- 2 years Teaching experience
 
 
 
 </li>
 </ul>
 
 Job Specific Knowledge &amp; Skills
 
 
 
 <ul>
 <li>
 Previous experience working with students whom English is not their first language
 </li>
 <li>
 Passion for teaching and commitment to educating the whole child
 </li>
 <li>
 A high level of professionalism and consideration of the well-being of children
 </li>
 <li>
 Recent and consistent involvement in extra-curricular activities
 </li>
 <li>
 Respect for all members of a school community, irrespective of position, gender, age and ethnic background
 </li>
 <li>
 A positive and solution-focused attitude to working life
 </li>
 <li>
 A clean enhanced Disclosure and Barring Services check or police check
 </li>
 </ul>
</div>

Teacher - Inclusion - Mamoura British Academy (AY 26/27)

<div>
 
 Job Description
 
 
 
 This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi's leading school group.
 
 
 Yas American Academy opened in September 2016 providing high quality education to the Emirate. The children are taught the Massachusetts Common Core Curriculum - tailored to be meaningful to children attending the school, alongside the local curriculum of Arabic, Islamic Studies and Social Studies. Facilities at the school are excellent and include a large astro-turf field, two swimming pools, well stocked library, a large multi-purpose sports hall, an auditorium and outdoor play areas.
 
 
 We provide a warm, friendly and supportive environment where students enjoy learning and achieving in an atmosphere of mutual respect and trust.
 
 
 The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region
 
 
 
 Responsibilities
 
 
 
 Key Task:
 
 
 To deliver lessons that inspire students to succeed in order to achieve the best possible outcomes.
 
 
 Roles and responsibilities include:
 
 
 <ul>
 <li>
 Teamwork and collaboration
 </li>
 <li>
 To be a good communicator at all levels.
 </li>
 <li>
 Be committed to developing positive relationships with all members of the school community.
 </li>
 <li>
 Working alongside fellow teachers to plan engaging lessons that meet requirements of the curriculum.
 </li>
 <li>
 Liaising with colleagues and working flexibly.
 </li>
 <li>
 Working with parents to ensure the happiness and best academic outcomes for all children.
 </li>
 <li>
 Working cooperatively with curriculum support staff (where applicable) to support children&rsquo;s development.
 
 
 
 </li>
 </ul>
 Teaching and learning:
 
 
 <ul>
 <li>
 Clear understanding of the Curriculum.
 </li>
 <li>
 Organising the classroom provision and learning resources and creating displays to encourage a positive and engaging learning environment.
 </li>
 <li>
 Planning, preparing and presenting sessions that cater for the needs of the whole ability range within the class.
 </li>
 <li>
 Motivating pupils with enthusiastic, imaginative teaching.
 </li>
 <li>
 Observing and assessing children in line with school assessments.
 </li>
 <li>
 Being reflective of the classroom provision, sessions taught, progress made, and adjusting environment, planning and curriculum to reflect this.
 </li>
 <li>
 Meeting with other professionals such as speech and language therapists, occupational therapists and educational psychologists, if required.
 </li>
 <li>
 Ensure the Al Mamoura Academy Teacher and Learner DNA language and attitudes are being embedded throughout the curriculum
 
 
 
 </li>
 </ul>
 Assessment and data:
 
 
 <ul>
 <li>
 Taking responsibility for the progress of a class.
 </li>
 <li>
 Meeting requirements for the assessment and recording of student&rsquo;s development using Target Tracker.
 </li>
 <li>
 Using data provided by assessments to influence further planning, provision and intervention.
 </li>
 <li>
 Providing feedback to parents and carers on a student&rsquo;s progress at Parent Teacher Conferences and other meetings
 
 
 
 </li>
 </ul>
 Behaviour management and duties:
 
 
 <ul>
 <li>
 Follow the school&rsquo;s behaviour policy.
 </li>
 <li>
 Manage classes effectively, using approaches which are appropriate to students&rsquo; needs in order to inspire, motivate and challenge pupils.
 </li>
 <li>
 Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary within the school&rsquo;s behavioural policy.
 </li>
 <li>
 Be a positive role model and demonstrate consistently the positive attitudes, values and behaviour, which are expected of pupils.
 </li>
 <li>
 Have high expectations of behaviour, promoting self-control and independence of all learners.
 </li>
 <li>
 Carry out duties as directed and within the school&rsquo;s policy.
 
 
 
 </li>
 </ul>
 Wider professional responsibilities:
 
 
 <ul>
 <li>
 To work as part of a curriculum action group, supporting planning, assessment, resources and special events linked to that team.
 </li>
 <li>
 Support the organising and taking part in school events, outings and activities which may take place at weekends or in the evening.
 </li>
 <li>
 Communicate effectively with parents/carers with regards to student&rsquo;s achievements and well-being using school systems/processes such as CPOMS as appropriate.
 </li>
 <li>
 Make a positive contribution to the wider life and ethos of the school
 </li>
 <li>
 Run a weekly ECA each term.
 
 
 
 </li>
 </ul>
 
 Qualifications
 
 
 
 Minimum Qualifications:
 
 
 <ul>
 <li>
 Bachelor&rsquo;s Degree in the related subject with PGCE or other teacher qualification
 
 
 
 </li>
 </ul>
 Minimum Experience:
 
 
 <ul>
 <li>
 Minimum 1- 2 years Teaching experience
 
 
 
 </li>
 </ul>
 Job Specific Knowledge &amp; Skills:
 
 
 <ul>
 <li>
 Previous experience working with students whom English is not their first language
 </li>
 <li>
 Passion for teaching and commitment to educating the whole child
 </li>
 <li>
 A high level of professionalism and consideration of the well-being of children
 </li>
 <li>
 Recent and consistent involvement in extra-curricular activities
 </li>
 <li>
 Respect for all members of a school community, irrespective of position, gender, age and ethnic background
 </li>
 <li>
 A positive and solution-focused attitude to working life
 </li>
 <li>
 A clean enhanced Disclosure and Barring Services check or police check
 </li>
 </ul>
</div>

Teacher - Inclusion- Yas American Academy- AY 26/27

<div>Yasmina British Academy has recently moved to a new multi-building campus incorporating state of the art facilities that has enabled our teachers and students to flourish, fostering a future focused educational experience while also delivering on our environmental commitments to supply sustainable schools to the UAE.
This incredible facility is more than just a school, acting as a social, sporting and performance hub for both the local and international communities of the city. The new campus enables us to add even more value to our currently outstanding educational provision, whilst utilising the reputation of Aldar Academies&rsquo; brand to positively impact the lives of our learning community in the UAE. The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.</div>
 <div><ul><li>Bachelor's degree in Special Education or Bachelor's Degree in the related subject with a Special Education qualification in the related subject with a Special Education qualification or PGCE currently completing 40 hours of SEN Teacher training.
</li><li>Minimum of 1- 2 years&rsquo; experience in teaching experiance.
</li><li>Experiance teaching British curricumum is essential.
</li><li>Respect for all members of a school community, irrespective of position, gender, age and ethnic background
</li><li>A positive and solution-focused attitude to working life
</li><li>A clean enhanced Disclosure and Barring Services check or police check
 
 
Successful candidates will have access to a wide network of professionals and opportunities to both lead and contribute to training others as well as developing themselves.
We are an equal opportunity employer, committed to a diverse and inclusive work environment. We are also mindful of our national development strategy and encourage UAE Nationals in their application at our company.
Aldar Education is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Offers of appointment are subject to satisfactory references and police clearance.</li></ul></div>
 <div><ul><li>Creating a climate that is conducive for outstanding Learning and Teaching
</li><li>Identifying clear teaching objectives and specifying how they will be taught and assessed
</li><li>Setting tasks which challenge students and ensure high levels of interest
</li><li>Setting clear targets, building on prior attainment
</li><li>Identifying SEN or very able students
</li><li>Providing clear structures for lessons maintaining pace, motivation and challenge
</li><li>Making effective use of assessment and ensure coverage of programmes of study
</li><li>Making effective use of performance data and key indicators to inform planning and therefore deliver differentiated learning &ndash; matched to need
</li><li>Ensuring effective teaching and best use of available time
</li><li>Maintaining an effective learning environment in accordance with the academy's procedures and encouraging good practice with regard to punctuality, behaviour, standards of work and homework
</li><li>Ensuring students acquire and consolidate knowledge, skills and understanding appropriate to the subject taught
</li><li>Ensuring the effective and efficient deployment of classroom support
</li><li>Assess how well learning objectives have been achieved and use them to improve specific aspects of teaching;
</li><li>Mark and monitor students' work and set targets for progress
</li><li>Using performance data to inform planning and therefore ensuring the Learning and Teaching continue to &lsquo;add value
</li><li>Assess and record students' progress systematically and keep records to check work is understood and completed, monitor strengths and areas for development, inform planning and recognise the level at which the student is achieving
</li><li>Undertake assessment of students as requested by examination bodies, departmental and academy procedures;
</li><li>Take part in subject or aspects of the academy's work and develop plans which identify clear targets and success criteria for its development and / or maintenance
</li><li>Contribute to the whole academy's visioning activities.
</li><li>Comply with regulations pertaining to health and safety at work legislation and adhere to academy policies relating to safe working practice and equal opportunities regulations
</li><li>Engage in annual training linked to child protection, safeguarding and health and safety together with all training deemed appropriate for the purpose of academy improvement or performance management
</li><li>Have a working knowledge of teachers' professional duties and legal liabilities
</li><li>Operate at all times within the stated policies and practices of the academy
</li><li>Know subjects or specialisms to enable effective teaching
</li><li>Establish effective working relationships and set an outstanding example through their presentation and personal and professional conduct
</li><li>Endeavour to give every child the opportunity to reach their potential and meet high expectations;
</li><li>Co-operate with other staff to ensure a sharing and effective usage of resources to the benefit of the academy, department and students
</li><li>Contribute to the corporate life of the academy through effective participation in meetings and management systems necessary to coordinate the leadership and management of the academy
</li><li>Take part in marketing and liaison activities such as Open evenings/afternoons, Parent Teacher Consultations, and events with partner academys
</li><li>Take responsibility for own professional development and duties in relation to academy policies and practices;</li></ul></div>

Teacher - Inclusion (Yasmina British Academy) AY2026/27

<div>Yas American Academy opened in September 2016 providing high quality education to the Emirate. The children are taught the Massachusetts Common Core Curriculum - tailored to be meaningful to children attending the school, alongside the local curriculum of Arabic, Islamic Studies and Social Studies. Facilities at the school are excellent and include a large astro-turf field, two swimming pools, well stocked library, a large multi-purpose sports hall, an auditorium and outdoor play areas.
We provide a warm, friendly and supportive environment where students enjoy learning and achieving in an atmosphere of mutual respect and trust.
The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region</div>
 <div>Minimum Qualifications
<ul><li>Bachelor Degree in Special Education or Bachelor's degree in Equivalent Field with PGCE or other teacher qualification.
</li><li>SEN Qualification (Masters level or external certification on an aspect of SEN). PGCE or equivalent teaching qualification
</li></ul>Minimum Experience
<ul><li>Experience of a British Curriculum would be advantageous.
</li><li>6 years of experience in SEN.
</li><li>Previous experience in leading SEN / Learning Support in a Primary/Secondary school.
</li><li>Previous experience working with students whom English is not their first language.
</li></ul>Job Specific Knowledge &amp; Skills
<ul><li>Inter-personal/communication skills
</li><li>Organisation skills
</li><li>Consistently graded very good/outstanding for teaching and learning
</li><li>Commitment to school's vision and IB Philosophy and Mission Statement
</li><li>Passion for education, teaching, and a belief in the potential of every student
</li><li>Commitment to own CPD
</li><li>Ability to work under pressure, problem solve,
</li><li>Deal with challenging situations and be resilient
</li><li>To be able to maintain confidentiality.
</li><li>Cultural sensitivity to the needs of our community.
</li><li>An efficient and effective communicator</li></ul></div>
 <div><ul><li>Assist academy in achieving its overall vision and strategic intentions and to contribute to the achievement of relevant targets as set out in the academy's improvement plan and self-evaluation form
</li><li>Comply with regulations pertaining to health and safety at work legislation and adhere to academy policies relating to safe working practice and equal opportunities regulations
</li><li>Comply with the academy's Performance Management Policy ensuring challenging annual targets are set and to fulfil the role of performance management reviewer if directed to do so by the Principal
</li><li>Engage in annual training linked to child protection, safeguarding and health and safety together with all training.deemed appropriate for the purpose of academy improvement or performance management.
</li><li>Comply with the academy's staff dress code at all times including the wearing of photo ID / lanyard.
</li><li>Comply with the academy's computer Acceptable Use Policy (AUP) at all times.
</li><li>Plan and deliver interventions, across the whole academy.
</li><li>Coordinate in class support for targeted children.
</li><li>Writing and reviewing of IEPs.
</li><li>Implementation of targets.
</li><li>Liaising with teachers and advising.
</li><li>Management of HLTAs, LSAs, SEN teachers and Inclusion Assistants.
</li><li>Responsible for the development of timetables.
</li><li>Regular analysis of data, that will then inform planning and provision.
</li><li>Classroom observation of children and appropriate strategies then disseminated to class/subject teachers.
</li><li>Regular updating of Edukey.
</li><li>Delivering of training to staff.
</li><li>Arrange meetings with parents to support POD children.
</li><li>Work closely with external agencies to support parents of and students with POD.
</li><li>Attending line managements with the Assistant Principal, where key information about students is shared and discussed.
</li><li>Attend Aldar Head of Inclusion meetings.
</li><li>Liaise with the Head of Inclusions across Aldar.
</li><li>Coordination of access arrangements for IGCSE, GCSE, and IB.
</li><li>Maintain efficient and effective control of the Department's resources budget
</li><li>Ensure a safe working and learning environment in which risks are properly assessed and Health and Safety regulations are observed at all times
</li><li>Contribute to the CAS Programme.
</li><li>Undertake duties as part of the staff duty team
</li><li>Cover for absent colleagues and invigilate examinations as required.
</li><li>Provide guidance and advice to pupils on educational and social matters
</li><li>Have a working knowledge of teachers' professional duties and legal liabilities;
</li><li>Operate at all times within the stated policies and practices of the Academy
</li><li>Offer targeted support in both the primary and secondary phases after school (two after school sessions a week) Complete administrative and organizational tasks related to the duties of a class teacher
</li><li>Be prepared to supervise pupils before and after academy and during lunch breaks
</li><li>Have good subject knowledge in both the primary and secondary curriculum in order to enable effective teaching;
</li><li>Establish effective working relationships and set an outstanding example through their presentation and personal and professional conduct;
</li><li>Endeavour to give every child the opportunity to reach their potential and meet high expectations;
</li><li>Co-operate with other staff to ensure a sharing and effective usage of resources to the benefit of the academy, and pupils.
</li><li>Contribute to the corporate life of the academy through effective participation in meetings and management systems necessary to coordinate the leadership and management of the academy;
</li><li>Take part in marketing and liaison activities such as Open Evenings, Parents Evenings, Review days and events with partner academies;
</li><li>Take responsibility for own professional development and duties in relation to academy policies and practices;
</li><li>Participate in Performance Management arrangements of SEN teachers, LSAs and HLTAs
</li><li>Participate in meetings arrange for any of the purposes described above.
</li><li>Any other duties assigned by the Principal</li></ul></div>

Head - Inclusion (Yas American Academy)- AY2026/27

Natick Public Schools

<div>The Natick Public Schools Seek an
Access (Program) Special Education Teacher
Start date: 8/24/26 
We invite you to explore a career with Natick Public Schools. 
The Natick Public Schools educate approximately 5,300 students from Pre-K through age 22. We are an innovative, supportive, and high-performing district whose outstanding staff provides high quality services for our diverse students and their families from Natick and Boston. Natick Public Schools is a community dedicated to all students achieving high standards in a safe, trusting, respectful environment where learning is exciting, dynamic, and engaging, and where connectedness and belonging are valued and actively cultivated. We are home to families that speak almost 60 different languages and our student population is approximately 29% Students of Color and 71% White students. With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful citizens of a global world. 
We enthusiastically welcome educators to our district who seek and thrive in a diverse environment that focuses on the whole child in a strengths-based approach. Please partner with us in our mission to support the diversity of our school community, promote and deliver equitable practices for all of our staff, students, and families, and create meaningful connections that enable everyone to feel included and thrive.<div><div> 
Job Title 
Program Special Education Teacher 
Location 
Wilson MS</div><div> 
Reports To<div> 
Building Principal and Director of
Student Services</div> 
Work days/FTE 
School Year 183 days/1.0 FTE</div><div> 
Salary/Benefits 
Salary and benefits per contract with the Education Association of Natick Unit A 
Benefits Eligible? 
Yes</div><div> 
JOB GOAL: Profile of a Natick Educator</div><div> 
The Special Education Teacher is responsible for day to day management of the classroom and provision of instruction, including development and implementation of the Individual Education Plan (IEP) goals, assessment, and curriculum design. The teacher is also responsible for the supervision of classroom staff and ongoing parent contact. The teacher is expected to collaborate with general education/special education teachers to ensure student needs are met.</div></div><div> 
QUALIFICATIONS</div> 
Education: Bachelor&rsquo;s Degree, Master&rsquo;s preferred 
Professional Certification:
<ul><li>MA DESE licensure in Special Education, moderate or severe special needs</li><li>
MA DESE SEI Endorsement</li><li>
Additional certification in general education and/or ESL highly desirable</li></ul>
Specialized Knowledge:<ul><li>
Ability to identify both formal and informal assessments that measure student skill level and conceptual understanding of academic, social-emotional, and behavioral benchmarks</li><li>
Ability to evaluate/analyze formal and informal data in order to provide recommendations based on data</li><li>
Understanding of child/adolescent development</li><li>
Knowledge of best instructional practices for students with special abilities</li><li>
Thorough understanding of the development and implementation of Individualized Education Plans (IEPs) for students</li><li>
Through understanding of district, state, and federal policies and regulations as they relate to students with disabilities</li><li>
Thorough understanding of and commitment to the principles and practices of diversity, equity, inclusion, and social justice as they relate to student engagement and opportunity
</li></ul>Preferred Experience:<ul><li>
Experience working in a diverse public school setting preferred</li><li>
Experience working with students with disabilities/special abilities preferred</li><li>
Experience providing instruction and support for academic, social-emotional, and/or behavioral needs</li><li>
Experience working in a diverse public school preferred</li><li>
Experience working with students who are English language learners preferred</li><li>
Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and PowerSchool preferred, but will train the right candidate
</li></ul>Skills<ul><li>
Demonstrated aptitude for work to be performed</li><li>
Bilingual skills, especially in Spanish and Portuguese, are highly desirable</li><li>
Strong written and verbal communication skills</li><li>
Strong interpersonal skills</li></ul><ul><li>
Candidates should have a passion for working with students, families, and colleagues</li><li>
Candidates must be flexible and collaborative</li><li>
Candidates must be able to multitask in a fast-paced, supportive environment that nurtures student growth</li><li>
Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production</li><li>
Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with state certification requirements.</li></ul><div>
TOOLS AND EQUIPMENT USED</div> 
<ul><li>
Phone, intercom, personal computer and software applications as outlined above, scanner, copy machine, calculator, camera, printers and fax machine.</li></ul><div><div>
ESSENTIAL FUNCTIONS OF THE JOB (not limited to)</div></div> 
The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.<ul><li>
Design and carryout developmentally appropriate curriculum/programming as required by IEP goals/MA curriculum framework</li><li>
Develop and implement specialzied instruction at entry-point levels for students requiring substantially separate instrution in all areas including vocational. life skills and functional academics</li><li>
Develop data collection systems using curriculum-based and school-wide progress monitoring tools to monitor progress towards goals and standards</li><li>
Implement behavior and incentive plans and maintain data to support student&rsquo;s behavior and social emotional needs.</li><li>
Guide classroom support staff in implementing activities that support student's goals and other areas of need and in collecting data.</li><li>
Provide direct individual and/or group instruction through inclusion and/or resource models</li><li>
Provide interdisciplinary programming through consultation with professional and support staff</li><li>
Conduct thorough educational evaluations, developmental assessments, and/or progress monitoring necessary for quarterly progress reports, annual assessment and re-evaluations</li><li>
Prepare MCAS alternate assessment on students, as assigned</li><li>
Implement social skills training approaches and programs</li><li>
Initiate and support the use of assistive technology to provide access to the curriculum and to support communication as necessary</li><li>
Support the transition of students within the classroom and building by using positive behavior supports, visuals, and developmentally appropriate interventions.</li><li>
Organize daily schedule to meet caseload requirements</li><li>
Consult with staff in other discipline areas to improve programming</li><li>
Facilitate ongoing parent communication and encourage family involvement</li><li>
With the guidance of the Coordinator and in collaboration with team members, develop appropriate individual IEPs consistent with District expectations and all applicable laws and regulations</li><li>
Participate in ongoing professional development in the Special Education Department and in your school(s) to support the implementation of School and District initiatives and goals</li><li>
Works with district and school leadership to combat systemic barriers that limit student and families&rsquo; equitable access to opportunity</li><li>
Identifies and addresses bias and its impact on rigor and opportunity for students</li><li>
In collaboration with administration, updates policies and equitable access procedures as needed</li><li>
Other duties as outlined by Special Education building or district administrator</li></ul><div>
WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS</div> 
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. The employee must be able to perform the essential functions of the job satisfactorily and, if requested, reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of their job, absent undue hardship. 
While performing the duties of this job, the employee is regularly required to:<ul><li>
move about the classroom, school, school grounds, office, and/or off-site locations.</li><li><ul><li>
On some occasions, it may be necessary to move quickly across even or uneven surfaces;</li></ul></li><li>
remain in a stationary position for periods of time;</li><li>
operate a computer and other school/office productivity machinery (i.e., iPad, copy machine, computer printer, assistive technology, etc.);</li><li>
read material from a computer monitor as well as handwritten or printed matter with or without visual aids;</li><li>
position oneself to maintain files and access school/classroom/office materials;</li><li>
communicate with others so that information received and given is understood and accurately communicated;</li><li>
communicate and collaborate effectively with students, parents, and other staff members in person, via video conference, on the telephone, and/or in writing;</li><li>
observe details at close range</li><li>
in the school setting, ensure the safety of students;</li><li>
multitask and meet multiple demands from several people;</li><li>
may need to teach and support students with life skills development such as eating, cleaning, and toileting</li><li>
lifting up to and including 25 lbs</li><li>
the noise level in the work environment is moderate to loud.</li></ul><div>
SUPERVISORY RESPONSIBILITIES</div><div> 
SELECTION GUIDELINES</div> 
<ul><li>
Formal application</li><li>
Rating of education and experience</li><li>
Oral interviews</li><li>
Reference check</li><li>
Strong record of work performance in current and previous roles required</li><li>
Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints.</li></ul> 
The Natick Public Schools do not discriminate on the basis of age, race, creed, color, religion, nationality, sex, sexual orientation, gender identity, disability, pregnancy and pregnancy-related conditions, physical and intellectual differences, immigration status, homeless status, or any other class protected by law.</div>

Teacher, Grades 5-8 Special Education - Access (3126)

Franklin Towne Charter Schools

Job Description:Established in 1999 and located in the historic Frankford Arsenal, Franklin Towne Charter High School has grown into one of Philadelphia&rsquo;s premier public schools. A National Blue Ribbon School of Excellence, 2025 Philadelphia Inquirer Philly Favorites Gold Medal Winner for both High School and Charter School, 2025 Governor's Civic Engagement Award Recipient, and 2025 Philly Service Award Recipient, Franklin Towne continues to set the standard for student achievement and community impact. Recognized as the &ldquo;Most Spirited High School in America&rdquo; by Varsity Brands, we proudly serve more than 1,300 students citywide, achieving distinction for Highest Reading/Language Arts Proficiency (Top 20%), Highest Graduation Rate (Top 10%), and Most Diverse Schools (Top 20%), while empowering students to excel in growth, college preparation, leadership, and service.Due to an increase in enrollment in identified students, we are seeking candidates in Special Education Instructional Support.The Special Education Instructional Support Teacher is the &ldquo;go to&rdquo; person for all things involved within the classroom. They will support students within the general education inclusion classes in addition to the following:<ul><li>Meet with all identified students in the beginning of each semester to introduce yourself as the special education teacher and to review the specially designed instruction listed in their IEP</li><li>When IEPs have been updated, read the entire updated IEP in PowerSchool to ensure that you are adhering to the specially designed instruction and make note of any/all changes</li><li>Once the IEP meeting is completed, meet with general education teachers who work with the student to ensure that they have a full understanding of the SDI to be put in place for that student as well as any pertinent information in the IEP</li><li>Select appropriate texts, materials, supplies to use within the classroom for students</li><li>Modify all assessments (ex. formative, summative, performance based) and assignments so that they are suitable for each individual student based on their independent and instructional levels</li><li>Adapt classroom lessons and assignments so that students are being provided with materials that are suitable based on their needs</li><li>Collaborate with general education teachers to modify or adapt lesson plans and instructional materials</li><li>Support, mentor, and model best practices of instructional strategies and techniques within the general education classroom</li><li>Ensure that identified students within the classroom are being supported through collaborative teaching models or pull out services</li><li>Provide small group instruction on an as needed basis for students who require more intensive support during lessons</li><li>Assist the case manager by providing them with information, student work, suggestions for specially designed instruction</li><li>Notify the Case Manager of any student concerns or issues (which the Case Manager will then bring to the Special Education Coordinator&rsquo;s attention)</li><li>Implement the specially designed instruction listed in each student&rsquo;s IEP</li><li>Work with the general education teacher to accurately complete the teacher input form</li><li>Provide small group testing areas for students who require a smaller environment, as listed in their IEP</li><li>Other duties as required by the Special Education Coordinator</li></ul>Education Qualifications:<ul><li>Bachelor's degree from an accredited college or university</li></ul>Certificates / Licenses:Applicants should be certified in one of the following areas:<ul><li>Special Education PK-12</li><li>Special Education 7-12</li><li>Special Education N-12</li><li>Valid Commonwealth of Pennsylvania Instructional Certification in respective grade level, and endorsements in respective subject area, OR</li><li>Presentation of an original, signed letter from the Certification Officer of an accredited college or university verifying current enrollment in an approved certification program in order to be eligible for an Emergency Permit.</li></ul>Our Mission:Franklin Towne Charter High School allows students to pursue pathways of learning which are respective to their personal interests, from the humanities to STEM, in an effort to infuse joy into learning; all while fostering warmth and positivity in a family-like atmosphere for our students. We were named a National Blue Ribbon School by the US Department of Education and 1 of the Top 100 Places to Work in Philadelphia by Philadelphia Magazine and Philly.com. Franklin Towne is committed to creating a safe, supported, progressive school environment where collaboration and cooperation are a priority.Location &amp; Safety:Franklin Towne Charter High School is located in the Bridesburg-Tacony section of Northeast Philadelphia. Unlike most Philadelphia schools that are located within a neighborhood, Franklin Towne Charter H.S. is uniquely cut off from potential hazards of neighborhood violence due to Interstate 95 to the west and the Delaware River to the east. In addition, Franklin Towne is safely located within a gated community known as the Arsenal Business Center. Like the decommissioned Philadelphia Navy Yard in South Philly that has undergone a substantial rejuvenation, the Arsenal Business Center is following suit with its own revival.Getting to Franklin Towne by Car:<ul><li>From Center City: Franklin Towne is conveniently located off Interstate 95 and is easily accessible via I-95 Aramingo Ave. (exit 26)</li><li>From Northeast Philadelphia/Bucks County: Franklin Towne is conveniently located off Interstate 95 and is easily accessible via I-95 Bridge St. (Exit 27).</li><li>From New Jersey: Franklin Towne is conveniently located between the Tacony-Palmyra Bridge to the North and the Betsy Ross Bridge to the South.</li><li>From the West: Franklin Towne is easily accessible via Cottman Avenue (Route 73) or the Roosevelt Boulevard. via Harbison Avenue</li></ul>Getting to Franklin Towne by Train:<ul><li>SEPTA&rsquo;s Regional Rail Trenton Line at Bridesburg Station is just a short 6-minute walk to the Bridge Street entrance to the Arsenal complex.</li></ul>Getting to Franklin Towne by Bus:<ul><li>From the South &amp; West Bus Route 73via Bridge Street entrance to the Arsenal complex</li><li>From the North Bust Route 84via Tacony Street entrance to the Arsenal complex</li></ul>Additional Information about FTCHS:https://www.niche.com/k12/franklin-towne-charter-high-school-philadelphia-pa/FTCHS Website:https://hs.franklintowne.org/homeAmenities, Benefits, and PerksCampus Amenities:<ul><li>Two gated security checkpoints to Arsenal complex.</li><li>Ample parking for staff adjacent to the school and monitored by Arsenal security personnel.</li><li>Culinary Collective located within the Arsenal Complex</li></ul>Building Amenities:<ul><li>All school buildings equipped with modern heating, ventilation, and air conditioning.</li><li>Convenient staff-only bathrooms located on each floor.</li><li>All school buildings and bathrooms are fully cleaned on a daily basis.</li><li>Teacher lounges located on all floors are equipped with a full refrigerator and freezer, sink, microwave ovens, toaster ovens, coffee machines, as well as vending machines.</li><li>All teacher lounges are also equipped with copy machines that are universally connected to your computer.</li><li>School has gone through extensive auditing of outside security firm to vet our school safety infrastructure.</li><li>Friendly security guards on all floors that monitor hallways and bathrooms and available to teachers.</li></ul>Classroom Amenities:<ul><li>95% of teachers will have their own classroom and do not share classrooms.</li><li>All classrooms have access to windows, natural light, and individual thermostats.</li><li>All classrooms equipped with the latest ViewSonic smartboard technology as well as dry erase white-boards.</li><li>All classrooms equipped with recently upgraded desktop computers and an Apple iPad.</li><li>All rooms have been equipped with safety features to strengthen the integrity of classroom doors.</li></ul>Student Technology:<ul><li>All students have their own personal Chromebook that is required for them to bring to every classroom whether teacher is planning on using them or not.</li><li>Teachers have access to GoGuardian software that allows teachers to limit off-task online activity.</li><li>All students wear a school I.D. that is compatible with each classroom&rsquo;s attendance technology software.</li></ul>Staff Perks:<ul><li>Business casual staff dress code</li><li>Frequent dress down days throughout the school year</li><li>Many staff-only social events after school hours.</li><li>One back-to-school-night in the fall (no parent-teacher conferences)</li><li>Fair allotment of paid sick and personal days.</li><li>Access to a full state of the art gym and indoor track.</li><li>Discounted staff lunches provided by The Nutrition Group.</li><li>All teachers are given 1,800 copies per month to use as they see fit.</li><li>Pay schedule: 26 bi-weekly paychecks over 52 weeks.</li></ul>Professional Development:<ul><li>New teachers will have 3-4 days of professional development the week of August 24th.</li><li>New teachers to FTCHS will have access to a hands-on program throughout the school year to acclimate you to the climate and culture of Franklin Towne specifically through mentoring and coaching.</li><li>All teachers will have a staff orientation week beginning Monday, August 31st prior to the start of the school year which will include a varied approach to professional development.</li><li>Full P.D. days are dedicated throughout the school year as well as Friday afternoons.</li></ul>School Calendar and Contractual Hours:<ul><li>The school-year instruction begins on Tuesday, September 8th</li><li>The school year will end on Wednesday June 10th.</li><li>Days off are aligned with federal holidays and include both winter and spring breaks that are at least a full week off &ndash; teachers are not expected to grade work over extended breaks.</li><li>Contractual hours: 7:30am &ndash; 3:30pm</li></ul>Prep-Time &amp; Lesson Planning:<ul><li>Most contracts are written for three blocks of instruction, with one block that is typically designated as a prep period but a portion can be designated for a coverage assignment.</li><li>Teachers also have a designated lunch period and may leave campus to access a local fast food eatery or take advantage of the neighborhood supermarket quick service meals.</li><li>Teachers have access to instructional aides for additional support.</li><li>Submission of detailed lesson plans are not required since Franklin Towne H.S. has adopted the UBD framework to most curriculum and use an assessment calendar. *Teachers new to FTCHS typically submit a modified lesson plan.</li><li>Teachers will also have time dedicated after the instructional day ends to meet with students that are issued appointments for tutoring, retesting, catching up students that have missed school.</li></ul>Code of Conduct Highlights:<ul><li>Students are not allowed to bring their cell phones into their classrooms &ndash; zero tolerance.</li><li>Detentions are served on the day they are issued including detentions for failure to submit homework.</li><li>Interactions with parents or parents questioning discipline outcomes in the classroom is traditionally handled by the Dean of Students &ndash; not individual teachers.</li></ul>Job Type: Full-timePay: $60,000.00 - $70,000.00 per yearBenefits:<ul><li>401(k)</li><li>Dental insurance</li><li>Employee assistance program</li><li>Employee discount</li><li>Health insurance</li><li>Paid time off</li><li>Parental leave</li><li>Professional development assistance</li><li>Retirement plan</li><li>Tuition reimbursement</li><li>Vision insurance</li></ul>Ability to Commute:<ul><li>Philadelphia, PA 19137 (Required)</li></ul>Ability to Relocate:<ul><li>Philadelphia, PA 19137: Relocate before starting work (Required)</li></ul>Work Location: In person

Special Education Instructional Support Teacher - High School

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