UWCSEA Dover has a vacancy for August 2025 for a Head of Middle School Learning Support. The Middle School Learning Support team focuses on fostering an inclusive environment that prioritises a student-centred and strength-based approach. UWCSEA are in the initial phases of implementing a tiered support model, and this role involves collaborating with the team around the child to ensure all students can thrive within the UWCSEA learning programme. The successful candidate will be required to have an understanding of tiered support structures and systems within large and dynamic educational organisations.
The ideal candidate should have relevant leadership experience. They must also be knowledgeable about the unique challenges Middle School students experience and implement effective support and systems to ensure continuity of care as students’ transition from Primary School and then to High School. Relevant qualifications that support students with learning differences are required.
Main Responsibilities
Leadership & Strategic Thinking
- Ensure that systems, structures, and approaches align with the K-12 framework for student support.
- Collaborate effectively with various teams and individuals to maintain a cohesive, strategic view across the K-12 continuum.
- Develop, implement, and monitor student support as part of a tiered intervention model.
- Strategically analyse and utilise data to inform and improve support systems.
- Regularly review the effectiveness of support services, working closely with the team to ensure continuity and consistency across grade levels and school sections.
Working with students/teaching
- Plan and teach stimulating and appropriate lessons, targeted to the identified individual learning needs of students, as well as work with small groups and individual students as required.
- Understand and leverage students' strengths to create and case manage support plans and review these plans regularly.
- Conduct and analyse educational assessments and diagnostic assessments as necessary.
- Implement and monitor student progress through targeted interventions
- Foster positive relationships and promote student well-being to create a supportive learning environment and encouraging self-advocacy.
Collaboration and Partnerships
- Work in partnership with teachers across various subjects to co-plan and implement strategies that address student needs, strengthen Tier One support, and draw on the principles of Universal Design for Learning.
- Lead professional learning and collaborative conversations with teachers, parents, students and Heads of Grade over the most appropriate way to support students.
- Liaise with Admissions and the High School Leadership Team to understand the current capacity within High School to support students with learning needs and plan accordingly.
- Collaborate with the Learning Support team, Heads of Grade and teachers to identify students for support and monitor student progress as needed.
- Develop and maintain positive working relationships with other staff members throughout the Middle School and K-12 Learning Support team.
- Work effectively with Primary and High School to ensure a smooth transition for students and parents.
- View parents as partners in the support process and take relevant actions to foster this.
Data & Assessment - As part of holistic support
- Lead the team in gathering and using different types of data from multiple sources to monitor student progress and wellbeing around specific educational goals.
- Use data to inform Tier 2 and 3 instruction and track support
- Use educational assessments to help guide effective student support and communicate key information with teachers
Systems and Documentation
- Maintain up to date learning support documentation that is regularly reviewed to ensure alignment across the school sections and the two campuses in line with department policies
- Collaborate with students and parents to create and update student learning plans and encouraging students to be advocating for their own needs and goals
- Maintain confidentiality at all times in respect of individual and family circumstances.
Expectations and Standards
Person Specifications
- Relevant degree, a recognised teaching qualification, and learning support teaching qualification are required.
- Considerable experience working with middle school adolescents (11-14 years) and an understanding of the unique challenges faced by this age group.
- Experience leading a Learning Support department in large educational settings.
- A proven track record of supporting students with a range of additional learning needs and confidence in co-planning instruction with teachers as part of our Tier 1 support.
- Leading in designing and delivering meaningful professional learning to staff within the school setting
- As we are in the initial phases of implementing a tiered support model, flexibility, optimism, resilience, initiative and adaptability are essential.
- The ability to work with a high level of autonomy, while also collaborating effectively as part of both the High School Learning Support department and the K-12 Learning Support team.
- Experience and knowledge in using data from various sources to guide, implement and track the effectiveness of student support.
- A strengths-based, inclusive philosophy and approach to supporting students is essential.
- The ability to connect with students and build positive and trusting relationships with both parents and Middle School teachers is crucial.
- To maintain a positive, solution-focused attitude in a dynamic, diverse, and high-energy environment.
- The ability to prioritise and manage projects effectively while responding proactively to emerging challenges.
- Excellent communication skills.
- The following would be an advantage:Additional qualifications in educational assessment and testing. E.g CCET
Experience with literacy interventions
Experience working in a K-12 context
Experience and expertise in co-planning with teachers to design effective instruction grounded in the principles of Universal Design for Learning (UDL)
Experience working with tiered student support structures
Previous experience as a Classroom Teacher
- Teachers should be willing and eager to participate in the five key elements of a UWCSEA education: Academic; Personal & Social Education; Service; Activities; Outdoor Education.
- Academic expectations include enthusiastic participation in Professional Development, both that which is mandated by the College and that which is identified by the teacher.
- Pastoral expectations include the leadership of an advisory group, unless the teacher is exempted due to other responsibilities.
- 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 and/or Service Trips.
- A commitment to diversity and inclusion is essential alongside a willingness to adapt and develop pedagogy to meet the needs of our learners.
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.
