Total 10 support advisor job vacancies in Education / Training category in D18 Tampines, Pasir Ris

Tanglin Mission

Tanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. At Tanglin we strive to make every individual feel valued, happy and successful. Responsibility, enthusiasm and participation are actively encouraged and integrity is prized. Working together in a safe, caring yet stimulating environment, we set high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world.

Our Vision

We aspire to be the best school in the world with a dynamic learning community which nurtures and inspires every individual to be the best they can be. Our core values of Respect, Responsibility and Purpose are at the heart of everything we do across the school.

The Role

We are seeking to appoint an exemplary Learning Support teacher to inspire, nurture and develop children in our eight form entry school. The successful candidate will bring SEND specialist knowledge and a flair for bringing out the very best in children, so that they are well equipped to succeed and achieve their potential. Our hard working teachers demonstrate a willingness to go above and beyond and the ability to work collaboratively as part of a team.

Interested applicants are also welcomed to apply for the Assistant Head of Learning Support role – please indicate this in your application.

Key Responsibilities

Teaching & Learning

• Manage an effective, orderly and safe learning environment.
• Plan and deliver one hour Maths daily using a range of concrete resources to support.
• Work with individuals/groups of students with a range of SEND needs as stated in the SEND Code of Practice 2015 four broad areas of need: Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health, Sensory and/or Physical Needs.
• Create and teach purposeful and dynamic interventions that support the year group needs. Devising pre-and post-intervention assessments. Analyse relevant data to support this process.

Planning & Development

• Write and regularly review Personalised Learning Plans for students at support 3 on the Learning Support Register.
• Attend and contribute to meetings of a professional nature, including Learning Support meetings and year group admin meetings.
• Participate in the Review and Development process to personalise professional learning and maintain an accurate and up to date record of all Professional Development opportunities.
• Take part in relevant development activities to enhance ongoing professional skills, knowledge and understanding including professional reflection and evaluation.
• Support colleagues in developing their professional practice within class/unit through providing advice, strategies, modelling, and CPD.
• Support the Head of Learning Support in the Review and Development and Performance Management processes with STLAs in accordance with the agreed school procedures.

Assessment, Recording & Reporting

• Use a range of assessments to gather relevant data on students.
• Use data to identify students who may require additional support. Keep detailed records of individual student programmes and achievements.
• Triangulate data, using class teacher assessments, standardised assessments and observations of individual students to build a picture of their strengths and areas of needs.
• Disseminate relevant information to the Learning Support Team, Class Teachers, Teaching and Learning Assistants, Specialist Teaching and Learning Assistants (STLA) and parents.
• Improve links between KS1/KS2/KS3 through the dissemination of information with regards to resources, programmes and assessment tools being used, along with methods of recording, differentiation and moderation.
• Report to parents in accordance with the school’s reporting policy as laid down in the Staff Handbook.

Communication & Liaison

• Liaise with relevant class teachers with regards to the SEND needs in their class and ensuring these needs are understood, planned for, and met.
• Work in close partnership with parents to ensure that the needs of their child are fully understood and met.
• Act as a link teacher to optimise transition and support to the next year group.
• Contribute to the strengthening of the parent-teacher partnership in individual and whole school initiatives.
• Liaise with internal support systems – Educational Psychologist, Counselling Team, Nursing Team, pastoral team and any other relevant supports.
• Liaise with outside agencies (e.g. Speech and Language Therapists and Occupational Therapists, etc).

Pastoral & Co-Curriculum

• Follow the School’s policies and procedures with regard to discipline and behaviour, daily routines, duties, attendance at meetings, INSET, etc as laid down in the Staff Handbook.
• Fulfil CCA commitment in line with school policies.
• Be responsible for reporting any concerns about a child to the Designated Safeguarding Lead, monitoring relevant vulnerable students and keeping clear and detailed records.
• Embrace the School’s commitment to creating a diverse and inclusive environment.

Tanglin Trust School believes that each employee makes a valuable and significant contribution to our success and that contributions should not be limited to the assigned responsibilities below. This job description is designed to outline primary responsibilities but not limit the employee, nor Tanglin Trust School, to only the duties identified. It is the expectation of the School that each employee will offer his/her services wherever and whenever necessary to ensure the success of our organisation.

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful candidate will be required to provide an Enhanced DBS disclosure certificate, or equivalent.

UWCSEA Dover is seeking a Teacher of Middle and High School Learning Support (Local contract) from August 2025 to join our dynamic and flexible support team. The Learning Support position 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 candidate should have recent Middle and/or High School teaching experience, understand the unique challenges faced by Middle and High School students and hold relevant qualifications that support students with learning differences. The candidate should be willing to work in both Middle and High School.

Main Responsibilities

• Teachers should contribute positively to the collaborative culture of the Middle/ High School team.
• Teachers should construct learning experiences that challenge students, support diverse learners in each classroom, and demonstrate a strong commitment to concept-­based teaching and learning.
• Teachers should utilise the UWCSEA Learning Principles as a foundation for effective teaching and learning.
• Teachers should keep parents informed about the learning of their children, and be proactive in communication with parents.
• Teachers should be willing and eager to participate in the five key elements of a UWCSEA education: Academics; Activities; Outdoor Education; Personal and Social Education and Service

Working with students

• Understand and leverage students' strengths and support their overall well-being through a holistic approach to their academic and personal development.
• Be responsive to students' learning and socio-emotional needs through implementing a range of strategies relevant to individual strengths and challenges.
• Collaborate with students to set their own goals, plan coaching sessions, and create personalised support to achieve those goals, while also encouraging self-advocacy and regularly monitoring their progress
• Guide students in understanding their unique learning profiles and teach them self-advocacy skills to thrive during their school journey, preparing them for successful transitions to post-secondary opportunities
• Foster positive relationships and promote student well-being to create a supportive learning environment.

Collaboration and Partnerships

• Work in partnership with teachers across various subjects to co-plan and implement strategies that address student needs to help strengthen Tier 1, and draw on the principles of Universal Design for Learning.
• 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 and High School and K-12 Learning Support team.
• Work effectively 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

• Confidently use and gather different types of data from multiple sources to monitor student progress and well-being around specific educational goals.
• Is confident with understanding external examination board requirements for access arrangements
• Use educational assessments to help guide effective student plans and communicate key information with teachers

Systems & Documentation

• Maintain student learning records in line with department policies.
• Collaborate with students and parents to create and update student learning plans, ensuring that students are actively advocating for their own needs and goals
• Maintain confidentiality at all times in respect of individual and family circumstance

Expectations and Standards

• Follow the UWCSEA Professional Code of Conduct and Safeguarding Code of Conduct.
• Teach in line with the UWCSEA Teacher Standards

Person Specifications

• Relevant degree, a recognised teaching qualification, and learning support teaching qualification are required.
• Considerable Middle/High School learning support experience is required with an understanding of the unique challenges faced by Middle/High School students.
• Experience and confidence working with external examination boards for access arrangements.
• A proven track record of supporting students with a range of additional learning needs, successfully delivering targeted support and confidence in co-planning instruction with teachers as part of our Tier 1 support.
• 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 Middle and 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, inspire enthusiasm, and build positive relationships with both parents and Middle/High 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:Experience providing intervention and coaching for students with executive functioning difficulties in a Middle/High School setting.
  Additional qualifications in educational assessment and testing E.g CCET
  Experience designing and delivering meaningful professional learning to staff within the school setting
  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 would be an advantage.
• Academic expectations include enthusiastic participation in Professional Learning.
• 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.

Interested applicants are invited to apply directly at the NUS Career Portal

Your application will be processed only if you apply via NUS Career Portal

We regret that only shortlisted candidates will be notified.

Job Description

Position Overview: The Academy for Healthy Longevity at the Yong Loo Lin School of Medicine, National University of Singapore, seeks a dynamic and versatile Research Associate to serve as the Executive Support and Operations Lead. This pivotal role will provide high-level support to the Principal Investigator (PI) and executive staff, while gaining broad exposure to various aspects of geroscience and geromedicine research. The successful candidate will play a crucial role in advancing the Academy's mission to position Singapore as a global leader in healthy aging research.

This one-year appointment offers an exceptional opportunity for a motivated individual to fast-track their research career by engaging in diverse projects and gaining comprehensive insights into the field of healthy longevity.

Main Duties and Responsibilities

## Executive Support

- Serve as the primary liaison between the PI, executive staff, and internal/external stakeholders

- Manage the PI's schedule, including coordinating meetings, travel arrangements, and prioritizing commitments

- Prepare and edit high-level correspondence, reports, and presentations for the PI and executive team

- Assist in the development and implementation of strategic initiatives aligned with the Academy's goals

## Research Coordination

- Collaborate with research teams to track project progress and ensure timely completion of deliverables

- Assist in the preparation of grant proposals, ethics applications, and regulatory documentation

- Coordinate with internal departments and external partners to facilitate research collaborations

- Support the dissemination of research findings through publications and conference presentations

Main Duties and Responsibilities

## Operational Management

- Support day-to-day operations of the Academy, ensuring efficiency and effectiveness

- Support the management of budgets and financial planning for research projects and operational activities

- Coordinate facility and equipment management to support research activities

## Team Leadership and Development

- Assist in the recruitment, onboarding, and training of new staff and students

- Identify training needs and facilitate professional development opportunities for team members

- Foster a collaborative and innovative work environment that promotes excellence in research

## Stakeholder Engagement

- Represent the Academy at conferences, workshops, and public forums

- Assist in organizing and executing outreach events and initiatives to promote the Academy's work

- Build and maintain relationships with academic partners, industry collaborators, and government agencies

Qualifications

- Master's degree in Life Sciences, Medicine, Public Health, or a related field

- Minimum of 3 years of experience in a research or healthcare setting, with demonstrated project management skills

- Strong understanding of clinical research protocols, regulatory requirements, and ethical standards

- Excellent organizational and problem-solving skills, with the ability to manage multiple projects simultaneously

- Exceptional written and verbal communication skills, with the ability to interact effectively with diverse stakeholders

- Proficiency in data analysis, research methodologies, and relevant software applications

- Demonstrated leadership potential and the ability to work both independently and collaboratively

- Keen interest in geroscience, geromedicine, and healthy aging research

- Adaptability and willingness to engage in a wide range of tasks and research areas

This position offers an unparalleled opportunity to gain comprehensive exposure to cutting-edge research in healthy longevity while developing crucial leadership and operational skills. The successful candidate will play a vital role in advancing the Academy's mission and positioning themselves for rapid career growth in the dynamic field of geroscience.

Chugai Pharmabody Research Pte. Ltd. (“CPR”) was established in Singapore as a wholly-owned subsidiary of Chugai Pharmaceutical Co., Ltd (Chugai), a member of Roche group, in January 2012 and started operations on July 2, 2012. Located at Biopolis in Singapore, it aims to generate new antibody drugs based on Chugai’s proprietary antibody engineering technologies, such as recycling antibody®, sweeping antibody®, bispecific antibody, various Fc engineered antibodies, and other new antibody engineering technologies that are under development.

Senior Research Support Officer in Research Support Unit

Facility Management:

• Establish short term (1 – 3 years) and long term (5 years and above) facility management plan to be in line with company’s business continuity plan.
• Establish the facility monitoring system in cooperation with external vendors.
• Conduct facility management, such as repair works and maintenance works, in cooperation with external vendors.
• Arrange the relocation of lab and equipment in line with research activities.
• Schedules and oversees the use of space, resources, and lab/equipment in line with research activities.

Requirements:

• General degree with minimum 8 years of facility management experience in the life science industry.
• Business proficiency in Japanese Language is a must to liaise with Japanese speaking colleagues and clients.
• Proficient in Microsoft Office Applications such as Word, Powerpoint, Excel, Outlook, Forms etc.

Interested applicants are invited to apply with their detailed resume, qualifications, availability, current and expected salary.

For more information regarding our Company, you may refer to our website at:

http://chugai-pharmabody.com/

We regret that only short-listed candidates will be notified

Tanglin Mission

Tanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. At Tanglin we strive to make every individual feel valued, happy and successful. Responsibility, enthusiasm and participation are actively encouraged and integrity is prized. Working together in a safe, caring yet stimulating environment, we set high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world.

Our Vision

We aspire to be the best school in the world with a dynamic learning community which nurtures and inspires every individual to be the best they can be. Our core values of Respect, Responsibility and Purpose are at the heart of everything we do across the school.

The Role

This is an exciting opportunity for a fully qualified Learning Support teacher with outstanding subject knowledge to join an exceptional Learning Support team. The ability to support students in the Sixth Form will be an advantage as will a qualification to assess for public examination access arrangements. We would also welcome applications from Learning Support teachers with experience of teaching students with English as an additional language and who would be interested in developing the school’s support systems for multi-lingual learners.

Key Responsibilities

1. Knowledge and Understanding

• A post-graduate qualification in the field of SEND
• Possess the drive and passion necessary to manage the needs of students with disabilities and learning difficulties including but not limited to those associated with:

1. Cognition and learning needs
2. Communication and interaction needs
3. Sensory and physical needs
4. Social, emotional, and mental health needs

• Have an understanding of psychometric testing and be able to interpret recommendations for a student
• A level 7 qualification in psychometric testing, assessment and access arrangements, or equivalent, would be an advantage
• A working knowledge of assessments such as WIAT-III-T, DASH, TOWRE-2, CTOPP-2 would be advantageous, as would experience with applications for access arrangements

2. Teaching and Learning

• Create a safe learning environment where students can flourish
• Recognise the strengths and challenges of individual students and empower them through appropriate support
• Encourage students to self-advocate
• Design curricula to meet the needs of students based on formative, summative and diagnostic data
• Teach across the 11-18 age range, on a 1:1 and small group basis, through taught learning support lessons (Literacy, Numeracy and Study Skills), supervised study sessions and mentoring

3. Liaison

• Report any concerns to a Designated Safeguard Lead
• Collaborate with the other Learning Support teachers and the Senior Academic Support assistants, sharing your expertise
• Work closely with the pastoral teams and the Coordinated Wellbeing Services team (educational psychologist, family liaison officer, school counsellors, nurses) to understand, plan for and meet the needs of individuals
• Work with parents and families to ensure the best outcomes for students
• Liaise with outside agencies such as educational and clinical psychologists, psychiatrists, speech and language therapists, occupational therapists

4. General

• Embrace the school’s commitment to creating a diverse and inclusive environment
• Have an awareness of the issues facing Third Culture Kids
• Take responsibility for overseeing the needs of designated students
• Take responsibility for at least one aspect of LS development each year
• Maintain comprehensive and accurate LS records, including but not limited to Student Profiles, data tracking, planning documents, examinations paperwork
• Actively participate in review and development and undertake professional development linked to the needs of individual students and the faculty

UWCSEA Dover is seeking a Teacher of High School Learning Support from August 2025 to join our dynamic and flexible support team. The High School Learning Support position 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 candidate should have recent High School experience, understand the unique challenges faced by High School students and hold relevant qualifications that support students with learning differences.

Main Responsibilities

• Teachers should contribute positively to the collaborative culture of the High School team.
• Teachers should construct learning experiences that challenge students, support diverse learners in each classroom, and demonstrate a strong commitment to concept-­based teaching and learning.
• Teachers should utilise the UWCSEA Learning Principles as a foundation for effective teaching and learning.
• Teachers should keep parents informed about the learning of their children, and be proactive in communication with parents.
• Teachers should be willing and eager to participate in the five key elements of a UWCSEA education: Academics; Activities; Outdoor Education; Personal and Social Education and Service

Working with students/teaching

• Understand and leverage students' strengths and support their overall well-being through a holistic approach to their academic and personal development.
• Be responsive to students' learning and socio-emotional needs through implementing a range of strategies relevant to individual strengths and challenges.
• Collaborate with students to set their own goals, plan coaching sessions, and create personalised support to achieve those goals, while also encouraging self-advocacy and regularly monitoring their progress
• Guide students in understanding their unique learning profiles and teach them self-advocacy skills to thrive during their High School journey, preparing them for successful transitions to post-secondary opportunities
• Foster positive relationships and promote student well-being to create a supportive learning environment.

Collaboration and Partnerships

• Work in partnership with teachers across various subjects to co-plan and implement strategies that address student needs to help strengthen Tier 1, and draw on the principles of Universal Design for Learning.
• 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 High School and K-12 Learning Support team.
• Work effectively with Middle 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

• Confidently use and gather different types of data from multiple sources to monitor student progress and well-being around specific educational goals.
• Is confident with understanding external examination board requirements for access arrangements
• Use educational assessments to help guide effective student plans and communicate key information with teachers

Systems & 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, ensuring that students are actively advocating for their own needs and goals
• Maintain confidentiality at all times in respect of individual and family circumstances.

Expectations and Standards

• Follow the UWCSEA Professional Code of Conduct and Safeguarding Code of Conduct.
• Teach in line with the UWCSEA Teacher Standards

Person Specifications

• Relevant degree, a recognised teaching qualification, and learning support teaching qualification are required.
• Considerable High School learning support experience is required with an understanding of the unique challenges faced by High School students (15 - 18 years)
• Experience and confidence working with external examination boards for access arrangements.
• A proven track record of supporting students with a range of additional learning needs, successfully delivering targeted support and confidence in co-planning instruction with teachers as part of our Tier 1 support.
• 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, inspire enthusiasm, and build positive relationships with both parents and High 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:Experience providing intervention and coaching for students with executive functioning difficulties.
  Additional qualifications in educational assessment and testing E.g CCET
  Experience designing and delivering meaningful professional learning to staff within the school setting
  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 Learning.
• 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.

UWCSEA has a vacancy at its East Campus for Primary School Teacher of Learning Support for students ages between 4 to 11 years to start in August 2025.

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 tiered support in the areas of Literacy, Mathematics, executive functioning, and self-regulation. Support is provided within the classroom environment and other settings where necessary with the aim of helping students achieve their full potential and thrive in the five elements of UWCSEA’s Learning Programme.
• Support children in developing positive relationships and promote children’s well-being and resilience.

Collaboration and Consultative Support

• Collaborate with teachers to plan and implement differentiated learning engagements based on student needs and progress. Co-plan with grade level teachers to embed effective instructional supports throughout the learning programme.
• Consult pro-actively 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

• Administer and interpret standardised assessments with the aim of identifying and prioritising student support needs.
• Gather and use formative and summative assessment data from multiple sources to monitor student progress, well-being and behaviour.
• Assist with standardised assessments for student applicants to UWCSEA who may have Learning Support needs as part of the Admissions process.
• Contribute to assessment of and for student learning, and to meetings where children’s needs are discussed.

Documentation

• Write student learning plans to communicate student learning goals and progress. Write reports on student progress for meetings and end of year reporting to parents.
• 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 that their learning is prioritised and supported fully and appropriately.
• Communicate effectively with parents.
• Provide training for Teaching Assistants to support students with specific interventions.
• Collaborate with Teaching Assistants to plan and deliver support to students across the grade.
• Ensure the smooth transition of students on the learning support register from Infants to Juniors and from Junior School to Middle School.

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 UWCSEA Professional Code of Conduct and Safeguarding Code of Conduct.
• Teach in line with the UWCSEA Teacher Standards

Person Specifications

Qualifications

• A good degree in a closely related discipline and a recognized teaching qualification or certification are essential
• A minimum of 3 - 5 years’ teaching experience preferably in international schools (4-11 year olds)

Experience

• Qualifications specific to learning support would be an advantage.
• Extensive Primary classroom teaching and learning support experience.
• A proven track record of working with students with additional learning needs and of delivering individualised instruction.
• Applicants should have the willingness to be flexible in teaching across the primary age range.
• Learning Support in the Primary focuses on both the personal, social development of the child as well as on academic skill development. The ability to provide intervention and support across learning areas would be an advantage.
• The ability to work collaboratively as part of a K-5 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.

The following would be an advantage:

• Training and experience supporting students with a variety of learning needs
• Knowledge and experience teaching reading and abreast with current research
• Knowledge and experience of international curricula, their delivery and assessment
• Experience with a child centred, agentic learning philosophy
• Experience teaching students who are English Language Learners

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 21 October 2024
• Online Conversations week beginning in the week beginning 4 November 2024
• Final Interview week in the week beginning 18 November 2024

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

Applications

Apply via our job portal by Friday, 18 October 2024 23:59pm Singapore Time

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.

Position Overview:

The Specialist for Talent Acquisition Training is responsible developing and executing learning solutions that enable best-in-class customer experience and service delivery. This role will design training materials including storyboards, job aids, participant and instructor guides to deliver via classroom, e-learning, webinars and other distance and self-paced, or on-demand learning methods. This role will be a part of the Talent Acquisition Operations team and report to the Sr. Director of Talent Acquisition

Primary responsibilities:

· Design and delivery regional learning solutions curriculum and integrated calendar for delivering courses annually. Collaborate with subject matter experts and stakeholders to gather requirements and define learning objectives.

· Publish and update enterprise-wide talent acquisition standard work for the region to include communicating new changes and updates to process, policies, or technology and ensuring simple and accessible reference materials as it relates to talent acquisition for all necessary stakeholders.

· Create and deliver training programs for people leaders, Talent Acquisition associates, external vendors and RPO’s,

· Develop and deliver training around vendor systems and programs to include candidate travel, reimbursement, relocation, background checks, staffing agencies and new vendors.

· Execute the necessary processes to upload and publish relevant content to the Danaher Learning Management portal in Workday and/or Talent Acquisition communications hub.

Preferred Background and Skills:

· Bachelor’s degree or equivalent experience.

· 5+ years of relevant experience in adult learning.

· Ability to communicate and present effectively, both written and verbal.

· Drive for continuous improvement in line with Danaher’s values.

· Willingness to Improve training and facilitation skills by pursuing certification in DBS tools.

· Workday Recruiting Module expertise preferred.

Certifications (optional)

· Danaher Certified Training is a plus.

Language Skills

English fluency required. Additional language skills are beneficial.

About the Role:

The role is to provide clinical strategic and tactical leadership to support GDD trials, clinical development plans which change the world, concept sheets/protocols and other clinical documents. This role also responsible to provide country clinical strategic guidance and feasibility assessment for NIBR PoC trials, closely collaborates with the Trial Monitoring Organization and Medical Affairs to ensure successful allocation, fast clinical trial start up, recruitment according to planned timelines, early identification.

Key Responsibilities :-

• Closely collaborates with the Trial Monitoring Organisation to ensure fast clinical trial start up, recruitment according to planned timelines, early identification of potential delays and robust recruit- ment mitigation plan. Co-own start-up phase and the recruitment plan for development clinical trials with the local TMO organization.

• Provides robust indication and protocol training to CRAs and CSEs

• Provide protocol, Risk management plan & disease training as appropriate, and externally at Investigator’s Meetings or scientific venues to support recruitment and trial awareness.

• Assess the clinical feasibility of implementing a clinical trial protocol based on regional/local medical practice using physician interviews, local databases (RWE, payer data, patient association feed- back, etc.) and analysis of the competitive environment

• Provide medical/clinical assistance to TMO and site for IEC/IRB Interactions

• Review country or site specific Informed Consent Forms (ICF) and ensure accuracy of translation of information related to Development clinical trials /NIBR PoC studies when translated into the local language, including the patient narrative where appropriate

• Support Ministry of Health interaction (or local Board of Health) as required. Perform local AE review for development compounds and provide general medical support for safety issues.

• Support Regulatory Affairs, Health Economics, Drug safety and epidemiology and Medical Information with medical/clinical input as appropriate as this relates to global development clinical trials and NIBR PoC trials. Support planning, implementation and follow-up of regulatory agency inspections and internal audits

Essential Requirements

• A degree or equivalent experience in scientific or health subject area required

• At least 3 Years clinical development experience in pharmaceutical industry

• Understanding of the overall clinical development and ICH/GCP

• Ability to handle a study from the medical/clinical perspective, and a proven capability to problem tackle and mediate sophisticated- clinical / medical / operational issues

• Agility to move fast across different therapeutic areas and indications

Why Novartis?

Our purpose is to reimagine medicine to improve and extend people’s lives and our vision is to become the most valued and trusted medicines company in the world. How can we achieve this? With our people. It is our associates that drive us each day to reach our ambitions. Be a part of this mission and join us! Learn more here: https://www.novartis.com/about/strategy/people-and-culture

You’ll receive: You can find everything you need to know about our benefits and rewards in the Novartis Life Handbook. https://www.novartis.com/careers/benefits-rewards

Join our Novartis Network: If this role is not suitable to your experience or career goals but you wish to stay connected to hear more about Novartis and our career opportunities, join the Novartis Network here: https://talentnetwork.novartis.com/network

Chugai Pharmabody Research Pte. Ltd. (“CPR”) was established in Singapore as a wholly-owned subsidiary of Chugai Pharmaceutical Co., Ltd (Chugai), a member of Roche group, in January 2012 and started operations on July 2, 2012. Located at Biopolis in Singapore, it aims to generate new antibody drugs based on Chugai’s proprietary antibody engineering technologies, such as recycling antibody®, sweeping antibody®, bispecific antibody, various Fc engineered antibodies, and other new antibody engineering technologies that are under development.

Research Support Leader in Research Support Unit

Executive Assistant to CEO and Administration Head:

· Manage staff who coordinate and liaise with internal and external parties for all meetings and conferences arranged.

· Assist the facilitation of collaboration with Chugai/Roche/Genentech and/or external research institutions, including internal research activity

Committee Activity Management:

· Manage staff who provide secretarial and administrative support to the various research committees, ensuring compliances with Chugai group policy and local regulations.

· Update the process and system to make review and approval process sustainable.

Operational management:

· Manage staff who coordinate with internal and external parties on shipping related matters.

· Maintain the policies, guidelines, and SOPs related to research support activities.

Facility Management:

· Manage staff who establish short term (1 – 3 years) and long term (5 years and above) facility management plan to be in line with company’s business continuity plan.

· Arrange the relocation of lab and equipment in line with research activities.

Requirements:

· General degree with minimum 10 year of operational experience in the life sciences industry.

· Good knowledge of local research practices and research and development regulations.

· Strong organization skills and good verbal and written communication skills.

· Proficiency in Japanese Language is a must to liaise with Japanese speaking colleagues and clients.

Interested applicants are invited to email their detailed resume, qualifications, availability, current and expected salary to: [email protected]

For more information regarding our Company, you may refer to our website at:
http://chugai-pharmabody.com/

We regret that only short-listed candidates will be notified