School of Art, Design and Media is looking for a candidate to join them as a Research Assistant.

Key Responsibilities:

• Support the research by conducting extensive literature review on the topic, archival research, identifying and collecting relevant sources, supporting concept and depth of interview questions, recording and editing interviews, resourcing visual data and moving images, interpretation of data and editorial assistance for book chapters, conference and journal publications. The topic is the creation of AI-supported animation adapted from Shakespeare’s works.
• Contribute to papers published by the PI and his team through data collection, analysis, editing, formatting and writing. If substantial original contributions are being made, co-author credit will be given.
• Help with organizational and administrative tasks within the project.

Job Requirements:

• Bachelor of Fine Arts or Bachelor of Arts in Media Studies, English, Film Studies, Cultural Studies or similar.
• Excellent English writing skills for scholarly papers and other publications with strong academic rigor is essential to conduct research.
• Preferably with knowledge about creative practice in animation/games.

We regret to inform that only shortlisted candidates will be notified.

Job Responsibilities

• Provides comprehensive educational and learning support services that include identification of children with developmental concerns or require additional support within Early Intervention (EI) Continuum and DS/LS programme.
• Work closely with team comprising Educational Psychologist (Ed Psy), Speech and Language Therapists (SLT), Occupational Therapists (OT), Social Workers (SW), EI-trained Teachers, Educational Therapist and Parents to discuss child’s learning needs and profile the learning needs of the children referred to DS/LS programme.
• Engages, collaborates and work closely with stakeholders, especially pre-schools to provide DS/LS to suitable children.
• Provides training to early childhood educators on identification of children with mild developmental and learning issues.
• Presents screening outcomes during case filter meetings.
• Screens and evaluates children who are identified for learning and developmental issues by early childhood educators in the mainstream pre-school settings.
• Develops and implements LSEd Support Packages (Language Development Package, Literacy Package, Social Skills Package and Handwriting Package) that include Individualised Educational Plan (IEP) and End of Intervention (EOI) Report to children with mild developmental needs with support from DS/LS team.
• Ensure that IEP goals set are achieved and strategies are generalised back into the classroom.
• Takes responsibility of the caseload allocated to LSEd in DS/LS programme.
• Acts as a resource teacher for the Early Childhood teachers and to support the children with learning and development needs within the classroom setting and help the children integrate into school environment.
• Provides updates and consistent documentation of intervention for children identified for the programme.
• Develops guidelines together with the DS/LS team for preschool-Based therapy intervention.
• Plans and coordinates services, workshops for Parents, Teachers, etc. as and when the need arises.
• Contributes, implements and evaluates ideas and suggestions for improvement of services for children identified for the programme with the DS/LS team.
• Ensures compliance of established policies and procedures set within the programme.
• Reviews programmes and services together with team to ensure effectiveness and efficiency of services referred to DS/LS programme.

Classroom Management & Organisation

• Develops and maintain a conducive classroom environment or provide advice to the early childhood professionals in developing conducive learning environment appropriate to the physical, social and emotional development of students with learning and developmental needs.

Professional Staff Development

• Keeps abreast of the latest research and developments relating to literacy intervention, development delay and children with special needs.
• Attends relevant training and courses.
• Attends and contributes regularly to Staff Meetings, Case Filter Meetings and In-Services and any other meetings as and when necessary.
• To be involved in networking with other community organisations.
• To participate in events organised / supported by SPD as when required.

Administration

• Be responsible to and liaise with the Director, Manager and other senior staff in all matters pertaining to administration.
• Engages in administrative duties relevant to departmental works.
• Any other duties assigned by Reporting Officer.
• Maintains inventory of the equipment and resource materials for the programme.

Job Requirements

• Diploma in Early Childhood Care and Education (Teaching) or DECCE-T or equivalent, with 2-3 years working experience in the early childhood sector.
• Specialist Diploma in Early Childhood Learning Support (SDELS).
• Good communication and inter-personal skills.
• Familiar with ordinary preschool curriculum and has prior exposure in supporting centres in coping with special needs children.
• Experienced in working with young children using English as a medium of instruction.

Job Scope:

• Provide comprehensive logistical support during the conduct of school camps at the Outdoor Adventure Learning Centre (OALC), including but not limited to:

o Assisting in the setup and arrangement of camp facilities, ensuring they are conducive for the camp activities.

o Coordinating with camp facilitators and staff to facilitate smooth operations and address any logistical needs that may arise during the camp.

o Overseeing the distribution and collection of camp equipment and supplies, ensuring their proper usage and storage.

o Assisting in the management of emergency response procedures and ensuring the safety and well-being of camp participants.

• Provide support in restoring OALC facilities back to their original state in readiness for the upcoming camp, including but not limited to:

o Conducting thorough checks and maintenance of camp equipment, reporting any issues for timely repair or replacement.

o Collaborating with the maintenance team to ensure cleanliness, functionality, and readiness of camp facilities for the next camp.

• Support camp operations, including but not limited to:

o Assisting in the setup and arrangement of sleeping quarters, dining areas, and activity spaces to meet the specific requirements of each camp.

o Collaborating with the meal caterer to facilitate the provision of meals and snacks for camp participants, ensuring dietary requirements and food safety standards are met.

o Assisting in the breakdown and storage of camp equipment and supplies at the conclusion of each camp, ensuring proper inventory and organization for future use.

• Assist in general administration work.

Requirements:

• Considerable amount of physical work is required to move and handle camp-related objects and equipment, including the ability to lift and carry heavy items.

• Able to effectively communicate with camp staff, facilitators, and participants, ensuring clear and accurate exchange of information.

• Comfortable working in an environment with students aged 10 – 15 years, demonstrating patience, empathy, and the ability to maintain a safe and supportive atmosphere for young camp participants.

• Minimum 1 year of work experience preferably in a school or camp environment, demonstrating familiarity with school operations, camp logistics, and the unique needs of young camp participants. This may include experience in roles such as camp counselor, school support staff, or similar positions involving direct interaction with students and logistical responsibilities.

Skills:

• Proficient in organizing items for housekeeping matters, ensuring cleanliness and orderliness of camp facilities, including:

o Managing the distribution and collection of bedding, towels, and personal items for camp participants.

o Coordinating the disposal of waste and maintaining cleanliness in common areas and facilities.

o Assisting in the setup and arrangement of equipment for camp activities, ensuring they are accessible and in good condition.

• Strong ability to collaborate with others and communicate clearly, including:

o Working effectively with camp staff and facilitators to address logistical needs and ensure the smooth execution of camp activities.

o Communicating with camp participants to provide guidance, support, and assistance as needed, fostering

Working Arrangement:

• Mondays to Thursdays: 8am to 5:30pm

• Fridays: 8am to 5pm

• Service not required on Saturdays, Sundays and gazetted public holidays

Location: Changi Coast Walk

Contract Period: 10 Feb to 6 June 2025 & 30 June to 29 Nov 2025

EA License No: 96C4864

Reg. No.: R24121728 EUNICE WOO JING QI

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.

Working Location: Central

Working Hours: 5days, 9am-6pm (Flexi)

Training Provided! No Experience Welcome!

Responsibilities:

• Provide expert investment advice and guidance to clients, ensuring their financial objectives are understood and addressed.
• Develop and maintain strong relationships with existing clients, while actively expanding your network to onboard new clients.
• Conduct thorough Financial Needs Analysis for clients, comprehensively assessing their financial situation, risk tolerance, and investment goals.
• Construct and review investment portfolios, ensuring they align with clients' objectives and risk profiles.
• Establish clients’ financial goals and recommend solutions, to help them achieve their financial goals.
• Understand your client's financial objectives and investment requirements
• Work closely with investors in proposing, delivering, and executing solutions for clients; as well as identifying new opportunities
• Stay updated on investment challenges, regulatory changes, and internal operational requirements to engage in informed discussions with clients.

Requirements:

• Minimum Diploma qualification is any field
• Confident in sales presentation and outgoing nature.
• On-job training and guidance would be provided.

Qualified or interested candidates, please submit your updated resume in MS format by using the Apply Now Button or email to [email protected]

Candidates are also encouraged to contact our office where our approachable Consultants will address any inquiries and advice you with relation to this job advertisement. Our dedicated HR Consultants will get in touch with shortlisted candidates for a confidential discussion!

R22103985 | EA License 16C7883

• Plan, supervise and implement the programme for the class in accordance with Centre’s policies and framework.
• Prepare the lesson plans, Conduct evaluation of lessons and Submit periodic reports.
• Classroom management.
• Ensure safety and hygiene of the children.
• Ability to work independently as well as within a team.
• Maintain good communication with the parents and Participate in parents’ discussion groups.

· Job Requirements:

• Minimum with a Diploma or Certificate in Early Childhood Care & Education - Teaching (DECCE-T or CECCCE), Diploma in Child Psychology & Early Education or relevant
• GCE 'O' Level credit in English with a minimum of C6 grading
• Good communication and interpersonal skills
• Have a passion in teaching young children.
• Possess excellent communication and interpersonal skill.

Check out www.abercare.sg for more details

Interested applicants may send in your resume to [email protected]

Abercare.sg | EA License No. 18C9070 | KOH SU WEN, CLARISSA| Registration No. R24119504

Position Responsibilities

Elementary School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
• Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
• Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
• Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
• Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
• Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
• Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
• Regularly assess student progress through formative assessments and other data-driven tools.
• Accurately and regularly assess student progress through formative and summative standards-based approaches.
• Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
• Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
• Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
• Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
• Experience with or interest in co-teaching in a flexible learning environment.
• Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
• Demonstrate an understanding of interdisciplinary teaching and learning.
• Strive for continuous self-improvement as a lifelong learner.
• Model the Core Values in your interactions with all members of the school community.
• Cooperate with and participate in the planning and evaluation of the school program as needed.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication)

Role-Specific Responsibilities

• Effectively intervene to close specific skill gaps in literacy and numeracy
• Use agreed upon assessments to identify student need and monitor progress
• Implement accommodations, where necessary, to meet individual student learning needs
• Write student learning plans with clear and measurable goals
• Maintain up-to-date and accurate records of student progress and attendance
• Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function.
• Write/update students’ Individual Education Support Plan using data to inform SMART goals
• Plan data-informed interventions to support the development of reading, writing, math, and executive function skills.
• Use a variety of progress monitoring strategies to monitor student progress toward their goals
• Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Collaborate with PLC members, students, and parents to write Individual Education Support Plans with SMART goals as well as Individual Accommodation Plans
• Collaborate with subject-area teachers and implement a broad range of strategies to support students in a co-taught, inclusive classroom

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field
• Master’s Degree in relevant field preferred
• Teaching license or a degree in education
• A certification in special education preferred
• At least two years full time teaching experience preferred
• Extensive experience working with students with a variety of learning differences
• Experience differentiating instruction and assessment based on student learning needs
• Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation
• Experience with tiered supports including but not limited to Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
• Experience with a research based Social Emotional Learning curriculum
• Experience writing asset based individual education plans using learning data
• Comprehensive knowledge of current best practices in teaching early literacy and numeracy skills
• Demonstrate proficiency in implementing strategies and interventions to support the development of executive function skills.
• Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Must be confident in their ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s)
• Standards-based curriculum experience preferred
• Excellent verbal and written English language skills
• Confident technology skills for teaching and administrative tasks

Working Requirements

• Sponsoring and/or coaching after school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extra curricular activity. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of school orientation, chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night").
• Attend Responsive Classroom professional learning (virtual), specified by the school, in the months prior to the official start of employment.

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.

Job Description: Freelance Private Early Interventionist/ Learning Support Educator (1-to-1)

APPLY HERE: https://portal.specialminds.com.sg/?type=service_professional

Company Overview: We are Singapore’s first dedicated matching platform for children with learning or special needs. Our mission is to connect children with freelance professionals across five key areas: Tuition, Early Education, Early Intervention, Therapy & Counseling, and Enrichment Activities. We strive to create a supportive community that bridges students' needs with expert guidance, helping them grow and thrive academically and emotionally.

Position: Freelance Private Early Interventionist / Learning Support Educator (1-to-1)

Responsibilities:

• Provide individualised early intervention and learning support to children with developmental delays, learning difficulties, or special needs.
• Develop and implement customised intervention plans and activities tailored to each child’s unique learning profile and developmental goals.
• Work closely with families, caregivers, and other professionals to monitor progress, adapt strategies, and ensure holistic support for the child.
• Use evidence-based practices to address specific developmental areas such as communication, motor skills, social interaction, and cognitive development.
• Offer guidance and training to parents and caregivers to support the child’s learning and development outside of sessions.
• Keep detailed records of each child’s progress, adjusting the intervention approach as needed to meet evolving needs.
• Stay updated on the latest trends and best practices in early intervention and special education.

Requirements:

• Degree or Diploma in Early Childhood Intervention, Special Education, Psychology, or related fields.
• Certification in early intervention or special needs education is preferred (e.g., Diploma in Early Childhood Intervention – Special Needs, DAS certification, or equivalent).
• Previous experience working with children with special needs or developmental delays in a one-to-one setting.
• Strong understanding of early childhood development and intervention strategies.
• Excellent communication and interpersonal skills, with a compassionate and patient approach to working with children and their families.
• Ability to work independently and customize learning plans based on each child’s progress and needs.
• A passion for helping children with special needs thrive and succeed.

Why Join Us?

• Enjoy Higher Rates: Our rates are adjusted for inflation and aligned with the latest market standards, ensuring you are fairly compensated.
• No More Sudden Cancellations: We collect deposits before the first session, so you don’t have to worry about last-minute cancellations.
• No Wasted Trips: If a client doesn’t show up, you will still receive compensation for the first session.
• One-Time Administration Fee: Any additional sessions or direct referrals won’t incur further administrative fees from Special Minds.
• Boost Your Profile: Gain visibility through the free promotion of your profile on our social media platforms, helping you connect with more clients.
• Meaningful Career: With the growing demand for special needs education (SEN) in Singapore, this is your opportunity to gain valuable experience and build a meaningful career helping students with unique needs.
• Additional Income Opportunity: Take on assignments that fit your schedule and preferences to earn extra income in your free time, or choose full-time opportunities for more consistent earnings!

Compensation:

• Part-Time Tutor: Up to $60/hr
• Full-Time Tutor: Up to $90/hr
• Early Childhood Educator: Up to $70/hr
• MOE/Special Ed Tutor: Up to $140/hr
• Enrichment Specialist (dance, art, swimming, etc.): Up to $120-150 per session
• Therapist (speech, occupational, physiotherapy, etc.):Up to $200-220/hr
• Psychologist: Up to $250/hr
• Counsellor: Up to $150/hr

If you’re passionate about education and want to make a difference in the lives of students with learning or special needs, join us at Special Minds. Together, we can create a brighter future for every child.

APPLY HERE: https://portal.specialminds.com.sg/?type=service_professional

For more information, please visit us at: https://specialminds.com.sg/

If you have further queries, please email us at [email protected], or contact us at 8721 8722.

Special Education Teacher

• Salary Range: $2600 - $3900 (depends on experience)
• Working Days: 5 Days Mon-Fri 8.30AM-6.00PM
• Location: Siglap

Responsibilities:

• To teach, train and support students.
• To plan and execute day-to-day School programmes
• To participate in curriculum planning and development.
• To monitor students’ behaviour through data collection and behaviour analysis.
• To work collaboratively with a multi-professional team and parents in providing quality
  education and care for students.
• To plan and write IEP lesson plans, reports, records and documentation.
• To assist in supervising, inducting, coaching and supporting the junior teaching staff.

Requirement:

• Polytechnic Diploma
• Teaching qualifications or equivalent in Special Education will be an advantage
• Experience in dealing with children and youths with autism will be an advantage

WhatsApp: https://wa.me/6591044149 (Shermaine)

Siah Sze Ming Reg No: R24125414

The Supreme HR Advisory Pte Ltd EA No: 14C7279