Total 5 technical support job vacancies in Education / Training category in d25 kranji woodgrove woodlands

Position Responsibilities

High School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
• Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
• Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
• Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
• Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
• Possess experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
• Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
• Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
• Integrate technology in innovative ways in daily instruction to enhance learning.
• 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.).
• Strive for continuous self-improvement as a life-long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, 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

• 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)
• 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 arts, activities or sports are part of the responsibility of the professional educator. Therefore, faculty shall be available to direct, coach and/or sponsor an athletic team or other extra curricular activity or arts. Each faculty member is expected to do a minimum of one category 1 activity or sport per year.
• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation and educator professional learning days.
• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including "Back-to-School Night", learning conferences, musicals, concerts, and more).
• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co-curricular trips.

Learning & Behavioural Support Officer

Spectra Secondary School is a Specialised School for students mainly from G1.

Responsibilities

Your main responsibility is to ensure that students with special educational needs (SEN) or learning difficulties receive appropriate, timely and effective learning, behavioural and emotional support. Duties will include, but are not limited to, the following:

• Identify students with various SEN (including autism spectrum disorder, dyslexia and attention deficit/ hyperactivity disorder) and match them to appropriate interventions
• Plan, conduct and monitor effectiveness of individualised and/or small-group intervention programmes for students with SEN
• Work with teachers to design, curate and manage teaching and learning resources for students with SEN or learning difficulties
• Provide case consultation and termly progress updates on students to teachers and school management
• Upkeep documentation on records, access arrangements and case management of students with SEN
• Contribute to school activities and staff training, especially in areas of educational development of students with SEN
• Provide support to families of students with special needs and conduct home visits where necessary
• Establish network with professional social service agencies for referral and access to community resources for specialised assistance/consultations

Requirements

• Preferably with 3 years of relevant working experience in school or social service setting, working with children and/or youth
• Resourceful and resilient, with good analytical and problem-solving skills and the ability to multi-task effectively within tight deadlines
• Self-driven and service-oriented, with strong communication skills, interpersonal skills and the ability to build good working relationships with multiple stakeholders
• University degree or Local polytechnic diploma in the any discipline, with qualification in special needs education, psychology or counselling preferred

A career at Spectra requires a deep passion to serve others coupled with professional pride and competence. Only shortlisted candidates will be notified.

Responsibilities:

The Learning Support Instructional Assistant is responsible for working within a learning community to support the learning, safety, and emotional well-being of children at Singapore American School (SAS). There are two primary categories of responsibilities. The actions listed below each category are examples of what instructional assistants typically do, but do not represent an exhaustive list.

Support for Learning

• Assist teacher(s) in the delivery of the curriculum and planned curriculum activities.
• Interact with and guide students during activities planned by a teacher (including leading a small group in the absence of the teacher).
• Assist teacher(s) monitoring student’s learning progress using appropriate tools as guided by the teacher.
• Assist teacher(s) in preparing teaching materials to enhance the learning experience in the classroom.
• Work with individuals and/or groups of children under the direction of the classroom teacher.
• Develop effective relationships with children, parents, and teachers to support a conducive learning environment.
• Communicate effectively and confidently with colleagues, teachers, administrators, students, and parents.
• Participate fully in professional development opportunities made available by SAS.
• Participate fully with a growth mindset with colleagues, teachers, and administrators.

Supervision and Student Care

• Ensure children’s safety during times designated by supervisor (e.g., before school, break, between classes, lunch, after school).
• Assist teacher(s) and enforce protocols during times of emergency (e.g., during fire drills, during lock-downs, evacuation).

The above job description is only indicative of the broad set of duties and responsibilities. Distribution of tasks is assigned by the supervisor. Other tasks may be assigned on the job, as deemed necessary by the supervisor.

Qualifications Required:

• Education: Diploma in teaching/education or special education from recognized local
• universities required. Specialist certification in learning support and/or special needs education preferred.
• Communication: Strong verbal and written English skills, and comfort interacting and engaging with students aged 14-18
• Content Knowledge: Strong understanding of high school content in math, science, reading and/or writing; some proficiency in Spanish or Chinese, preferred but not required. Proficiency with computers, familiarity with the Google suite of tools preferred.
• Collaboration: Team spirited, driven and "go the extra mile" attitude is essential; strong people focused mindset and execution approach; willingness to collaborate with a wide range of teachers across subject-areas
• Competence: Experience working with children with learning differences such as dyslexia, dyscalculia, ADHD, etc. in an educational setting is highly preferred.
• Mindset: A deep desire to learn and grow, and develop new skills. Open to constructive feedback and direction. A willingness to be flexible and adaptive to learning and classroom needs

ELEMENTARY SCHOOL LEARNING SUPPORT TEACHER

Our vision at SAS explains why we exist. We aspire to be a world leader in education, cultivating exceptional thinkers prepared for the future. We are committed to our mission that has been at the heart of our 65-year history: to provide each student an exemplary American educational experience with an international perspective.

If there is one thing we know about the future, it is that our students will graduate into a rapidly changing, increasingly global world where their success will depend to a large degree on their ability to learn new skills, take on new challenges, and work with a diverse range of people. We aim to build a strong sense of joy and purpose in learning among our students to enable them to do so.

We know that our students’ future success will depend on their ability to develop skills such as critical thinking, creativity, and cultural competence. And, it will depend on the quality of the moral character they develop. We seek to personalize learning for every child to meet their unique learning needs. We know that supporting them in their social-emotional growth is as important as their academic growth. And, we seek to stimulate that growth in a community as rich in equity and inclusion as it is in the extraordinary diversity of our students. Our ability to attract, retain, and develop diverse talented educators, working collaboratively in teams, is vital to our success.

We welcome your application if you would like to join us on this meaningful culturally responsive journey in cultivating exceptional thinkers prepared for the future.

Position Qualifications

• Bachelors degree with a valid teaching credential in content area and/or for position applying for;
• A certification in special education
• Extensive experience working with students with a variety of learning differences including two to five years current teaching experience in an elementary school setting in a Western educational environment
• 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 Response to Intervention (RTI) framework or Mutli-Tiered Systems of Support (MTSS)
• 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.
• Thorough knowledge and experience with current instructional strategies and current teaching materials, as well as evidence of recent professional growth participation
• Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation
• 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)
• General knowledge of American curricula and education systems. A working knowledge of United States Common Core State Standards is preferred
• Models SAS Core Values (Compassion, Honesty, Fairness, Responsibility, Respect).

Specific Responsibilities

• Provide a classroom environment that is conducive to learning
• Effectively teach the curriculum
• Effectively manage each group of students while providing for a variety of learning styles, ability levels, and educational backgrounds
• Individualize the content when necessary to meet each student’s learning needs.
• Maintain rigorous and appropriate learning expectations of all students at all times.
• Accurately and regularly assess student progress
• Continuously monitor student progress and make appropriate modifications of goals and strategies to meet students’ needs
• Maintain up-to-date and accurate records of student progress and attendance and classroom supplies and materials
• Engage parents and students in the learning process through frequent and meaningful communications about student progress
• Be available to parents and students during the outside of school hours
• Engage in department/team planning, curriculum review, budgeting and other activities.
• Interact cooperatively with other staff members in the development of cohesive curriculum materials and the establishment of instructional goals
• Co-operate with and participate in the planning and evaluation of the school program.
• Keep current in education through coursework, in-service programs, and by attending professional meetings and conferences
• Employ technology (computer, video, internet, etc) as appropriate to enhance instruction.
• Remain proficient in school related technologies
• Engage with students in meaningful activities beyond the classroom which extend learning experiences for students (coaching, organizing field trips, sponsorship of clubs, events, or community service projects, etc)

Other Responsibilities

• Engage with the administration in a committed effort to improve one’s own instructional skills
• Openly support and abide by all school policies and procedures
• Model the ‘Core Values’ in your interactions with the school community
• Liaise with the Principal, taking on tasks as assigned, including all school goals

In addition to the above school-wide expectations, SAS has developed division faculty profiles to provide the greatest opportunity for the best match between our classroom needs and faculty strengths in order to be able to deliver an exemplary educational program for all students at each division. We encourage your thoughtful reflection on the following faculty profile for the Elementary School in determining whether your strengths provide a good match with the SAS division programs and expectations.

• Collaborate with other teachers in Professional Learning Communities (PLCs) that are focused on building clarity, consistency and coherence among team members for improved learning for ALL students
• Differentiates instruction and assessment based on student abilities, interests,

and learning styles

• Passionate about learning
• Eager to remain current on best practices in teaching field
• Enjoys collaboration with colleagues and is an excellent team member
• Communicates effectively and efficiently with students, parents and colleagues
• Experience in teaching students from a wide range of abilities and cultural backgrounds
• Positively contributes to school culture through support and sponsorship of school activities
• Integrates technology in innovative ways in daily instruction
• Actively strives for self improvement as a life-long learner

Terms of Employment
Salary and benefits shall be paid consistent with the SAS approved compensation plan for Teachers.


Evaluation
Performance of this job will be evaluated in accordance with the provisions of the
Board’s policy on evaluation of personnel.

HIGH SCHOOL Learning Support Teacher

Our vision at SAS explains why we exist. We aspire to be a world leader in education, cultivating exceptional thinkers prepared for the future. We are committed to our mission that has been at the heart of our 65-year history: to provide each student an exemplary American educational experience with an international perspective.

If there is one thing we know about the future, it is that our students will graduate into a rapidly changing, increasingly global world where their success will depend to a large degree on their ability to learn new skills, take on new challenges, and work with a diverse range of people. We aim to build a strong sense of joy and purpose in learning among our students to enable them to do so.

We know that our students’ future success will depend on their ability to develop skills such as critical thinking, creativity, and cultural competence. And, it will depend on the quality of the moral character they develop. We seek to personalize learning for every child to meet their unique learning needs. We know that supporting them in their social-emotional growth is as important as their academic growth. And, we seek to stimulate that growth in a community as rich in equity and inclusion as it is in the extraordinary diversity of our students. Our ability to attract, retain, and develop diverse talented educators, working collaboratively in teams, is vital to our success.

We welcome your application if you would like to join us on this meaningful culturally responsive journey in cultivating exceptional thinkers prepared for the future.Singapore American School

Job Description

Position Qualifications

• Bachelor's degree with a valid teaching credential in special education and/or learning support.
• Dual certification preferred but not required.
• A minimum of two years of current teaching experience in a similar context or transferable to the posted position.
• Demonstrated experience with current best practices, including evidence-based culturally responsive teaching and assessment

Specific Responsibilities for Learning Support Teachers

• 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

Responsibilities for all High School Teachers
SAS is committed to providing each student with an exemplary American education with an international perspective. We are seeking faculty and staff who wish to collaborate, innovate, and make a caring, positive difference within the SAS community. As such, all high school teachers hold the following responsibilities.

• Plan for, prepare, and employ high impact culturally-responsive teaching and assessment
• Build strong relationships with students and their families
• Engage parents and students in the learning process through frequent and meaningful communication about student progress
• Be available to parents and students during and outside of school hours
• Skillfully employ flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
• Creatively manage flexible learning spaces
• Maintain rigorous and appropriate learning expectations for all students at all times.
• Accurately and regularly assess student progress both formatively and summatively using Standards Based Approaches.
• Maintain up-to-date and accurate records of student progress and attendance
• Contribute to our commitment to Extraordinary Care by acting as an advisor for a small group of students and by teaching our advisory program
• Engage with the school leadership in a committed effort to improve one’s own instructional skills
• Openly support and abide by all school policies and procedures
• Model the ‘Core Values’ in your interactions with the school community
• Liaise with the high school principals, taking on tasks as assigned, including all school goals
• Engage in department/team planning, curriculum review, budgeting and other activities
• Interact cooperatively with other team members, especially PLC teams, in the development of cohesive curriculum materials and the establishment of common instructional goals and common assessments.
• Cooperate with and participate in the planning and evaluation of the school program.
• Keep current in education through coursework, in-service programs, and by attending professional meetings and conferences
• Engage regularly and meaningfully in PLC Coaching to continually reflect on and hone teaching practices.
• Employ technology as appropriate to enhance instruction, and maintain proficiency in school related technologies
• Sponsor a local or overseas Interim trip for high school students
• Engage with students in meaningful activities beyond the classroom which extend learning experiences for students (coaching, organizing field trips, sponsorship of clubs, events, or community service projects, etc)
• Differentiate instruction and assessment based on student abilities, interests, learning styles, and diverse cultural backgrounds
• Demonstrate a passion for learning and actively strive for self improvement as a life-long learner

Terms of Employment
Salary and benefits shall be paid consistent with the SAS approved compensation plan for Teachers.