Inclusion Teacher Role Profile
Purpose of Role
The purpose of the role of Inclusion Teacher is to share the responsibility for planning, teaching and assessments of the subjects assigned that guides and encourages students to develop and fulfil their academic potential. They must take responsibility for promoting high standards of literacy and articulacy as well as set high expectations and standards which inspire, motivate and challenge pupils. The Inclusion Teacher will be a suitably qualified educator with a proven capacity to lead and effectively deliver teaching and learning to a very high standard. They will be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible and as independently as possible. The incumbent will work closely with colleagues and support the work of the school. They will require initiative, be empathetic and proactive, with a personable and positive character. The post holder will be required to have a positive impact on the work of the school e.g. through subject leadership and extra-curricular activities. Experience working with students for whom English is an additional language would be an advantage
About the School:
Aspen Heights British School (AHBS) is an ambitious and high achieving British International School on the outskirts of Abu Dhabi. Families choose our school because we focus on 3 core aims:
·Positive relationships and respectful communication are the building blocks of our school.
·Purposeful, engaging and meaningful learning is at the heart of our work.
·We support all children to make remarkable progress by personalising their learning opportunities.
Staff choose our school because we are committed to staff development, growth and retention. As a growing school we have many opportunities for staff professional development. Aspen colleagues feel a high degree of professional satisfaction as they are empowered to impact on the improvement and development of our school, and as a result staff retention is high.
We are delighted you are considering a position in our supportive, hardworking team.
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
Inclusion Teacher Key Responsibilities
The Inclusion Teacher will assist in the promotion, direction and oversight of high standards of teaching and learning, provide leadership, support and direction of inclusion, ensuring student achievement and progression through effective inclusion for all pupils. They will plan the teaching to achieve progression of learning through identifying clear teaching objectives and specifying how they will be taught through:
●Providing support and guidance to students and removing barriers to learning to promote effective student participation, enhance individual learning, raise aspirations, and support students to achieve their full potential.
●Maintaining a safe environment for students by observing them closely for signs of distress, conflict, or bullying between classmates
●Providing one-on-one and small group instruction and support to students who need extra help with their lessons or homework
●Providing emotional support and encouragement to students who are struggling academically or socially
●Cultivating a supportive environment for all students, regardless of ability level or disability status
●Communicating regularly with parents about their child's progress and behaviour in class
●Assisting with developing individualised plans for each student based on their needs or disabilities
●Creating an environment that motivates students to learn through positive reinforcement methods such as praise or rewards
●Developing activities that encourage teamwork and cooperation among students
●Creating an inclusive environment by adapting lessons to incorporate different learning styles and abilities
●Setting tasks which challenge pupils and ensure high levels of interest
●Setting clear targets, building on prior progress and attainment
●Assist the development and implementation of adapted learning opportunities and strategies to support the needs of all students (including the gifted, talented and more able, SEN and EAL)
●Providing clear structures for lessons, maintaining pace, motivation and challenge
●Making effective use of assessment
●Using a variety of teaching methods to match approach to content, structure information and present information
●Use effective questioning, listen carefully to pupils, give attention to errors and misconceptions
●Select appropriate learning resources and develop study skills through library, I.C.T. and other sources
●Ensuring pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught
●Ensuring the effective and efficient deployment of support
●Encouraging pupils to think and talk about their learning, develop self-control and independence, concentrate and persevere, and listen attentively
●Involved in developing, implementing and monitoring subject policy and to assist in the production of such documentation when required
●Consistently and diligently apply and uphold the rules of the school in order to maintain discipline, dress code and to ensure the happiness, safety and well-being of all pupils and community
●Maintains, with the rest of the staff, high standards of conduct both in and out of the classroom, acting in a way that is honest, justifiable and in the best interests of the pupils
●Sharing planning and resources, ensuring effective communication and directing the work of others, as appropriate.
●Carrying out the role of a subject leader, planning and leading extra-curricular activities, participating and leading staff training and contributing to the development and further improvement of the school community.
●Comply with our agreed policies, including the professional code of conduct, teacher standards, and ICT acceptable use policy
●Maintains smart and professional standards of appearance with particular attention to, and awareness of, cultural sensitivities
●Supports the School Improvement Plan in relation to the curriculum and the continuing improvement of student achievement
Monitoring, Assessing, Recording and Reporting
●Monitors and evaluates the effectiveness of personal teaching to maintain high standards and ensure student progression
●Evaluates own teaching critically to improve effectiveness
●Participates in classroom observation of colleagues (peer observations) when required and participates in observations by peers
●Submits books, records or planning as required for monitoring by colleagues or SLT
●Marks and monitors pupils' work and regularly set targets for progress
●Assesses and records pupils' progress systematically and keep records to check work is understood and completed, monitors strengths and weaknesses
●Plans and recognises the level at which the pupil is achieving
●Undertakes assessment of students as requested through departmental and school procedures
●Prepares and presents informative reports to parents
●Regularly assesses the pupils’ work by means of formal and informal termly, half termly assessment and end of units as directed by SLT
●Communicates with the school Head of Inclusion and Head of Year Group/Department regarding any pupil whose progress or behaviour gives cause for concern
●Keeps records and ensures that they are available for sharing with colleagues and / or inspection by members of the SLT, ISP and ADEK Inspection team
●Assists with the resourcing of the subjects taught, as directed by the Head of Year Group/Department
Curriculum Development
●Within a team, develops plans that identify clear targets and success criteria for the development and maintenance of the school’s curriculum
●Contributes to the whole school's planning activities
Directed Time
●Ensures attendance in school between stipulated hours and to attend all meetings/functions deemed to be directed time.
●Actively engage with our school community e.g. through newsletters, informal dialogue, reporting, supporting school functions and contributing to community activities
Punctuality
●Set high standards with regard to punctuality and to encourage the same from the pupils and colleagues
●Enters student attendance in the system and notifies the Parent Relations Executive if there are any absences or late comers
Health and Safety
●Emphasises the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for Aspen Heights British School’s property and equipment
●Perform all playground duties on time and with due diligence to safeguard Aspen students
●Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
●Assist in implementing all policies and rules governing student life and conduct
●Ensure that, all the necessary health and safety rules and procedures are being followed
●Maintain an awareness of all the health and safety measures to be taken when in school
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Communication with Parents
●Communicates with parents on a regular, informal basis and to deal with day to day queries
●Attends Parents’ Evenings as required and to provide accurate, honest information regarding the progress of individuals at