Learning Support Teacher
2025-04-22T15:20:14+00:00
Heritage International School
https://www.greatugandajobs.com/jsjobsdata/data/employer/comp_4263/logo/Heritage%20International%20School.jpg
https://heritage.co.ug/
FULL_TIME
kampala
Kampala
00256
Uganda
Education, and Training
Education
2025-04-30T17:00:00+00:00
Uganda
8
Nature and Scope
Teachers are responsible for planning, preparing and delivering high standards of instruction and performance that result in ever-increasing student performance against international benchmarks. They are also responsible for creating a physical and emotional environment for students that is safe, supportive, motivating and in all ways conducive to learning. Duties include, but are not limited to:
Personal Qualities: Modeling and Leadership
Model a personal commitment to Christ and Bible-based Christian living
Maintain personal devotional and prayer life
Member of a Christian Church, either locally or abroad
Seek to inspire others to Christian commitment, faith, and living
Contribute toward and maintain a positive Christian spiritual environment
Exhibit characteristics of being a life-long learner
Maintain a positive academic environment focused on growth and excellence
Consistently maintain ethical and moral personal and professional standards
Consistently demonstrate a knowledge, and a love for a positive learning environment
Consistently use strategies that empower and motivate the students at school
2. To address individual student’s needs, so as to enable each one to reach their full potential and allow them to feel safe and supported so they can fully function in school.
Liaising with teachers and the Director of SSS to identify students with a need for specific educational support
Evaluating the needs of the referred students by:
a) Carrying out assessments or benchmark tests to identify strengths and developmental needs
b) Acquiring a thorough knowledge of each referred student (their backgrounds, skills and interest)
c) Liaising with parents along with teachers to gain insight; communicating sensitively and respectfully at all times
d) Contributing to Student Support Services meetings
Developing an appropriate developmental plan for each referred student by:
a) Working with referred students to set individual learning goals and helping students to develop strategies for achieving their goals
b) Liaising with parents and teachers to develop strategies to support students
c) Using all the information gathered to produce an Individual Educational Plan (IEP), Individual Growth Plan (IGP) or each referred student as needed
d) Liaising with Principals, Head of School, and Director of SSS to develop strategies for extending high performance
Coaching/training teachers, parents, TAs, PAs and Tutors to enable them to support the IEP, IGP or other plan for their child
Keeping well organized and accurate records of student performance
Providing students and parents with quarterly written progress and conference every semester; preparing for and participating in student/parent conferences
Following up with teachers, students, parents and appropriate assistants on the progress of set goals
3. To encourage staff to operate according to best practices in addressing student support needs, so as to maximize the extent to which they enable the learning and development of students.
a) Disseminating the educational plans for each student on the given caseload, and following up with personal check-in, to ensure that all teaching staff who will come in contact with the student are fully aware of the support needs and understanding the strategies recommended to address those needs.
b) Acting as a consultant to staff in the development of strategies and techniques for supporting students with educational needs, both in general and with reference to individual students.
c) Liaising with students in order to determine whether or not the strategies recommended for them are being implemented in class; following up with individual teachers to address any issues.
d) Liaising with the Principal and Director of SSS together with teachers to execute Individual Educational Plans.
e) Reporting to the Director of SSS or any significant problems or difficulties.
f) Liaison with Principal and Director of SSS to identify professional development needs.
4. To teach students, using instructional strategies and techniques that will maximize student learning.
a) Liaising with teachers to organize a schedule of individual and small group sessions with referred students.
b) Using a variety of instructional techniques that will enhance the thinking skills of students and appeal to the learning styles of each individual.
c) Ensuring that every student is fully engaged at all times; using activities, materials, instructive representations of content and variations of pace and structure to stimulate enjoyment of the class time.
d) Ensuring that the structure and pacing of lessons allows for student reflection and closure.
e) Providing feedback to students in a consistent and timely fashion, using language and style that will enable them to accept the feedback and use it to make improvements in their learning.
f) Responding to individual interests and questions; making lesson adjustments as necessary to ensure the success of all students.
g) Regularly reflecting on the IEP or IGP regularly and generate alternative strategies to ensure continuous improvement of instructional techniques.
h) Refer social emotional issues directly to the School Counselor and report any suspected children protection concerns to the Child Protection Team.
5. To create a physical and emotional classroom environment that is conducive to learning and maximizes the performance and wellbeing of students.
a) Creating a social environment that is highly respectful, reflecting genuine warmth and caring towards individuals; role modeling appropriate behavior personally, and coaching students to develop their behavior.
b) Encouraging students to take pride in their work and deliver to high standards of excellence (for instance, by affirming examples of good work and setting goals for continuous improvement).
c) Managing classroom routines and procedures to maximize the amount of time spent learning.
d) Proactively preventing bad behavior by involving students in the development of standards of behavior; noticing inappropriate behavior and modeling appropriate strategies to maintain appropriate behavior.
e) Dealing firmly, fairly and respectfully with discipline issues; using techniques that will develop the self-discipline of student (e.g. natural or logical consequences) and in all cases referring to the school disciplinary policy.
f) Creating a physical work environment that is conducive to learning and appropriate for the maturity and interests of the student (e.g. displays and seating arrangements).
g) Constantly monitoring and being alert to potential health or safety hazards; taking swift corrective action as necessary.
h) Ensuring awareness of best practice in First Aid; participating in refresher training as requested.
i) Ensuring that students behave safely at all times; taking swift corrective action if necessary.
6. If appropriate, to manage the Teaching Assistant, tutor or Personal Assistant in a way that motivates excellent performance and stimulates professional development.
a) Giving purposeful assignments to the personnel; ensuring that he/she is fully aware of the standards and success criteria that pertain to the work.
b) Managing the performance of the personnel, giving support and encouragement whenever possible and giving coaching and advice in order to develop/improve; reporting any difficulties to the Head of School, Director of SSS and the Principal.
c) Regularly observing and guiding PAs, TAs, and Tutors in executing all plans with a follow up meeting to ensure that student needs are being met.
7. To communicate regularly with all stakeholders.
a) Participate in relevant divisional meetings. Give SSS updates or training in the meeting when needed or requested.
Meet with the supervisor (Director of SSS) every week to update and discuss ways forward.
b) Have an appraisal meeting with the supervisor (Director of SSS) every semester, after official observation.
c) Meet with the teacher of each student to partner in writing an IEP and after that every quarter to evaluate the IEP together.
d) Send updated IEPs to parents and the Director of SSS every quarter. Meet with parents every semester or as needed.
f) Incidents are reported to the relevant principal and Director of SSS and if needed to the Head of School.
8. To proactively contribute to the success of the school.
a) Taking initiative to encourage admission to existing and potential parents and members of the wider Ugandan and International communities.
b) Delivering professional development training as requested.
c) At all times displaying highly ethical and moral standards of the profession.
d) Giving attention to continuing professional development; keeping abreast of developments in optimal learning support and instructional techniques.
e) Taking part in staff meetings, working parties and self studies as requested by the Head of School, Director of SSS, and Principal.
9. Professional Qualifications:
Possesses (a minimum of) a Bachelor’s degree in the area of special needs/ learning support from an accredited university. Show evidence of recent professional growth
Teaching diploma or certificate
Evidence of previous successful teaching experience
Exhibit a continuing sense of God’s calling to minister at Heritage International School.
Demonstrates a respect for diversity of culture, religion and different Christian traditions.
Demonstrates an appreciation for the diversity of the body of Christ.
Enthusiasm for working with students with special educational needs.
Previous travel and/or administrative experience preferred.
Demonstrate the ability to communicate effectively in English, both orally and in writing
Demonstrate the ability to use technology for word processing, data management and telecommunications
Demonstrate a life congruent with our Statement of Faith of Heritage International School
Satisfactorily completing other duties and responsibilities as assigned by the Head of School, Director of SSS, and Principal
To comply with the policies and procedures of Heritage International School as determined through yearly observation and performance appraisals.
Model a personal commitment to Christ and Bible-based Christian living Maintain personal devotional and prayer life Member of a Christian Church, either locally or abroad Seek to inspire others to Christian commitment, faith, and living Contribute toward and maintain a positive Christian spiritual environment Exhibit characteristics of being a life-long learner Maintain a positive academic environment focused on growth and excellence Consistently maintain ethical and moral personal and professional standards Consistently demonstrate a knowledge, and a love for a positive learning environment Consistently use strategies that empower and motivate the students at school 2. To address individual student’s needs, so as to enable each one to reach their full potential and allow them to feel safe and supported so they can fully function in school. Liaising with teachers and the Director of SSS to identify students with a need for specific educational support Evaluating the needs of the referred students by: a) Carrying out assessments or benchmark tests to identify strengths and developmental needs b) Acquiring a thorough knowledge of each referred student (their backgrounds, skills and interest) c) Liaising with parents along with teachers to gain insight; communicating sensitively and respectfully at all times d) Contributing to Student Support Services meetings Developing an appropriate developmental plan for each referred student by: a) Working with referred students to set individual learning goals and helping students to develop strategies for achieving their goals b) Liaising with parents and teachers to develop strategies to support students c) Using all the information gathered to produce an Individual Educational Plan (IEP), Individual Growth Plan (IGP) or each referred student as needed d) Liaising with Principals, Head of School, and Director of SSS to develop strategies for extending high performance Coaching/training teachers, parents, TAs, PAs and Tutors to enable them to support the IEP, IGP or other plan for their child Keeping well organized and accurate records of student performance Providing students and parents with quarterly written progress and conference every semester; preparing for and participating in student/parent conferences Following up with teachers, students, parents and appropriate assistants on the progress of set goals 3. To encourage staff to operate according to best practices in addressing student support needs, so as to maximize the extent to which they enable the learning and development of students. a) Disseminating the educational plans for each student on the given caseload, and following up with personal check-in, to ensure that all teaching staff who will come in contact with the student are fully aware of the support needs and understanding the strategies recommended to address those needs. b) Acting as a consultant to staff in the development of strategies and techniques for supporting students with educational needs, both in general and with reference to individual students. c) Liaising with students in order to determine whether or not the strategies recommended for them are being implemented in class; following up with individual teachers to address any issues. d) Liaising with the Principal and Director of SSS together with teachers to execute Individual Educational Plans. e) Reporting to the Director of SSS or any significant problems or difficulties. f) Liaison with Principal and Director of SSS to identify professional development needs. 4. To teach students, using instructional strategies and techniques that will maximize student learning. a) Liaising with teachers to organize a schedule of individual and small group sessions with referred students. b) Using a variety of instructional techniques that will enhance the thinking skills of students and appeal to the learning styles of each individual. c) Ensuring that every student is fully engaged at all times; using activities, materials, instructive representations of content and variations of pace and structure to stimulate enjoyment of the class time. d) Ensuring that the structure and pacing of lessons allows for student reflection and closure. e) Providing feedback to students in a consistent and timely fashion, using language and style that will enable them to accept the feedback and use it to make improvements in their learning. f) Responding to individual interests and questions; making lesson adjustments as necessary to ensure the success of all students. g) Regularly reflecting on the IEP or IGP regularly and generate alternative strategies to ensure continuous improvement of instructional techniques. h) Refer social emotional issues directly to the School Counselor and report any suspected children protection concerns to the Child Protection Team. 5. To create a physical and emotional classroom environment that is conducive to learning and maximizes the performance and wellbeing of students. a) Creating a social environment that is highly respectful, reflecting genuine warmth and caring towards individuals; role modeling appropriate behavior personally, and coaching students to develop their behavior. b) Encouraging students to take pride in their work and deliver to high standards of excellence (for instance, by affirming examples of good work and setting goals for continuous improvement). c) Managing classroom routines and procedures to maximize the amount of time spent learning. d) Proactively preventing bad behavior by involving students in the development of standards of behavior; noticing inappropriate behavior and modeling appropriate strategies to maintain appropriate behavior. e) Dealing firmly, fairly and respectfully with discipline issues; using techniques that will develop the self-discipline of student (e.g. natural or logical consequences) and in all cases referring to the school disciplinary policy. f) Creating a physical work environment that is conducive to learning and appropriate for the maturity and interests of the student (e.g. displays and seating arrangements). g) Constantly monitoring and being alert to potential health or safety hazards; taking swift corrective action as necessary. h) Ensuring awareness of best practice in First Aid; participating in refresher training as requested. i) Ensuring that students behave safely at all times; taking swift corrective action if necessary. 6. If appropriate, to manage the Teaching Assistant, tutor or Personal Assistant in a way that motivates excellent performance and stimulates professional development. a) Giving purposeful assignments to the personnel; ensuring that he/she is fully aware of the standards and success criteria that pertain to the work. b) Managing the performance of the personnel, giving support and encouragement whenever possible and giving coaching and advice in order to develop/improve; reporting any difficulties to the Head of School, Director of SSS and the Principal. c) Regularly observing and guiding PAs, TAs, and Tutors in executing all plans with a follow up meeting to ensure that student needs are being met. 7. To communicate regularly with all stakeholders. a) Participate in relevant divisional meetings. Give SSS updates or training in the meeting when needed or requested. Meet with the supervisor (Director of SSS) every week to update and discuss ways forward. b) Have an appraisal meeting with the supervisor (Director of SSS) every semester, after official observation. c) Meet with the teacher of each student to partner in writing an IEP and after that every quarter to evaluate the IEP together. d) Send updated IEPs to parents and the Director of SSS every quarter. Meet with parents every semester or as needed. f) Incidents are reported to the relevant principal and Director of SSS and if needed to the Head of School. 8. To proactively contribute to the success of the school. a) Taking initiative to encourage admission to existing and potential parents and members of the wider Ugandan and International communities. b) Delivering professional development training as requested. c) At all times displaying highly ethical and moral standards of the profession. d) Giving attention to continuing professional development; keeping abreast of developments in optimal learning support and instructional techniques. e) Taking part in staff meetings, working parties and self studies as requested by the Head of School, Director of SSS, and Principal.
Possesses (a minimum of) a Bachelor’s degree in the area of special needs/ learning support from an accredited university. Show evidence of recent professional growth Teaching diploma or certificate Evidence of previous successful teaching experience Exhibit a continuing sense of God’s calling to minister at Heritage International School. Demonstrates a respect for diversity of culture, religion and different Christian traditions. Demonstrates an appreciation for the diversity of the body of Christ. Enthusiasm for working with students with special educational needs. Previous travel and/or administrative experience preferred. Demonstrate the ability to communicate effectively in English, both orally and in writing Demonstrate the ability to use technology for word processing, data management and telecommunications Demonstrate a life congruent with our Statement of Faith of Heritage International School Satisfactorily completing other duties and responsibilities as assigned by the Head of School, Director of SSS, and Principal To comply with the policies and procedures of Heritage International School as determined through yearly observation and performance appraisals.
JOB-6807b3ae4a153
Vacancy title:
Learning Support Teacher
[Type: FULL_TIME, Industry: Education, and Training, Category: Education]
Jobs at:
Heritage International School
Deadline of this Job:
Wednesday, April 30 2025
Duty Station:
kampala | Kampala | Uganda
Summary
Date Posted: Tuesday, April 22 2025, Base Salary: Not Disclosed
Similar Jobs in Uganda
Learn more about Heritage International School
Heritage International School jobs in Uganda
JOB DETAILS:
Nature and Scope
Teachers are responsible for planning, preparing and delivering high standards of instruction and performance that result in ever-increasing student performance against international benchmarks. They are also responsible for creating a physical and emotional environment for students that is safe, supportive, motivating and in all ways conducive to learning. Duties include, but are not limited to:
Personal Qualities: Modeling and Leadership
Model a personal commitment to Christ and Bible-based Christian living
Maintain personal devotional and prayer life
Member of a Christian Church, either locally or abroad
Seek to inspire others to Christian commitment, faith, and living
Contribute toward and maintain a positive Christian spiritual environment
Exhibit characteristics of being a life-long learner
Maintain a positive academic environment focused on growth and excellence
Consistently maintain ethical and moral personal and professional standards
Consistently demonstrate a knowledge, and a love for a positive learning environment
Consistently use strategies that empower and motivate the students at school
2. To address individual student’s needs, so as to enable each one to reach their full potential and allow them to feel safe and supported so they can fully function in school.
Liaising with teachers and the Director of SSS to identify students with a need for specific educational support
Evaluating the needs of the referred students by:
a) Carrying out assessments or benchmark tests to identify strengths and developmental needs
b) Acquiring a thorough knowledge of each referred student (their backgrounds, skills and interest)
c) Liaising with parents along with teachers to gain insight; communicating sensitively and respectfully at all times
d) Contributing to Student Support Services meetings
Developing an appropriate developmental plan for each referred student by:
a) Working with referred students to set individual learning goals and helping students to develop strategies for achieving their goals
b) Liaising with parents and teachers to develop strategies to support students
c) Using all the information gathered to produce an Individual Educational Plan (IEP), Individual Growth Plan (IGP) or each referred student as needed
d) Liaising with Principals, Head of School, and Director of SSS to develop strategies for extending high performance
Coaching/training teachers, parents, TAs, PAs and Tutors to enable them to support the IEP, IGP or other plan for their child
Keeping well organized and accurate records of student performance
Providing students and parents with quarterly written progress and conference every semester; preparing for and participating in student/parent conferences
Following up with teachers, students, parents and appropriate assistants on the progress of set goals
3. To encourage staff to operate according to best practices in addressing student support needs, so as to maximize the extent to which they enable the learning and development of students.
a) Disseminating the educational plans for each student on the given caseload, and following up with personal check-in, to ensure that all teaching staff who will come in contact with the student are fully aware of the support needs and understanding the strategies recommended to address those needs.
b) Acting as a consultant to staff in the development of strategies and techniques for supporting students with educational needs, both in general and with reference to individual students.
c) Liaising with students in order to determine whether or not the strategies recommended for them are being implemented in class; following up with individual teachers to address any issues.
d) Liaising with the Principal and Director of SSS together with teachers to execute Individual Educational Plans.
e) Reporting to the Director of SSS or any significant problems or difficulties.
f) Liaison with Principal and Director of SSS to identify professional development needs.
4. To teach students, using instructional strategies and techniques that will maximize student learning.
a) Liaising with teachers to organize a schedule of individual and small group sessions with referred students.
b) Using a variety of instructional techniques that will enhance the thinking skills of students and appeal to the learning styles of each individual.
c) Ensuring that every student is fully engaged at all times; using activities, materials, instructive representations of content and variations of pace and structure to stimulate enjoyment of the class time.
d) Ensuring that the structure and pacing of lessons allows for student reflection and closure.
e) Providing feedback to students in a consistent and timely fashion, using language and style that will enable them to accept the feedback and use it to make improvements in their learning.
f) Responding to individual interests and questions; making lesson adjustments as necessary to ensure the success of all students.
g) Regularly reflecting on the IEP or IGP regularly and generate alternative strategies to ensure continuous improvement of instructional techniques.
h) Refer social emotional issues directly to the School Counselor and report any suspected children protection concerns to the Child Protection Team.
5. To create a physical and emotional classroom environment that is conducive to learning and maximizes the performance and wellbeing of students.
a) Creating a social environment that is highly respectful, reflecting genuine warmth and caring towards individuals; role modeling appropriate behavior personally, and coaching students to develop their behavior.
b) Encouraging students to take pride in their work and deliver to high standards of excellence (for instance, by affirming examples of good work and setting goals for continuous improvement).
c) Managing classroom routines and procedures to maximize the amount of time spent learning.
d) Proactively preventing bad behavior by involving students in the development of standards of behavior; noticing inappropriate behavior and modeling appropriate strategies to maintain appropriate behavior.
e) Dealing firmly, fairly and respectfully with discipline issues; using techniques that will develop the self-discipline of student (e.g. natural or logical consequences) and in all cases referring to the school disciplinary policy.
f) Creating a physical work environment that is conducive to learning and appropriate for the maturity and interests of the student (e.g. displays and seating arrangements).
g) Constantly monitoring and being alert to potential health or safety hazards; taking swift corrective action as necessary.
h) Ensuring awareness of best practice in First Aid; participating in refresher training as requested.
i) Ensuring that students behave safely at all times; taking swift corrective action if necessary.
6. If appropriate, to manage the Teaching Assistant, tutor or Personal Assistant in a way that motivates excellent performance and stimulates professional development.
a) Giving purposeful assignments to the personnel; ensuring that he/she is fully aware of the standards and success criteria that pertain to the work.
b) Managing the performance of the personnel, giving support and encouragement whenever possible and giving coaching and advice in order to develop/improve; reporting any difficulties to the Head of School, Director of SSS and the Principal.
c) Regularly observing and guiding PAs, TAs, and Tutors in executing all plans with a follow up meeting to ensure that student needs are being met.
7. To communicate regularly with all stakeholders.
a) Participate in relevant divisional meetings. Give SSS updates or training in the meeting when needed or requested.
Meet with the supervisor (Director of SSS) every week to update and discuss ways forward.
b) Have an appraisal meeting with the supervisor (Director of SSS) every semester, after official observation.
c) Meet with the teacher of each student to partner in writing an IEP and after that every quarter to evaluate the IEP together.
d) Send updated IEPs to parents and the Director of SSS every quarter. Meet with parents every semester or as needed.
f) Incidents are reported to the relevant principal and Director of SSS and if needed to the Head of School.
8. To proactively contribute to the success of the school.
a) Taking initiative to encourage admission to existing and potential parents and members of the wider Ugandan and International communities.
b) Delivering professional development training as requested.
c) At all times displaying highly ethical and moral standards of the profession.
d) Giving attention to continuing professional development; keeping abreast of developments in optimal learning support and instructional techniques.
e) Taking part in staff meetings, working parties and self studies as requested by the Head of School, Director of SSS, and Principal.
9. Professional Qualifications:
Possesses (a minimum of) a Bachelor’s degree in the area of special needs/ learning support from an accredited university. Show evidence of recent professional growth
Teaching diploma or certificate
Evidence of previous successful teaching experience
Exhibit a continuing sense of God’s calling to minister at Heritage International School.
Demonstrates a respect for diversity of culture, religion and different Christian traditions.
Demonstrates an appreciation for the diversity of the body of Christ.
Enthusiasm for working with students with special educational needs.
Previous travel and/or administrative experience preferred.
Demonstrate the ability to communicate effectively in English, both orally and in writing
Demonstrate the ability to use technology for word processing, data management and telecommunications
Demonstrate a life congruent with our Statement of Faith of Heritage International School
Satisfactorily completing other duties and responsibilities as assigned by the Head of School, Director of SSS, and Principal
To comply with the policies and procedures of Heritage International School as determined through yearly observation and performance appraisals.
Work Hours: 8
Experience in Months: 36
Level of Education: bachelor degree
Job application procedure
Interested and qualified? Click here
All Jobs | QUICK ALERT SUBSCRIPTION
