Learning Support Specialist

The Learning Support (LS) Specialist works with students from age 11-18 who exhibit difficulties with
learning and/or demonstrating their knowledge and understanding. The successful candidate will
maintain a holistic approach towards all learners, and will empower students and staff with tools and
strategies to increase student engagement within the curriculum. Based on individual student needs,
the LS Specialist will identify and reduce barriers to learning. Knowledge and experience in developing
Individualised Educational Plans (IEPs), monitoring and evaluating the implementation of inclusive
practices, accommodations and recommendations is required. The LS Specialist will work
collaboratively with class teachers to support the learning of all students, and will frequently
communicate with parents, faculty and/or external professionals to develop and modify individual
learning goals.

The successful candidate will encourage an inclusive learning community, inspire international
mindedness, personal development, creative thinking, advocacy and resiliency. Promoting student
equity regardless of ability and viewing individual differences as opportunities for enriched learning are
important qualities for the LS Specialist to possess.

Role and Responsibilities

The Learning Support Specialist, through the guidance and direction of the department coordinators
will:
● Work with students, both directly and indirectly, in a small group setting, one-to-one setting,
and/or within the regular classroom as needed
● Develop student support plans for individualised learning needs, implement the support plans,
and update regularly using diagnostic information obtained from assessments
● Employ evidence-based best practices, instructional methods and materials that meet student
support objectives
● Consult with teachers, mentors, year leaders and subject-area coordinators for the purpose of
student learning progress, and conduct classroom observations to assist in classroom
differentiation and accommodations
● Use assessment data to develop explicit learning goals and to identify and implement
techniques for student progress
● Provide regular written and oral communication to all stakeholders on student behaviour,
learning progress, strategies and recommendations, classroom management and behaviour
support
● Actively participate and attend department meetings, faculty/staff meetings and committees
and carry out non-instructional duties as required
● Commit to continual professional growth, reflective practices, and development of effective
teaching practices
Qualifications and experience:
1. Essential
● Teaching degree and/or qualification from an accredited university
● Minimum 3 years experience supporting students with learning differences within a school
environment assisting with curriculum and assessment accessibility
● Familiarity with effective teaching practices in developing executive functioning skills and
remedial learning in literacy and mathematics
● Willingness to explore, identify and implement evidence-based curricular and best practices to
enhance student learning progress and assessment accessibility
● Demonstrate personal and professional qualities that are grounded in our school values of
communication, curiosity and caring, and reflect the IB learner profile
● Applicants who have the right to work in The Netherlands, independent of employment status

2. Preferred
● Qualifications and/or training in Special Education Needs (SEN) education at a second-degree
secondary education teacher level or a higher vocational qualification (Master’s degree of SEN
or similar)
● Qualifications and/or training and experience in supporting individuals with Autism Spectrum
Disorder
● Experience working within multidisciplinary student support teams
● Experience in RTI (Response to Intervention Multi-Tier model)
● Familiarity with PBIS (Positive Behavior Intervention Supports)
● A commitment to supporting the learning of all members of the school community and
educating our school community on topics related to learning challenges

3. Skills and abilities

● C1 (advanced) or C2 (mastery) CEFR proficiency level in English
● Possess effective communication skills and relate well with our diverse school community
● Excellent organisational, time management and administration skills
● Ability to work collaboratively with others and work effectively within a team
● Ability to regularly assess, record, plan, set goals, evaluate progress and produce reports based
upon student learning data and observations
● Familiarity with assistive technology and IT skills relevant to supporting students with additional
educational needs
● Demonstrate a positive attitude and collaborative spirit, and a willingness to ask questions, take
risks and be an active member of our Learning Support Team
Learning Support Department
Philosophy:
The Learning Support (LS) department at The ISH promotes the principle of a balanced education
rooted in a model of inclusion that embraces curiosity, connection and compassion. Our philosophy of
support celebrates the diversity of learning needs within our international community and guides
students towards reaching their academic potential. We take a holistic approach towards developing
strategies and evidence-based practices to meet the unique learning needs of the students we serve.
Our aim is to inspire personal excellence and self-advocacy in our school community.

Guiding Principles:
● We maintain a holistic approach towards all students we serve.
● We empower our students and staff with tools and strategies to increase student engagement
with the curriculum.
● Based on individual student needs, we identify and reduce barriers to learning by providing
accommodations and recommendations in the classroom.
● We encourage an inclusive learning community, inspiring international mindedness, personal
development, creative thinking, advocacy and resiliency.
● We ensure that all students have full, equal access to a broad and balanced curriculum in an
inclusive environment which delivers high quality opportunities for learning at all levels of
attainment.
● We promote student equity regardless of ability and we see individual differences as
opportunities for enriched learning.
● We actively participate within the Student Support Team and collaborate with external
professionals to assess and identify the needs of students.
● We develop individualised educational plans, monitor and evaluate the implementation of
inclusive practices, accommodations and recommendations.
● We promote differentiation and share strategies to help learners access class content.
● We work collaboratively with class teachers to support the learning of all students.
● We invite parents, students, faculty and/or external professionals to engage in developing and
working towards achieving individual learning goals.

School-wide Collaboration
The LS department works collaboratively within the Student Support Team (SST), which includes the
Wellbeing (WB) and English as an Additional Language (EAL) departments, Senior Leadership Team
(SecLT), Admissions, the Health office, Year Leaders (YL), Subject-Area Leaders (SAL) and program
coordinators, to support students and teachers in academics, behaviour, and social-emotional
development.
Academic Intervention Model
Our Learning Support structure is influenced by the Response to Intervention (RTI) model which
includes three levels of support: Tier 1 includes in-class support and workshops focused on prevention
and/or intervention; Tier 2 includes targeted, small-group interventions; Tier 3 includes intensive,
individualised interventions.

Services may include:

● In-class observations
● Consultation with teachers on differentiation strategies
● Collaboration with parents and/or external professionals on student learning
● Provision of tools and strategies to support learning and engagement
● Specialised student support on a range of topics, including Planning & Organisation, Executive
Functioning, Study Skills, etc.
● Remedial support in foundational literacy and maths skills
● Implementation of interventions and support for students with specific learning difficulties
(SpLD)