Level:  Professional

Load:  Full-time

Responsible to: Director of Student Support Services (DSSS)

Supervises: Personal Assistants (PA)

Service Period: 12 Months

Nature and Scope

Student Support Services (SSS) staff are responsible for planning, preparing and delivering high standards of academic support and performance that result in ever-increasing student performance with a Christian and international values.  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 and development. Duties include, but are not limited to:

1. 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 maintains 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

1. Professional Responsibilities

• Possess (a minimum of) a Bachelor’s degree and certification in special needs education from an accredited university. Show evidence of recent professional growth.
• Evidence of previous successful teaching experience (preferred but not mandatory)
• Enthusiasm for working with students with moderate special educational needs.
• 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
• To address individual students with specific 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.

a) Liaising with teachers, principals and other staff to identify and support students with a need for specific moderate educational support to ensure accessible education for students with moderate needs, which can be identified as students who most often participate in the general curriculum, but may require individually designed intervention and support in the areas of academics, non-cognitive skills, social and emotional functioning, behavior, and/or career preparation and postsecondary transition.

b) Evaluating the needs of the referred students by:

• Delegating to, and following up with a SSS team member or taking on the following tasks:
• Intensive observation and discussion with teachers
• Carry out formal and informal assessments, or benchmark tests to identify strengths and developmental needs
• Liaising with parents to gain insight; communicating sensitively and respectfully at all times
• If necessary, liaise with outside specialists to arrange further observations
• Discuss students’ needs with teachers, parents and SSS team and give guidance and advice to ensure quality education for the students.

c) Coaching/ counseling the Student Support Services Team in communicating and guiding parents, TAs, PAs, and Tutors to enable them to support the IEP, IBP, IGP or other plan for their child. Organize parent meetings or training of PA’s whenever needed.

d) Developing an appropriate developmental plan for each referred student by:

• Working with teachers, parents, PAs and if possible, the student, to set individual learning goals and develop strategies to achieve those goals
• Adapt or modify the curriculum to meet the individual student’s needs
• Using all the information gathered to produce an Individual Growth Plan (IGP) / Individual Educational Plan (IEP) for each referred student
• Disseminating the educational plans or other plan for each referred student, and following up with verbal advice if required, to ensure that all teaching staff who will come in contact with the student are fully aware of the support needs and understand the strategies recommended to address those needs
• 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
• Organizing and chairing PCR meetings, creating PCR IEPs and following up on action plan and review.
• Liaising with Principals, Head of School, teachers, parents and outside specialists to develop strategies to enable the student to function within the classroom setting, including options outside of the classroom
• Writing a progress report for the students on the caseload each quarter
• Updating the Check-in monitor list each quarter for the students on the caseload and actively following the progress of the monitor students throughout the quarter by regular communication with the class teacher and checking grades.

e) Developing Behavior Improvement Plans (BIP) as required

• Developing Individual Growth Plans as required
• Coaching and supervising Personal Assistants through regular observations and meetings, so they can meet the needs of the students and work on development of skills
• If applicable, along with the school counselor, developing transition plans to elementary school/ middle school
• Following up with teachers, students, parents and appropriate advisors if targets are not met
• Ensuring all documents for Student Support Students are filed and confidentiality is maintained.
• Liaising with and referring to external specialists whenever needed.
• Liaising with parents and organize parent meetings to improve awareness and support and create support groups

f) To teach students, using instructional strategies and techniques that will maximize student learning.

• Liaising with teachers to organize a schedule of individual or small group sessions with referred students
• Using teaching methods that address all learning styles and focus on the student’s preferred learning style to maximize learning outcomes
• 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
• Ensuring that the structure and pacing of lessons allows for the student to follow along, not getting overwhelmed
• 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
• Responding to individual interests and questions; making lesson adjustments as necessary to ensure the success of all students
• Ensuring that the sensory needs of students are met with appropriate sensory interventions.
• Reflect on each lesson, taking notes of opportunities for improvement, record these in the IEP and generate alternative strategies to ensure continuous improvement of instructional techniques
• Referrals to school counselor in areas of social emotional issues and report any suspected child protection issues to the Child Protection Team

g) Identify students for, and conduct small group activities in areas of motor skills, gifted and talented, and sensory skills etc. Planning and preparing lessons that will engage these students.

• Working with teachers, parents, PAs and if possible, the student, to set individual learning goals and develop strategies to achieve those goals
• Adapt or modify the curriculum to meet the student’s needs
• Using all the information gathered to produce an Individual Educational Plan (IEP) for each referred student
• Disseminating the educational plans or other plan for each referred student, and following up with verbal advice if required, to ensure that all teaching staff who will come in contact with the student are fully aware of the support needs and understand the strategies recommended to address those needs
• 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
• Organizing and chairing PCR meetings, creating PCR IEPs and following up on action plan and review.
• Liaising with Principals, Head of School, teachers, parents and outside specialists to develop strategies to enable the student to function within the classroom setting, including options outside of the classroom
• Developing Behavior Improvement Plans (BIP) as required
• Developing Individual Growth Plans as required

h) Coaching and supervising Personal Assistants through regular observations and meetings, so they can meet the needs of the students and work on development of skills

• Having weekly individual meetings with the PAs to ensure that they are doing well within the relationships with parents, teachers and students.
• Ensuring that the right strategies are being used to support their student and supporting the PAs by giving advice on strategies and resources.
• Organizing a weekly group meeting to create a safe place for the PAs to feel heard and supported and to train them in specific skills and sharing knowledge which will help them to support the students better.
• Facilitating and ensuring that the PAs feel at home on campus and in the classroom.

i) To create a physical, social and emotional classroom environment that is conducive to learning and maximizes the performance and wellbeing of students.

• 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.
• Encouraging students to take pride in their work and work towards high standards of excellence (for instance, by affirming examples of good work and setting goals for continuous improvement)
• Managing classroom routines and procedures to maximize the amount of time spent learning
• 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
• 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
• 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)
• Constantly monitoring and being alert to potential health or safety hazards; taking swift corrective action as necessary
• Ensuring that students behave safely at all times; taking swift corrective action if necessary
• Ensuring awareness of best practice in First Aid; participating in refresher training as requested
• Model safe and healthy behavior to students

j) To guide Teaching Assistants, tutors or Personal Assistants in a way that motivates excellent performance and stimulates professional development

• Giving purposeful assignments to the personnel; ensuring that he/she is fully aware of the standards and success criteria that pertain to the work
• 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 Schools, Director of Student Support Services and the Principal
• Regular observation of Personal Assistants, followed by a meeting to coach PAs in meeting the student’s needs.

To communicate regularly with all stakeholders.

• Participate in weekly meetings with the Lead Person Learning Support. Share students of concern.
• Participate in SSS divisional meetings. Give SSS updates or training in the meeting when needed or requested.
• Meet with the supervisor (Director of SSS) every other week to update and discuss ways forward.
• Have an appraisal meeting with the supervisor (Director of SSS) every semester, after official observation.
• Meet with the teacher of each student to partner in writing an IEP and after that every quarter to evaluate the IEP together.
• Send updated IEP’s to parents and the Director of SSS every quarter. Meet with parents at least every semester, or as needed.
• Incidents are reported to the relevant Principal and Director of SSS, and if needed to the Head of School.

k) To proactively contribute to the success of the school.

• Taking initiative to encourage admission to existing and potential parents and members of the wider Ugandan and International communities
• At all times displaying highly ethical and moral standards of the profession
• Giving attention to continuing professional development; keeping abreast of developments in optimal learning support and instructional techniques
• Organizing programs in supporting parents and parents involvement. E.g. internet use and social media, special needs at home, parents supporting parents groups, High school transitions support groups etc.

l) To manage Secondary students on Academic Probation and those on Behavioral Intervention Plans. Including, but not limited to:

• Meeting with Secondary students and receiving their input on support given.
• Meet with Secondary students on Behavioral Intervention Plans to discuss alternative behavior patterns. Follow through with in-class practice.
• Liaise with the Principal to discuss student needs.

m) Satisfactorily completing other duties and responsibilities as assigned by the Head of School, Director of SSS, and Principal

n) To comply with the policies and procedures of Heritage International School as determined through yearly observation and performance appraisals.

1. Professional Development

• Annually submit in writing his/her professional goals to the DSSS.
• Participate with faculty and administration in all-staff meetings, Committee meetings, parent-teacher meetings, professional development and in-service activities
• Remain abreast of current developments in technology, learning and theory through active collaboration with other professionals, attending appropriate workshops and conferences, and through reading of professional journals, especially relating to Special Needs and student development