Relief Special Education Teacher

Job Description
As a leading international school in Singapore, Stamford American International School (Stamford American) caters to students aged 2 months to 18 years old. With students from 79 countries and over 3000 students across two state-of-the-art campuses, we offer a dynamic educational journey emphasizing student well-being and academic excellence.
Stamford American is proud to be an IB World School, offering the full continuum of the International Baccalaureate (IB) programmes: the IB Primary Years Programme (PYP), IB Middle Years Programme (MYP), and IB Diploma Programme (DP). The school's outstanding faculty comprising more than 350 experienced and highly qualified teachers from over 40 nationalities, through a competitive recruitment process. Educators are highly skilled in their content areas and pedagogy, but equally important, they excel at building strong relationships and creating an environment where students feel safe, supported, and valued.
The school now has an exciting opportunity for a Relief Special Education Teacher (Secondary) to join our SSD team.
*Applicants are required to submit their application through our Applicant Tracking System (ATS). Kindly copy-paste this link into a browser:
Position Objective
The Student Support Department (SSD) is looking for a highly qualified Relief Special Education Teacher with previous experience in delivering individualized intervention to join our team of multidisciplinary professionals. Utilizing a MTSS (Multi-Tiered System of Support) Model, the primary role of the Relief Special Education Teacher is to provide Tier 3/intensive intervention directly to students as well as design individualized education for students that require increased support, curricular modification, and explicit instruction.
Responsibilities
The job holder's responsibility for promoting and safeguarding the welfare of children and young persons for whom they are responsible, or with whom they come into contact will be adhered to and will ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School's Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services.
Delivers effective and efficient individualized intervention to students
Utilizes data-based decision making and evidence-based strategies to provide individualized education
Plans, prepares, and delivers intensive intervention in a one-on-one and small group settings
Collaborates with colleagues/general education teachers, service providers, community programs, parent/guardians to deliver effective intervention to increase independence in the general education classroom
Establishes positive, safe, and trusting relationships with older students, their families and teachers to encourage student progress related to students' needs
Coordinates services alongside Occupational Therapists, Speech-Language Therapists, and Student Support Teachers for the purposes of addressing the individual needs of students
Manages student behavior for the purpose of providing a safe and optimal learning environment
Regularly assesses students' progress to modify instruction/intervention
Collects and analyzes screening as well as progress monitoring data to identify student needs, modify instruction and curriculum, and report progress to parents, faculty, staff, and administration
Summarizes assessment results and incorporates information into an appropriate support plan
Serves as a case manager for students receiving Tier 3 support services
Gathers relevant background information related to students' strengths and challenges
Maintains updated and accurate student files which adhere to high-levels of confidentiality
Coordinates, facilitates, and maintains records on meetings with parents, teachers, and internal/external service providers
Provides consultation to teachers, parents, and other service providers to foster greater academic and social/emotional skill development across all students
Participates on a multi-disciplinary team of professionals by utilizing a problem-solve approach
Prepares and disseminates professional resources according to student need
Offers ongoing support to faculty, staff, and parents in order to accelerate student growth
Establishes and maintains ongoing professional collaboration with service providers on and off campus in order to maximize student impact in all areas of development
Offers professional development to the wider school community
Develops and facilitates presentations for faculty, staff, and parents related to prevention and intervention strategies for students with learning and/or developmental challenges intervention services and support to students
Position Requirements
Minimum of 3 years of experience working within special education with relevant qualifications
Exceptional interpersonal communication and professional collaboration skills
Must demonstrate flexibility, strong work habits, and a positive attitude
Strong organizational skills and excellent command of the English language
Proficiency in using computers and other forms of technology
Strong references and attendance record
Demonstrates the Stamford American Values – Courage, Ingenuity, Compassion, Integrity
Qualifications
Required:
Minimum Bachelor's degree in Education or equivalent is required
Professional current teacher licensure or certification is required
Minimum 3 years' experience working with students requiring special education services
Previous experience and/or training using recognized screening and progress monitoring assessments
Preferred:
Knowledge and experience delivering Tier 3 support services within an MTSS Model Training and/or previous experience with using recognised Tier 3 intervention programs and assessments
Proficiency in Mandarin preferred to communicate with Mandarin speaking students and parents
Contacts
Other Stamford American Teaching and Non-Teaching Staff
Parents and Students
PTA
Working Conditions
School Environment
Working hours 8:00am to 4:30pm, Monday to Friday, plus occasional staff meetings and trainings
Terms of Employment
Referee request: Required
Background Check: Required
Stamford American International School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Pre-employment background checks are mandatory and appointments are strictly subject to confirmation that all reference and background checks are completed to the satisfaction of Cognita, Stamford's parent organization.
We are an equal opportunity employer and disallow discrimination of age, ethnic origin, nationality, gender, religion, sexual orientation, family status, pregnancy, marital status, medical or mental health history, physical characteristics or disability. We welcome applications from all qualified candidates.
Please note that only shortlisted candidates will be notified.
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