Summary
Aldar Education is seeking a Head of Inclusion to join its team in Abu Dhabi. The role leads inclusion across the school, manages the Inclusion team, supports teachers with SEN and differentiated instruction, and coordinates assessments, IEPs and interventions. The successful candidate will be a qualified teacher with a master’s-level SEN qualification or external SEN certification, at least 5 years of SEN experience, and prior experience leading SEN or learning support in a school. The position also involves liaising with families, colleagues, external specialists and education authorities.
The posting
As published on aldaracademies.com. Pulled from the employer's site and shown as they wrote it.
Aldar Education are currently seeking an outstanding Head of Inclusion to join their team in Abu Dhabi.
This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi’s leading school group.
The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.
Responsibilities
Key Duties and Responsibilities:
- Encourage and promote inclusion across the school at all levels
- Be an exemplary classroom teacher, supporting and guiding staff on SEN and inclusion to promote high standards of educational achievement
- Liaise closely with colleagues from other schools, outside agencies and other professionals
- Line manage staff employed to support children with special needs
- Maintain accurate records, IEPs and coordinate care plans
- Review whole school assessment data and conduct assessment to identify priority areas and/or pupils for targeted intervention
- Plan and deliver a range of programmes of work to support individual needs
- Provide training within and beyond our school to colleagues and families
- Provide full induction and training for the school Inclusion team and Inclusion assistants.
- Undertake co teaching to support class/subject teacher with the delivery of differentiated lessons
- Contribute to school pastoral committee
- Participate in the admissions, evaluations, assessments and subsequent transitions of SoD.
- Support the aims of the school; comply with the requirements of health and safety, other relevant legislation and school policies.
- Set a good example in terms of dress, punctuality and attendance
- Undertake other duties from time to time as the Principal /Head of Inclusion requires
Examples of Professional Duties (not exhaustive)
- Lead and manage a team
- Identify, develop and deliver interventions for individuals based on identified needs
- Provide individual or group instruction where appropriate
- Deliver training for colleagues and families
- Liaise with external specialists to inform school-based provision
- Monitoring work assigned by teacher – checking and correcting individuals work while in progress
- Prepare documentation for submission to ADEK or other educational bodies
- Complete assessments and applications for access arrangements
- Maintain SEN registers and rigorous data of progress, attainment and provisions
- Participate in the development of behaviour policy/promoting pupils’ self-esteem and manage
student behaviour in line with the whole school policy
Qualifications
Minimum Qualifications
- A qualified teacher
- SEN Qualification (Master’s level or external certification on an aspect of SEN)
Minimum Experience
- Minimum of 5 years’ experience in the field of SEN
- Previous experience in leading SEN / Learning Support in a primary/secondary school
Job Specific Knowledge & Skills
- Evidence of implementing strategic initiatives and impact within a school.
- Demonstrated expertise in leading a special education or inclusion team.
- Experience in maintaining accurate and meaningful SEN registers and developing high quality IEPs and intervention plans.
- Capacity to identify a range of need types and/or development delays
- Experience in administering standardized assessments to inform provision
- Delivered a range of specific intervention programmes and be confident in the measures needed to prove effectiveness.
Proven capacity to utilize data to monitor and track SoD progress and attainment.