Elementary Learning Support Teacher-PYP (August 2027)

Position: Elementary Learning Support Teacher (PYP)

Reports to: Elementary School Principal

HOW TO APPLY

Interested candidates should prepare and upload an updated resume. In lieu of a cover letter, please submit a short video introduction (via an unlisted YouTube link) that covers:

A brief introduction of yourself

Why you’re interested in this role

Why you believe you’d be a good fit, based on your experience

Please share your video link on Bamboo in the “Website, Blog or Portfolio” field.

Teaching at Canadian Academy:

CA’s Elementary School is a highly collaborative professional environment where innovation is encouraged, and student learning and well-being drive everything we do. Grade-level teams work closely together and learn from one another, and opportunities for professional development abound. A low student-teacher ratio and a stimulating, well-resourced, technology-rich environment make this an exceptional place to teach. Our teachers get to know their students well, both in and out of the classroom, and work together to ensure that every student is appropriately challenged and supported.

Canadian Academy teachers inspire minds and nurture compassion by providing a rich and engaging program that develops students’ skills, promotes curiosity and love of learning, and prioritizes well-being. All students follow the International Baccalaureate Primary Years Programme (PYP) in PK-Grade 5 and the Middle Years Programme (MYP) in Grades 6-10. Most students pursue the IB Diploma Programme (DP) in Grades 11 & 12, although 10-20% each year opt for a more personalized pathway to graduation that includes a mix of DP and other courses and leads to a CA Diploma. Teaching and learning are enriched by opportunities for exploration in the arts, athletics, outdoor education, service, and more.

Position Overview:

Elementary Learning Support Teachers are critical in ensuring that all students, particularly those with diverse learning needs, are provided with the support necessary to achieve their full potential. Working closely with classroom teachers, parents, the Elementary counselor, and EAL specialists, the Learning Support Teacher uses data and ongoing observations to proactively identify diverse learning needs and determine responsive, targeted next steps that support each student’s learning and growth. The position requires a deep commitment to inclusive education and the ability to collaborate across grade levels. The Learning Support teacher is part of a collaborative school-wide learning support team, and supported by the Head of Student Success, who works with the learning support, counseling, and EAL teams across the school.

Key Responsibilities:

Learning Support Teacher :

Utilize a range of inclusive approaches, including co-teaching and Universal Design for Learning (UDL) to provide one-on-one and small-group support, ensuring students with diverse needs, strengths, and levels of readiness can effectively access and engage with the curriculum

Collaborate with classroom teachers to design and implement accommodation plans (APs) or individualized education plans (IEPs) and interventions tailored to students' unique learning profiles.

Assess students’ learning needs through observation, testing, and other diagnostic tools.

Monitor and track student progress, adjusting interventions to support growth and extend learning.

Collaboration with Teachers:

Collaborates proactively with teachers to anticipate and remove barriers to learning, designing inclusive classroom experiences that respond to diverse learner profiles, including students who require additional support and those ready for extended challenge.

Provide consultation and professional development to teachers on inclusive practices including Universal Design for Learning, offering effective strategies and resources to support diverse learners in an inclusive setting

Help develop and implement strategies for classroom accommodations and modifications to support students with identified learning needs.

Co-plan and co-teach in classrooms to support differentiated instruction and student engagement.

Parent Communication and Support:

Act as a liaison between the school and families of students receiving learning support services, informing them of student progress and involving them in developing support plans.

Provide resources and workshops to parents on best supporting their children’s learning needs at home.

Participate in parent-teacher conferences to discuss student progress, challenges, and strategies for continued support.

Collaboration with the Student Services Team:

Work as part of a multidisciplinary team, including counselors, EAL teachers, and other specialists, to support student well-being and academic success.

Coordinate with external specialists when necessary, such as psychologists, speech therapists, or occupational therapists, to ensure comprehensive support for students.

Participate in meetings related to student support, such as IEP meetings, student study teams, and other relevant committees.

Documentation and Reporting:

Maintain detailed records of student progress, assessments, and interventions.

Regularly report student progress to school leadership, parents, and other relevant stakeholders.

Ensure that all learning support practices comply with school policies and procedures and local and international regulations concerning special education.

Professional Development and Growth:

Stay current with the latest research and best practices in inclusive education, learning disabilities, and intervention strategies.

Engage in ongoing professional development to refine teaching practices and improve student outcomes.

Participate in school-wide initiatives, professional learning communities, and committees to support the school's commitment to inclusive education.

Required Qualifications:

Must have a teaching certification and/or relevant academic qualification

Minimum of 2 years of experience teaching Learning Support (or similar) in an elementary school setting

Must be eligible to obtain a visa to work in Japan

Preferred Experience and Qualities (in no particular order):

Bachelor’s or Master’s degree in Special Education, Learning Disabilities, or a related field.

Certification in special education or learning support (or equivalent international certification).

Experience in an international school setting or working with multicultural and diverse student populations.

Strong background in supporting neurodivergent learners and students with diverse learning profiles, strengths, and support needs, including those with dyslexia, ADHD, and those who benefit from additional support or extended learning opportunities.

Deep understanding of child development, learning disabilities, and instructional strategies for diverse learners.

Strong interpersonal and communication skills, with the ability to collaborate effectively with teachers, parents, and specialists.

Proactive, solution-oriented mindset with a commitment to fostering an inclusive classroom environment.

Patience, empathy, and a passion for supporting students with diverse learning needs.

Cultural sensitivity and working effectively in a diverse, multicultural environment.

Knowledge and understanding of the IB PYP

Demonstrated ability to collaborate effectively with Counselors and Learning Support and EAL specialists

Demonstrated enthusiasm for connecting with students beyond the classroom, through athletics, co-curriculars, etc.

Demonstrated ability to work both independently and collaboratively as part of a team

Experience with intervention programs like Orton-Gillingham, Wilson Reading System, or other evidence-based instructional strategies.

Demonstrates understanding and application of the Multi-Tiered System of Supports (MTSS) framework, collaborating with Counselin