Primary School: Learning Inclusion Teacher

General Job Start: 01 January 2026Location: Könneritzstraße 47, Leipzig, GermanyContract: full-time, initially fixed-term for 2 years followed by the option of a subsequent employment contract with an infinite duration A high-quality education programme for over 340 children aged 6 to 11 supports each student’s personal, social, academic, physical and emotional development in an internationally oriented context. An international curriculum is used to provide a clear and consistent curriculum that appropriately challenges the students. Your tasks and responsibilities General Create a safe, inspiring, and inclusive learning environment that supports the intellectual, physical, social, and creative development of all learners. Promote international-mindedness by fostering openness to diverse perspectives, values, and traditions, encouraging students to act as engaged global citizens. Plan, prepare, and deliver engaging, relevant, and challenging learning experiences that meet the needs of diverse learners and support their holistic growth. Provide meaningful, ongoing feedback to help learners reflect, set goals, and develop skills, knowledge, and critical thinking. Provide tailored learning support and interventions to maximize achievement and well‑being. Collaborate with the learning community to uphold and enrich a shared approach to learning, teaching, and student well‑being. Build positive partnerships with parents through regular, transparent communication about student progress, achievements, and next steps. Learner Provision Create a classroom culture that values diversity, encourages risk‑taking, and celebrates learning progress. Conduct student assessments using standard tools to identify learning needs and guide interventions. Ensure that, wherever possible, interventions are preceded by pre‑assessment and concluded with post‑assessment to evaluate their effectiveness. Work with individual learners and small groups to deliver short‑term, targeted programmes designed to meet specific objectives identified in individual or group plans. Develop, implement, and monitor Individual Learning Plans (ILPs), Learning Support Action Plans, or Individualised Educational Plans (IEPs) in collaboration with teachers, students, parents/guardians, and outside professionals. Deliver flexible teaching models, including small group instruction, collaborative teaching, and in‑class support, to meet diverse student needs. Prioritise learners according to their level of need and allocate available human resources accordingly to ensure equitable and effective support. Carry out responsibilities from Inclusion Action Plans for learners receiving support from multiple areas of inclusion, as developed during Inclusion Team meetings. Actively monitor learners who may require a change in support status (active, monitoring, or exit). Where appropriate, provide information and inclusion activities to help classmates understand and support peers with higher levels of need. Actively monitor learners requiring examination access or inclusion arrangements due to identified learning difficulties. Collaboration with Staff Provide professional development for teachers on an individual, small group, learning phase, or whole school basis (e.g. information about dyslexia, strategies that assist when supporting learners with dyslexia and ways of differentiating for learners requiring support). Ensure that those carrying out Individualised Educational Plans have the knowledge to do so, by regularly meeting individually with teachers and providing training as, and when, necessary. Be available to support staff informally in relation to particular learners whether they are, or are not, included on the LS register. Provide support for teachers to differentiate curriculum delivery in order to cater for the needs of learners requiring support. Collaborate with the homeroom teachers, the inclusion team, and our families to create a coordinated, holistic approach to supporting student success. Engage in continuous professional learning, reflecting on and refining your own practice to enhance student outcomes. Communication and Meetings Participate actively in departmental, section, and whole‑school meetings. Communicate regularly and thoughtfully with parents about student progress and well‑being. Keep teaching staff informed at regular intervals as to what is happening in Learning Support. Initiate and organise case management and IEP meetings. Take part in parent‑student‑teacher conferences, parent evenings, and other school events as required throughout the year. In decisions about support provided for their child. Maintain effective relationships with outside professionals. Contribute Learning Support information for the school’s web site, handbooks, information evenings, etc. Resources Management Follow school and departmental procedures for maintaining and requesting teaching resources. Seek opportunities to enrich learning by incorporating new and diverse materials and experiences from within and beyond the LIS learning community. Organise and coordinate the deployment of learning resources, including information and communication technology, and monitor their effectiveness. Maintain existing resources and explore opportunities to develop or incorporate new resources from the wider range of sources inside and outside the school. Develop a library with relevant texts for LS Teachers, class/subject teachers and parents/guardians. Strategic Leadership Advocate for learners with diverse needs and model a culture of care and respect, in line with the values and guiding statements of the school. Ensure that inclusive strategies are embedded within school development planning, with effective systems in place to identify, support, and monitor learners with a wide range of abilities and learning styles. Share and model best practices in identifying, assessing, and meeting learners’ support needs to strengthen inclusive teaching across the school. Your profile Educational Background A University degree in Special Education, or comparable education Valid teaching license. Experience Proven success as an exceptional teacher in an inquiry focused learning environment. Familiarity with international curricula and experience in a diverse, globally‑minded school community. Skills and Attributes High proficiency in written and spoken English. Excellent communication skills, including effective use of IT and new technologies. Strong ability to differentiate instruction to meet the needs of diverse learners. A focus on fostering high achievement and student development. Collaborative and flexible mindset with a positive attitude and a sense of humor. Commitment to continuous professional growth and development. Organisational, ethical, and empathetic qualities that inspire trust and respect. Passion and Commitment Dedication to student learning, well‑being, and safety. A belief in holistic education that goes beyond academics. What we offer A vibrant, diverse, and supportive school community. Opportunities for professional growth in a globally connected environment. A chance to make a meaningful impact in the lives of our learners as they grow into confident, internationally‑minded individuals. Wonderful students who are interested in learning. A dynamic and diverse workplace that continues to develop best teaching and learning practice. The chance to engage in the life of the International School in the beautiful city of Leipzig; a historic, green, vibrant university city that is safe, well‑connected, and in the cultural heart of Europe. Company benefits such as company pension scheme, supplementary health insurance, moving allowance, JobRad leasing, financial support for a German language course etc. (Awarded the designation of a Socially Responsible Employer). #J-18808-Ljbffr