PYP Early Intervention Teacher

• Division: Early Learning Center
• Reports to: Early Learning Principal and Head of Student Support Services
• Category: Overseas and/or Local Faculty
• Start Date: August 1st 2026
• Contract Length: 2 years

The PYP Early Intervention Teacher is a key member of AISB's Support Services Team and works within the school's Multi-Tiered System of Support (MTSS) Framework to ensure the timely identification and effective support of students requiring early intervention. This role focuses on providing proactive, strengths-based, and targeted interventions across developmental domains including literacy, numeracy, self-regulation, motor skills, and social-emotional learning. The Early Intervention Teacher also plays a critical role in building the capacity of teachers, collaborating with families, and leading inclusive, student-centered practices. 

Aligned with AISB's mission to Think Fearlessly, Act with Kindness, and Shape Tomorrow, the Early Intervention Teacher also plays a critical role in building teacher capacity, collaborating closely with families, and leading inclusive, student-centered practices that enable every learner to thrive.The successful candidate will be a collaborative educator with deep knowledge of early childhood development, capable of designing and implementing evidence-based interventions, and inspiring confidence across our diverse school community through professional integrity, compassion, and effectiveness.

Education & Certification

• Degree in Education or Special Education (Master's preferred).
• Teacher Certification is required.
• Specific qualifications in Learning Support, Early Intervention, or Early Childhood Education are strongly preferred..

Experience

• Minimum of 5 years of experience in a similar role, ideally in an international and/or PYP setting.
• Demonstrates experience designing, implementing, and evaluating early intervention cycles across developmental domains.
• Strong background in Early Childhood Development, MTSS Framework, Attachment Theory, and inclusive education.
• Experience in supporting transitions and collaboration between Early Years and Elementary teams is an asset.

Core Competencies

• Skilled in identifying and removing barriers to learning.
• Proven ability to write comprehensive ILPs for neurodiverse students.
• Expertise in co-teaching, in-class support, and evidence-based strategies.
• Effective data collection and use in data-based decision-making.
• Collaborative leadership and facilitation of strength-based team approaches.
• Excellent written and verbal communication skills.
• Deep understanding of the IB PYP or similar inquiry-based frameworks.
• Demonstrated experience in multicultural or international school settings.
• Ability to coach colleagues and model effective inclusive practices.
• Technologically proficient, using digital tools to document, analyze, and share student progress effectively.

• Builds positive, warm relationships with students, families, and colleagues.
• Contributes to a positive school climate.
• Holds a strong Image of the Child as capable and competent.
• Strong, effective collaborator who values teamwork and shared responsibility.
• Skilled communicator, confident navigating crucial and courageous conversations.
• Advocates for inclusive, student-centered, strengths-based decision-making.
• Committed to equity, well-being, and belonging for all students.
• Flexible and responsive to varied delivery models of support.
• Reflective, growth-oriented, and committed to ongoing professional learning.
• Maintains a high level of confidentiality, personal well-being, and professional boundaries.
• Able to coach, model, and monitor practices that build the capacity of others.

Student Support & Intervention

• Plan, implement, and monitor Response to Intervention (RTI) cycles of support in targeted areas including literacy, numeracy, gross and fine motor skills, behavior, communication, self-regulation, and SEL.
• Use universal screening data and teacher input to identify students needing early intervention.
• Develop and implement individualized or small group intervention plans based on student needs.
• Monitor student progress and make data-informed decisions to adjust interventions.
• Develop Individualized Learning Plans (ILPs) in collaboration with teachers, families, and students.
• Collaborate with external specialists (SLPs, OTs, psychologists) to support student needs.
• Ensure all interventions align with best practice research and the principles of inclusion.
• Document progress carefully, maintaining transparent and timely communication with relevant stakeholders.

Collaboration & Capacity Building

• Support teachers and teaching assistants in developing and strengthening Tier 1 strategies and inclusive teaching practices.
• Co-teach and model differentiated instruction and intervention strategies.
• Facilitate regular data conversations with educators to reflect on student progress and determine next steps.
• Support the KG–G1 transition from the Early Learning Centre to Elementary, establishing appropriate systems of support for identified students.
• Participate in and help coordinate systems of support such as Student Spotlight, SST meetings, and Student Care Team.
• Collaborate with the Early Childhood Counselor and the pedagogical Coordinator in developing holistic support for our students.
• Provide professional learning sessions that promote early intervention and inclusive education principles.

Assessment & Data

• Lead implementation of universal screening assessments across grade levels.
• Collect, document, and analyze student data to inform tier 1 strategies, interventions and support decision-making.
• Maintain accurate records of intervention plans, progress monitoring, and student outcomes.
• Support the admissions process through dialogue and screeners.
• Ensure assessment tools and processes are culturally responsive and developmentally appropriate.

Family Engagement

• Communicate regularly with families regarding intervention goals, progress, and strategies for support at home.
• Build strong, trusting relationships with parents that support shared ownership of student learning.
• Help families understand their child's developmental profile and advocate for their needs.
• Facilitate workshops or resources for families on early learning development and inclusive practices.
• Model empathy, respect, and transparent communication to strengthen home-school partnerships.

AISB is committed to safeguarding and promoting the welfare of all students. All faculty and staff members are expected to share this commitment and adhere to the school's Child Protection Policy. Appointment to this position is contingent upon satisfactory background checks and references.

Please note: AISB follows the guidelines of the school's protective behavior policies and protocols and personal data protection policies and procedures, including reporting any situation that might constitute a health and/or safety hazard to students or school employees, and reporting any personal data breach.