Secondary Learning Support Teacher

Location: Dar Essalam American School, Rabat, Morocco Type: Full-Time, Starting Date: August 2027 Academic Year: 2027-2029 Division: Secondary School, Grades 6-12 Reports to: Secondary Principal About the Role Dar Essalam American School (DAS) in Rabat, Morocco is seeking a Secondary Learning Support Teacher to join our international team from August 2027. The teacher promotes an inclusive learning environment where students in Grades 6-12, including DP, can access the curriculum, develop independence and achieve academic and personal goals. The role covers assessment of learning needs, coordination of individualized support plans, targeted interventions and progress monitoring, in close collaboration with students, teachers, families and other professionals. The Profile of a DAS Teacher guides professional practice: student-centered learning, meaningful relationships, the DAS 5Cs, the DAS identity, reflection and professional growth, and contribution to the school community. Teaching and Learning \-Conduct formal and informal educational assessments within professional competence to identify students strengths and needs, and inform referrals through agreed school processes. \-Develop, implement and review individualized education and support plans, including Personal Learning Plans (PLPs), with measurable goals and agreed accommodations. \-Coordinate with the DP Coordinator on evidence, applications and implementation of assessment access arrangements under current IB requirements. \-Provide targeted in-class, individual and small-group instruction in reading comprehension, written expression, numeracy, executive functioning, organization, study skills and self-regulation. \-Develop self-advocacy and independence while supporting access to subject learning. \-Monitor progress regularly, adjust interventions using assessment evidence and maintain accurate records of assessments, goals, support and outcomes. \-Support linguistically diverse learners and distinguish language-development needs from other learning needs in collaboration with EAL colleagues. Students and School Culture \-Know students as individuals and advocate for their access, participation and belonging. \-Create a caring environment that respects cultural and linguistic diversity, maintains high expectations and supports social and emotional safety. \-Maintain clear routines, accurate attendance, punctuality and active supervision, and apply agreed behavior procedures. \-Complete required Child Protection and Safeguarding training and follow school policies, professional boundaries and reporting procedures. Collaboration, Families and Community \-Collaborate with subject and advisory teachers, counselors, EAL staff, the DP Coordinator and external professionals, and serve as a resource for colleagues through consultation, modeling and guidance on inclusive practice. \-Meet regularly with parents and teachers to discuss strengths, needs, progress and effective support strategies, and communicate through approved platforms, reports and conferences. \-Partner with families and relevant professionals to coordinate support, referrals and transitions between grades and into DP study, and work with the college counselor on transition planning. \-Lead two sessions of after-school activity (one hour per week for 8-10 weeks) and participate in professional development days, sports days, special events and parent-teacher conferences. \-Participate actively in the DAS professional growth and appraisal process and contribute to team meetings, curriculum development and the Major Learning Plan. Qualifications and Experience \-A bachelors degree in Special Education or a related field and a recognized teaching certification or credential in Special Education. A masters degree is preferred. \-Five or more years of successful teaching experience, including relevant experience supporting secondary students with diverse learning needs. \-Strong knowledge of educational assessment, individualized support planning, literacy and numeracy interventions, executive functioning, accommodations and inclusive secondary practice. \-Strong English communication, organization and relationship-building skills, with integrity, warmth, empathy, approachability and a student-centered approach. \-Ability to use assessment evidence and appropriate educational technology to plan support, monitor progress and maintain accurate confidential records. Preferred Skills \-Experience in international or culturally diverse environments. \-Familiarity with DP learning demands and assessment access arrangements. \-Proficiency in French and/or Arabic is an advantage. About Dar Essalam American School (DAS) Dar Essalam American School (DAS) is an international school located in the vibrant Hay Riad neighborhood of Rabat, Morocco. Situated on a sprawling five-hectare campus, DAS delivers a unique approach to global education by integrating the best of F