Senior Teacher (Special Education)

Our Rainbow Centre Special Education Programme caters to students with multiple disabilities and autism spectrum disorder, aged from 7 to 18 years. With RC, you can expect a rewarding career in Special Education, making a difference in the lives of students with disabilities.

Critical Work Functions

• Curriculum & Pedagogy Development: Develop and review curriculum, pedagogy and assessment to enhance teaching and learning in alignment with school vision and mission

• Instructional Modelling: Model effective student-centered lessons by adopting appropriate and evidence-based pedagogy, purposeful planning, facilitating and evaluating quality learning experiences and environments to maximise student learning and engagement

• Assessment Design & Evaluation: Identify and develop effective and appropriate assessments e.g. curriculum-based assessments and monitor strategies at the school level to monitor and evaluate effectiveness of lesson delivery for programme and teacher development

• Curriculum Mentorship & Coaching: Mentor/Coach assigned teachers in the formulation, implementation and review of curriculum plans related to specific domain or disability profile

• T&L Research: Conduct research at school level e.g. action research to inform teaching and learning

2. Holistic Student Development

• Behavioural Management & Intervention: Apply a proactive classroom management style and utilise behavioural analysis techniques to promote positive behaviour and manage challenging behavior

• IEP Integration & Instructional Coaching: Coach/Mentor teachers in integrating IEP and Good Life goals into lesson planning and in collaborating with families/caregivers and other IEP team members, to address these needs for the holistic and optimal development of learners

• Health & Safety Compliance: Ensure that the health and safety policy is adhered to

3. Collaborate for Optimal Student Learning & Development

• Professional Collaboration: Proactively plan and facilitate collaboration with teachers, allied professionals and other partners, for effective planning and execution of development strategies for the learner and their caregivers

• Person-Centred Planning: Guide and enhance collaboration of the teachers with caregivers and other stakeholders for a person-centred planning for learning and life goals, and for contextualisation and generalisation of learning in the learner's home and community

4. Programme Development and Organisational Effectiveness

• Leadership: Lead/Co-lead a team in the planning and implementation of organisation/school programmes and initiatives

• Partnerships with Stakeholders: Foster strong partnerships with stakeholders to help achieve desired outcomes for organisation/school-wide programmes and initiatives, including onboarding of staff and volunteers

• Outcome Measurement & Process Improvement: Participate in the development, monitoring and evaluation of outcome measures and business improvement processes

• Culture and Professional Values: Foster a culture of integrity, professionalism, collaboration and innovation

5. Development of Self and Others & Innovate for Greater Impact

• Reflective Practice: Engage in and articulate reflection and evaluation in practice, including critically evaluating the impact of contemporary issues related to the profession and sector

• Professional Growth & Development: Proactively seek learning opportunities and set stretch goals to drive own professional and holistic development

• Guidance & Mentorship: Provide guidance and mentorship to teachers on performance improvement, reflective practice; and facilitates skill development

• Training Support: Contribute to the training of volunteers, families and other professionals

• Compliance: Remain up to date and compliant with all relevant legislation, organisational procedures, policies and professional codes of conduct in order to uphold standards of best practice

Candidate Requirements

• Good Diploma, Degree or Masters with Diploma in Special Education and advanced training in specific subject area

• Registered teacher with Ministry of Education

• At least 6 years of experience as a classroom teacher, of which at least 3 years in a special needs school environment, teaching students with similar profile as RC students.

• Demonstrated ability to lead peers

Service is at the heart of RC’s purpose and we seek to serve our clients with respect, dedication and compassion, understanding that we are entrusted by society to serve with excellence and the highest ethical standards. Join us if you share our passion and values.