Deputy Head of Individual Learning Needs (TLR3), Island School at ESF Career Site-External

, Hong Kong, China -

Full Time

Start Date

Immediate

Expiry Date

03 Feb, 26

Salary

0.0

Posted On

05 Nov, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Teaching, Learning Support, Collaboration, Assessment, Curriculum Development, Universal Design for Learning, Communication, Professional Development, Classroom Management, Adaptability, Problem Solving, Creativity, Teamwork, Student Engagement, Intervention Programs, Diversity Awareness

Industry

Education Administration Programs

Description

For August 2026, we are looking to appoint a skilled and enthusiastic teacher to join our dedicated team at Island School as Deputy Head of our Individual Learning Needs Faculty. You will join an innovative and supportive learning environment, and will teach motivated students who enjoy their learning and are eager to participate in opportunities beyond the curriculum. The teacher will have specific teaching and learning responsibilities (TLR3) within the Individual Learning Needs Faculty, which are layered on top of a main-scale teacher’s job description. You will teach modified subjects, literacy, numeracy, social thinking and precision teaching intervention programmes, supporting students with learning diversities. Island School is committed to supporting all students, recognising that our diverse student body presents a wide range of learning needs. The Individual Learning Needs (ILN) Faculty comprises both specialist Teachers and Educational Assistants. Our ILN teachers work directly with students to provide targeted support and interventions. Educational Assistants collaborate with ILN teachers and classroom teachers to provide support for students in lessons, through withdrawal from lessons for special programmes, and in other school activities, including school trips and extra-curricular activities. The Individual Learning Needs Faculty works with teaching staff across the school to promote Universal Design for Learning (UDL) strategies and support them in effectively applying UDL in their classrooms. The team also works closely with other providers of student support, including Heads of House, Heads of Year, Counsellors, and Exams Administrators, to enable students to reach their full potential within the curriculum and participate fully in school life. The Individual Learning Needs Faculty also plays a crucial role in admissions assessments for students applying to join the school and in supporting the transition of new students. The closing date for applications is Wednesday 19 November 2025, and interviews will be held during the following two weeks. Please note that we often review applications on a rolling basis and offers may be extended prior to the job closing date. ESF is committed to safeguarding and child protection. As a member of Keeping Children Safe, all our procedures are in alignment with Keeping Children Safe’s International Child Safeguarding Standards. Safer recruitment practices as prescribed by the Safer Recruitment Consortium apply to this process. About Island School At Island School, our vision is for Islanders to thrive with happiness, confidence, and purpose - defining success on their own terms and shaping a kinder, more connected world. We are guided by our RISE values of Responsibility, Individuality, Spirit, and Excellence, which underpin everything we do as a school community. Located in state-of-the-art facilities in the heart of Hong Kong Island, Island School is home to around 1400 students aged 11–18, representing over 40 nationalities, supported by a team of educators from across the globe. As part of the English Schools Foundation (ESF), the largest provider of English-medium international education in Hong Kong, our students benefit from a future-focused curriculum: the IB Middle Years Programme (MYP), IGCSE, and the IB Diploma and Career-related Programmes (IBDP/IBCP). An Island School education goes far beyond the formal curriculum. Students are encouraged to explore boldly, care deeply, and live with purpose through distinctive programmes such as Elements and Explorations, which allow them to pursue passions, and develop the competencies that will serve them in life beyond school. A vibrant extra-curricular life, from sport and the arts to leadership and service, enriches their experience, while adventures such as Quest Week foster resilience and global awareness. Central to the Island School community is the House system, which provides every student with a sense of belonging, identity, and pride, and nurtures friendships across year groups. ‘Once an Islander, always an Islander’ is a motto that reflects the lasting connection shared by our students, staff, and alumni around the world. To learn more about Island School and ESF, please visit https://island.esf.edu.hk and https://www.esf.edu.hk Below is a generic job description of a Teacher with Teaching and Learning Responsibility 3. The specific responsibilities, supporting the leadership of the ILN Faculty, will be determined in consultation with the Head of Faculty and Senior Leadership Team and are subject to change, meeting the needs of the school. Role Name Teacher with Teaching and Learning Responsibility 3 Role Summary The main role of the classroom teacher is to maximise student learning and development through the planning, preparation and teaching of programmes which meet students’ individual learning needs and achieve specific student outcomes. Teachers teach a range of student abilities and classes and are accountable for the effective delivery of their programmes. The classroom teacher engages in critical reflection in order to improve their knowledge and skills to better engage students and improve their learning. Classroom teachers assume roles beyond the classroom in endeavouring to maximise students’ learning. These roles include working collaboratively with colleagues and other members of the school community, and communicating with parents and care-givers. The classroom teacher’s contribution to the school goes beyond the classroom. They participate in the development of the school policies and programmes and assist in the implementation of school priorities. All classroom teachers may be required to undertake other duties in addition to their teaching duties. In addition, teachers allocated teaching and learning responsibility 3 will have specific additional accountabilities, supporting the leadership of the Faculty. Main Accountabilities Teaching and Assessment: Plan lessons and sequences of lessons to meet student’s individual learning needs and to ensure student’s progression. Use a range of appropriate strategies for teaching and learning and classroom management. Use flexible groupings and structured inquiry to deliver high quality lessons in line with the IBO philosophy. Maintain a well organised and stimulating learning environment. Use learning technologies such as the EWB and the CLC to enhance learning. Use information about prior attainment to set expectations for students. Use a range of assessment and reporting methods that show student’s achievement in relation to learning outcomes. Provide clear and constructive feedback to students, their parents and caregivers. Wider professional roles: Plan and engage in professional learning activities that support school and systematic priorities. Take responsibility for own professional development and use the outcomes to improve teaching and students’ learning. Make an active contribution to the policies and aspirations of the school. Ensure administration of classroom procedures are completed efficiently. Collaborate with members of the school community to build a team environment that supports students’ learning. Additional responsibilities may include: Manage a year level or subject area. Assist with or managing an aspect of daily school management. Assist year level co-ordinators, curriculum co-ordinators, student management co-ordinators, principal and vice principal with the performance of specific functions. Assist with or managing a specialist function such as sport, careers, student welfare, excursions or camps co-ordination. Supervise a range of student activities including support and welfare programmes. Develop a school transition programme and facilitate the associated orientation programme. Manage and supervise a team of teachers in the planning, implementation and review of teaching and learning programmes. Lead the development of curriculum policies and programmes. Contribute to the Foundation-wide professional development programme. To perform other duties and assume accountabilities as apparent or as delegated, including mutually agreed upon objectives TLR 3 Responsibilities: Lead a subject area(s) and/or Year/House Advise/consult/model to improve continuously quality of teaching and learning Lead involvement in evaluation of quality of education for area(s) or responsibility Contribute to school-wide strategic plans and developments To perform other duties and assume accountabilities as apparent or as delegated, including mutually agreed upon objectives Typical reporting relationship School Leader Minimum typical education Bachelor Degree in Education, or Bachelor Degree in any subjects with PGCE (Postgraduate Certificate of Education), or equivalent Minimum typical experience 3-5 years’ teaching experience within a recognised educational organisation Core Professional / Technical Competencies required Abilities Adaptability Analysis / problem solving Collaboration Communication Team centred Self-reflection Knowledge Having a thorough and up-to-date knowledge of the teaching of their subject(s), their students, curriculum, pedagogy, education-related legislation and the specific teaching context. Core Soft / Transferable Competencies required Planning & Organising Work Translating Strategies into Plans & Actions Valuing & Integrating Diversity Learning Agility Leading Change Written Communication Work Standards/Quality Orientation Creativity/Innovative Formal Presentation Developing Talent Development / Training to support role competencies Development activities and access to courses are negotiated as part of the performance management process Notes: Two Years Finite Contract All teachers are expected to contribute to the school extracurricular programme throughout the year Teaching for ESF in Hong Kong We offer an attractive compensation package to ensure that ESF recruits and retains the highest calibre teachers. ESF looks for teachers who have strong communication and technological skills and all teachers will be expected to play a pastoral role. Our teachers are very committed to supporting our students, including investing time in extracurricular activities offered by their school. Find out more about teaching in an ESF school here. For inquires, please contact Hilary Hu at hilary.hu@online.island.edu.hk or call 2524 7135. Applications will be reviewed on a rolling basis and offers may be extended prior to the job closing date. By applying for this position, your application may be considered for other opportunities (senior-level roles, head of department, etc.) within ESF. ESF is an Equal Opportunities Employer The English Schools Foundation (ESF) is fully committed to providing equal employment opportunities. ESF will not discriminate on the basis of age, race, colour, gender, marital status, sexual orientation, gender identity, pregnancy, national origin, religion, veteran status, physical or mental disability, genetic information, creed, citizenship or any other status protected by local laws or regulations. Personal data provided by job applicants will be used strictly in accordance with the ESF's Personal Data Policy, a copy of which will be provided upon request. ESF is dedicated to ensuring the safety and well-being of all students in our care and expects all applicants to uphold this commitment. We adhere to rigorous recruitment practices, with all appointments contingent upon an interview, identity verification, criminal background checks (including ICPC, SCRC, and other international background checks as appropriate), assessment of social media presence, and positive references. In accordance with the Keeping Children Safe in Education (KCSIE) 2025 guidelines, ESF may perform online checks for all shortlisted candidates prior to the interview. SecondaryTeacher SecondaryTeacherLearningSupport

Responsibilities

The Deputy Head of Individual Learning Needs will support the leadership of the ILN Faculty and teach modified subjects, literacy, numeracy, and intervention programs. The role involves collaborating with teachers and educational assistants to provide targeted support for students with learning diversities.