TENTATIVE Primary Part-Time Individual Student Support Assistant (f/m/d) at Berlin Brandenburg International School GmbH

Kleinmachnow, Brandenburg, Germany -

Full Time

Start Date

Immediate

Expiry Date

28 Sep, 26

Salary

0.0

Posted On

30 Jun, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Yes

Skills

Emotional Regulation Support, Behavior Management, De-escalation, Trauma-Informed Practice, Communication, Teamwork, Safeguarding, Boundary Setting, Patient Approach, Observation and Documentation

Industry

Primary and Secondary Education

Description

BBIS is looking for a TENTATIVE Primary Part-Time Individual Student Support Assistant (f/m/d) Location: Kleinmachnow (Berlin region) Working hours: 22.5 hours per week, Contract: Part-time / fixed-term Duration: 1st August 2026 - 31st July 2027 Reports to: Primary Principal About this role: The purpose of this role is to provide individualised support for an older Primary student. The role is focused on supporting the student’s emotional regulation, behaviour, safety, engagement, transitions, and access to the school day. The successful candidate will provide a calm, consistent and structured adult presence, helping the student to remain regulated and able to participate in school routines and learning activities. YOUR RESPONSIBILITIES INCLUDE THE FOLLOWING ACTIVITIES Behaviour and Regulation Support Support the student in following agreed routines, expectations, and behaviour plans. Help the student recognise signs of dysregulation and use agreed regulation strategies. Provide calm, consistent support during moments of frustration, anxiety, refusal, or escalation. Support the student to return to learning or school routines following incidents of dysregulation. Help the student prepare for transitions between lessons, spaces, activities, and unstructured times. Support restorative conversations or reflection when directed by appropriate staff. Promote safe, respectful and appropriate behaviour across the school day. Provide reassurance and structure without completing work for the student. Social and Emotional Support Build a positive, professional and boundaried relationship with the student. Support the student in developing appropriate interactions with peers and adults. Encourage use of agreed communication strategies when the student is upset or overwhelmed. Support the student during less structured parts of the day, where agreed, such as transitions, breaks, lunch, or specialist lessons. Help the student experience school as predictable, safe and supportive. Avoid creating dependency by encouraging independence wherever possible. Communication and Documentation Keep brief, factual notes on significant incidents, patterns, successful strategies, and areas of concern. Attend relevant briefings, check-ins, or review meetings when required. Follow agreed communication pathways and confidentiality expectations. Contribute observations that may help the school review and adjust the support plan. Acting as the student’s teacher. Making independent decisions about behaviour plans or consequences. Communicating with parents independently unless agreed by the school. Holding sole responsibility for the student’s programme or progress. YOUR QUALIFICATION The successful candidate should have: Experience supporting children or young people in a school, care, therapeutic, or behaviour-support setting. Experience working with students with social, emotional, behavioural, or additional needs. The ability to remain calm and consistent during challenging situations. Strong communication and teamwork skills. A reliable, patient and emotionally regulated approach. The ability to follow agreed plans and procedures. A commitment to inclusion, safeguarding and professional confidentiality. The confidence to set boundaries kindly and consistently. It would be beneficial for the candidate to have: Experience supporting older Primary or early Secondary students. Training or experience in positive behaviour support, de-escalation, trauma-informed practice, autism, ADHD, anxiety, or emotional regulation. Experience working with students who present with refusal, avoidance, emotional dysregulation, or challenging behaviour. Experience working as part of a multidisciplinary team. OUR OFFER YOUR PEOPLE AND CULTURE CONTACTS FOR FURTHER QUESTIONS: About us BBIS Berlin Brandenburg International School is an independent, state-approved, English-medium day and boarding school serving the internationally minded community of Germany's capital region and beyond. Committed to inclusion and a global outlook, BBIS is one of Europe's leading International Baccalaureate (IB) schools, proudly offering all three IB programmes – the Primary Years Programme (PYP), the Middle Years Programme (MYP), and the Diploma Programme (DP), from primary through secondary to university preparation. In the current school year, our school teaches around 900 students representing over 75 nationalities. WORKING AT BBIS MEANS: Having an impact. With professional competence and enthusiasm, we are improving the educational level day by day – and you too can make a difference on this journey. Continuous growth. We provide professional training and induction to set you up for success in your role. Pushing boundaries. Everyone matters equally, taking on new challenges together alongside inspiring colleagues from all over the world. Having fun at work and beyond. Join our team events – there's always something to celebrate! Or make use of our fitness facilities to find your balance. Feeling at home. Enjoy our green campus, our relocation service, and our international, open-minded community. OUR COMMITMENT TO DIVERSITY, EQUITY AND ANTI-RACISM Inclusion is at the heart of our core values at BBIS, reflecting our mission to inspire every member of our learning community to become a responsible, compassionate global citizen. We actively welcome applications from all qualified candidates, including those who identify as BIPOC, those with (dis)abilities, LGBTQ+ individuals, and those traditionally underrepresented in the international school community. SAFEGUARDING STATEMENT BBIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. We follow international 'Safer Recruitment' protocols. All post holders are subject to appropriate vetting procedures, including a 10-year employment history check, satisfactory references, and enhanced police checks (erweitertes Führungszeugnis) from all countries in which you have lived for more than 6 months during the last 10 years. MANDATORY LEGAL CHECKLIST & SAFER RECRUITING To comply with German legal requirements and our high Safeguarding and CIS accreditation standards, the following documentation is required before the start of employment: Work Permit: Valid German permit preferred; visa support available for long-term commitments. Measles Immunity: Medical proof (if born after 1970). Degrees: Original certificate + official proof of comparability. Background Checks: Police clearances from all countries of residence (needed early for mandatory Unterrichtsanzeige). Chronological CV: Complete professional history overview (CIS requirement). Safeguarding Training: Mandatory BBIS session (invitation follows). YOUR APPLICATION PROCESS: Step 1: Submit your CV or professional profile (e.g. via Search Associates or LinkedIn) through our BBIS careers page. Please ensure your professional history is listed chronologically, in line with international safeguarding standards. Step 2: Join a first conversation via video call (approx. 45 minutes). Step 3: Visit our BBIS campus (approx. 60 minutes). Step 4: Provide contact details of at least two professional referees, including your current or most recent supervisor. Confidential vetting is a mandatory part of our safer recruiting process. Step 5: Complete the final verification of your documents from the Mandatory Legal Checklist, followed by official feedback and/or a contract offer. We look forward to receiving your application!

Responsibilities

Provide individualized support for an older primary student focusing on emotional regulation, behavior, and safety. Assist the student in navigating school routines, transitions, and social interactions to ensure engagement in learning.