TENTATIVE: Student Support Teacher - English Language Acquisition and Learn at Berlin Brandenburg International School GmbH

Kleinmachnow, Brandenburg, Germany -

Full Time

Start Date

Immediate

Expiry Date

17 Sep, 26

Salary

61885.0

Posted On

19 Jun, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Yes

Skills

English Language Acquisition, Learning Support, Executive Functioning Support, Curriculum Adaptation, Inclusive Education, Student Monitoring, Academic Language Development, Social-Emotional Support, Small-Group Instruction, Individualized Support, Classroom Scaffolding, Collaborative Planning, Safeguarding, Student Assessment, Transition Planning, Communication Skills

Industry

Primary and Secondary Education

Description

BBIS has a tentative opening for a Student Support Teacher - English Language Acquisition and Learning Support (Grade 9) (f/m/d) Location: Kleinmachnow (Berlin region) Contract: Full-time (40 hours per week) Duration: 1st August 2026 - 31st July 2027 Vacation: The school year includes up to 180 teaching days and a total of 187 work days (see our school holiday calendar for the exact schedule). Division: Secondary School Reports to: Director of Student Support Services Salary range: €55,059 - €61,885 gross/year (based on experience/classification) plus annual CPI-based adjustments / potential responsibility stipends About this role: The school is seeking to appoint a full-time Student Support Teacher to provide targeted support for three students in Grade 9 who require additional provision in order to access the curriculum successfully. The role will focus particularly on English language acquisition, access to learning, executive functioning, social-emotional adjustment, and participation in mainstream classes. The successful candidate will work closely with subject teachers, the English Acquisition/EAL team, Learning Support, Counselling, and divisional leadership to ensure that students are appropriately supported, monitored, and included within the wider life of the school. This is a specialist support role designed to help students develop the academic language, learning strategies, confidence, and independence required for success in an international secondary school setting. YOUR RESPONSIBILITIES INCLUDE THE FOLLOWING ACTIVITIES Student Support and Intervention Provide targeted English language acquisition support for identified Grade 9 students through an immersion programme. Support students in accessing subject-specific curriculum language and academic expectations. Deliver small-group and, where appropriate, individualised support. Support students with organisation, planning, task initiation, study skills, and executive functioning. Reinforce learning from mainstream classes through pre-teaching, re-teaching, scaffolding, and consolidation. Help students develop increasing independence as learners. Support students’ social-emotional adjustment to a new school, language environment, and learning context. In-Class and Curriculum Access Support Work alongside subject teachers to support student access to lessons. Provide in-class scaffolding where appropriate, while promoting student independence. Help adapt learning materials in collaboration with classroom teachers. Support students in understanding instructions, assessment expectations, subject vocabulary, and academic routines. Contribute to inclusive classroom practice by advising on strategies that support language learners and students with additional needs. Planning, Documentation and Communication Contribute to individual support planning, including learning goals and review processes. Maintain clear records of interventions, progress, concerns, and next steps. Communicate regularly with relevant colleagues regarding student progress and support needs. Contribute to review meetings with Student Support Services, divisional leadership, teachers, and parents as required. Support the school in monitoring whether the current provision remains appropriate over time. Collaboration Work as part of the Student Support Services team. Collaborate closely with EAL, Learning Support, Counselling, and subject teachers. Attend relevant student support meetings. Contribute to a joined-up support model for students with language acquisition, learning, and social-emotional needs. Support transition planning and longer-term pathway discussions where appropriate. YOUR QUALIFICATION The successful candidate will ideally have: Qualified teacher status or equivalent recognised teaching qualification. Experience teaching English as an Additional Language / English Language Acquisition. Experience supporting students with additional learning needs. Experience working in a secondary school setting. Strong understanding of academic language development across the curriculum. Ability to support students with executive functioning, organisation, and independent learning. Ability to work collaboratively with subject teachers and support specialists. Strong communication skills with students, parents, and colleagues. A calm, flexible, and student-centred approach. Commitment to inclusive education and safeguarding. Desirable Experience Experience in an international school context. Experience with the IB Middle Years Programme and/or preparation for post-16 pathways. Experience supporting students who are new to English-medium education. Experience working with students who have social-emotional needs, school transition challenges, or gaps in prior learning. Experience contributing to individual learning plans or student support plans. Safeguarding The school is committed to safeguarding and promoting the welfare of children and young people. The successful candidate will be expected to share this commitment and will be subject to appropriate background checks, references, and safer recruitment procedures. OUR OFFER Growth: Training provided through our extensive professional development programme. Compensation: Competitive teacher salary based on classification and experience, plus annual adjustments. Atmosphere: Work in a tech-rich, innovative environment with a dedicated and diverse faculty. Support: Designated preparation time and a supportive leadership team. 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 targeted English language acquisition and learning support for Grade 9 students to help them access the mainstream curriculum. Collaborate with subject teachers and support services to implement individualized interventions and monitor student progress.