Upper Elementary Learning Support Teacher

Upper Elementary Learning Support Teacher

American School of Doha American School of Doha - Doha, Outside US and Canada Open in Google Maps

Starting Date: Jul 31, 2027

Job Details

Job ID: 5933742

Application Deadline: Nov 30, 2026 11:59 PM (Arabian Standard Time)

Posted: Sep 20, 2026 8:00 PM (UTC)

Position Type: Full-Time

Job Categories: Classroom Teacher > Elementary

Job Description

AMERICAN SCHOOL OF DOHA
JOB DESCRIPTION

Position: Learning Support Teacher

Department: Assigned Division (LE, UE, MS or HS)

Reports: Divisional Principal

Interfaces With: Students, Parents, Teachers and Staff

Job Classification: Overseas or Local Hire

Status: Non-Exempt

Position Summary:

The Learning Support Teacher is integral to the implementation of the Multi‑Tiered System of Supports (MTSS) framework at the American School of Doha. The LS Teacher places a pivotal role in ensuring equitable access to learning by providing targeted interventions and accommodations for students with diverse needs. This includes collaborating with classroom teachers to deliver differentiated instruction, monitoring student progress, and contributing to a culture of data‑driven decision‑making. The LS Teacher also works closely with families, specialists, and school leadership to promote student success and wellbeing in line with the school’s mission to empower students and develop their talents.

An ASD teacher shall render services as a teacher at ASD, under the supervision of the Divisional Principal and/or the Department Head. The teacher shall accept all responsibilities for curricular and extracurricular activities, attend faculty meetings, and conduct himself/herself in a manner that will reflect favorably on ASD. The teacher will prioritize, promote and safeguard the welfare of all ASD students and show commitment to the principles of diversity, equity, inclusion, and social justice.

Learning Support Responsibilities:

• Demonstrate a commitment to safeguarding children as a priority and be aware of and comply with relevant policies and procedures comprising but not limited to:
  • Child protection
  • Code of conduct
• Gather, analyze, and monitor data on student development and progress, including conducting regular assessments and progress monitoring, to inform teaching and learning and adjust interventions and instructional strategies as needed.
• Act as Case Manager for students with identified needs, including conducting and administering diagnostic assessments, interpreting psychological and academic testing reports, and using this data to develop goals and implement support plans.
• Actively participate in Professional Learning Communities (PLCs) to enhance instructional practices and contribute to the development of strategies that support student success. (ASD follows the “PLC @ Work” framework).
• Consult with classroom teachers to support the effective implementation of Tier I strategies and support to ensure classroom strategies are accessible to all students.
• Deliver intensive Tier 3 support through small‑group or one‑on‑one instruction tailored to specific student needs.
• Develop and monitor Accomodation Plans and Individualized Support Plans (ISPs) in collaboration with teachers, parents, and specialists.
• Contribute to admissions evaluations by assessing new or prospective students as needed.
• Facilitate professional development opportunities for faculty on best practices in inclusive education, MTSS, and other relevant topics to enhance instructional practices.
• Collaborate with families to ensure they are informed partners in the learning process, communicating progress and providing resources to empower them in supporting their children’s success.

Duties and Responsibilities:

General Teaching Responsibilities

• Take responsibility for curricular and extracurricular activities, including sponsoring a minimum of 20 after‑school sessions, and participating in school events and activities as assigned by the Divisional Principal.
• Be available for all scheduled teaching assignments during the regular school day, and attend faculty, departmental, and parent meetings, both during and after school hours, as directed by the Divisional Principal or their designee.
• Take assigned turns serving as sponsor, chaperone or both for any school‑sponsored activities requiring supervision during or after the regular teaching day.
• Model professional learning aligned with the school’s strategic goals and actively seek opportunities for growth to enhance teaching practices and content knowledge.
• Organize a