Personalised Learning Teacher - Aug 2026

GEMS International School, Dubai Hills (GIS)

Personalised Learning Teachers (Inclusion/SEND),

August 2026

• .
• ****Key Responsibilities****
• Caseload management - Level 2 & Level 3
• Own the SD caseload for your phase; all Level 2 and Level 3 students.
• Maintain accurate, up-to-date student profiles, IEPs, case overviews, and all KHDA-required documentation.
• Ensure IEPs follow the SMART target approach and are reviewed termly through the structured review process (preparation, parent/student questionnaires, meeting, sharing, review).
• Manage the inclusion register for your phase. Student ID, hyperlinks to support plans, levels of support, KHDA category of need, needs breakdown, parent details, Arabic A/B, Islamic status, formal diagnosis status, all fields complete and audit-ready.
• Track and analyse student progress data each term using the agreed progress markers (not yet started, not achieved, partially achieved, achieved, exceeded) and submit to the data tracking system.
• Manage the referral and assessment process for new students of concern in your phase, using the graduated response to determine appropriate provision.
• Support transition of new SDs into school
• In-class practice (30% of time)
• Observe SD students in classrooms to monitor how accommodations, IEP strategies, and in-class support are being implemented by class teachers and LSAs.
• Provide targeted, solution-focused guidance to class teachers on differentiation, personalised strategies, and accommodations for specific SDs.
• Conduct student observations to gather evidence for IEP reviews, provision mapping, and data analysis.
• Be present and visible in your phase; teachers and students should know you and see you regularly.
• Intervention & direct support (30% of time)
• Deliver or oversee targeted interventions for Level 2 and Level 3 students; push-in, small group, or pull-out as appropriate to the student’s plan.
• Plan, timetable, and quality-assure LSA-delivered SD interventions within your phase.
• Coordinate with the Alternative Pathways PLT where students in your phase are accessing Tareeqi or a modified curriculum.
• Support escalation and de-escalation decisions in collaboration with the PLC, ensuring the graduated response is applied consistently.
• Documentation & meetings (40% of time)
• Write, review, and monitor IEPs and ISAs within required timelines, including the 6-week IEP deadline for new admissions.
• Complete all KHDA-required documentation: profiles, case overviews, risk assessments, ABC charts, behaviour plans, and safety plans where applicable.
• Maintain KHDA portal entries for students in your phase; accurate and audit-ready at all times.
• Prepare and lead IEP review meetings with parents using the meeting checklist and pre-meeting questionnaires (parent, student, and teacher feedback).
• Write or check weekly inclusion reports for Level 3 students (LSA drafts, PLT checks and sends).
• Provide report comments for Level 2 and Level 3 students during school reporting cycles.
• Attend weekly team meetings, half-termly case reviews with the PLC, and grade/phase-level planning meetings.
• Ensure all documentation is filed in the correct student folder with hyperlinks maintained on the inclusion register.
• Parent & external communication
• Maintain proactive communication with parents as per the schedule: Level 3 = weekly reports, termly IEP review, half-termly email/meeting. Level 2 = termly IEP review, half-termly email.
• Build positive relationships through honest, solution-focused dialogue. In person meetings/ phone calls before email threads. Follow up all meetings with written minutes or summary email.
• Liaise with external specialists and therapists. Ensure safeguarding documentation (MoU, police clearance, passport/Emirates ID, CV, proof of employment) is in place before any access to school.
• Coordinate with the SL&C pillar (VPs, APs, Heads of Year, counsellors) on pastoral, behaviour, wellbeing, and safeguarding matters for SD students in your phase.
• Mentoring support staff
• Mentor LSAs assigned to students in your phase; conduct informal and formal observations (termly cycle), set professional growth targets, and provide ongoing feedback.
• Ensure support staff are fulfilling duties in line with IEPs, student profiles, and school expectations.
• Collaborative practice
• Work collaboratively with fellow PLTs across phases, sharing strategies, discussing challenges, supporting one another professionally and personally.
• Work alongside the Learner Experience Teacher in your phase to ensure smooth transitions between Universal Plus and SD provision, and consistent messaging to class teachers.
• Research and develop professional understanding of the full range of identified needs across the school, and share with the wider teaching community.

Skills

• The ideal candidate will have:
• ****Qualifications****
• Bachelor’s degree in Education or a related field (required).
• Postgraduate qualification or certification in SEN/Inclusion (desirable).
• Additional training in inclusive education, intervention methodologies, or educational psychology is an advantage.
• ****Experience****
• Minimum 2–3 years’ experience as an IST, Inclusion Teacher, or equivalent role in a school setting.
• Proven experience supporting Students of Determination with a range of needs.
• Strong understanding of KHDA inclusion expectations and the Dubai Inclusive Education Policy Framework.
• Demonstrated experience in IEP management, data tracking, and maintaining accurate compliance documentation.
• Experience mentoring support staff (LSAs, HLTAs) is an advantage.
• ****Skills****
• High-level organisational skills and meticulous attention to detail.
• Strong communication skills - able to work effectively with teachers, parents, external specialists, and leadership.
• Solution-focused mindset - approaches challenges with strategies, not just problem identification.
• Ability to build positive, trusting relationships with parents and colleagues.
• Data-literate: able to track, analyse, and report on student progress.
• Deep commitment to personalised learning and student wellbeing.
• What we offer:
• All positions attract an excellent remuneration package, including competitive tax-free salary, individual fully furnished accommodation, free schooling for 1 child, private medical insurance, annual airfares to country of residence and end of Service Gratuity.
• GEMS Teachers also have free access to our loyalty app GEMS rewards www.gemsrewards.com which provides significant savings on day-to-day life in the UAE.
• We offer thousands of discounts and 2 for 1 offers on everything from flights, hotels, restaurants and retail outlets, making your salary go further and enhancing the opportunity to save whilst working overseas.
• Next steps:
• Shortlisted candidates will be contacted and invited to interview.
• Interviews will take place, both in person and online, for roles commencing August 2026.
• We thank all applicants for their interest; however, only shortlisted candidates will be contacted.
• *Join us in shaping the future of education at GEMS International School.
• Together, we can make a lasting impact on the lives of our students and empower them to become world-class and world-ready individuals.*
• GEMS Education is committed to safeguarding and promoting the welfare of all of its students and staff.
• A UK-enhanced DBS or equivalent police check is a pre-requisite for all appointments.