Lower School English as an Additional Language Learning Support Teacher 2025-6 – Canadian International School of Hong Kong

We are looking for a full-time Lower School English as an Additional Language (EAL) Learning Support Teacher starting August 1, 2025.
Working closely with the Vice Principals, Inclusion Learning Leader and teaching staff, the EAL Learning Support Teacher is responsible for supporting students’ learning needs. Answering directly to the Lower School Principal, the EAL Learning Support Teacher will also be a member of the Lower School Inclusion Team (LSIT).
As CDNIS has a strong focus on Information and Communication Technologies, teachers will be competent and confident users of computer applications relevant to both the Teaching and Learning Programme and administration procedures.
As a key member of the Lower School the Learning Support Teacher will contribute to the overall improvement of CDNIS and will ensure that the development of the Lower School is congruent with both the school’s Mission Statement and that of the International Baccalaureate (IB).
ROLE DESCRIPTION
Personal Attributes
An EAL Learning Support Teacher will have a real interest in issues related to their field. They will demonstrate a search for best practice and professional and personal growth. They will have the knowledge, ability and desire to develop curriculum and learning plans to best meet the needs of students with additional educational needs.
An EAL Learning Support Teacher will display the capacity to assess and modify/accommodate the Teaching and Learning Programme for students who display additional educational needs in the area of English language acquisition.
An EAL Learning Support Teacher will model excellence, have strong interpersonal skills, act with integrity and compassion while serving as an exemplary role model for the team, colleagues and students. They will approach all aspects of their role professionally, remaining open-minded and flexible while ensuring confidentiality. They will model the attributes of the IB learner profile exemplifying empathy and a responsiveness to the needs of students with additional educational needs.
Operating as an effective team member, they will contribute to creating a sense of trust and confidence within the team and work collaboratively to ensure successful outcomes. They will have strong organizational skills and an attention to detail.
Fluency in both English and Mandarin Chinese is highly desirable.
Key Duties and Responsibilities
● Assess barriers to learning of currently enrolled students and provide consultative support for classroom teachers, students, and families.
● Provide direct, consultative, or monitoring support for students.
● Implement and review systems to identify the needs of students.
● Work collaboratively with the Learning Support and Counseling Team.
● Ensure the implementation of support for identified students based on the RTI tiered model.
● Ensure students receive their accommodation stated on internal and external assessments.
● Communicate with families regarding recommended levels of support and interventions.
● Serve as the case manager for students whose identified barriers are primarily learning or academics.
● Monitor student progress.
● Support the cognitive and adaptive development of students needing remedial or extension support.
● Contribute to the planning, delivery and modification of curricular units with careful attention to differentiated instruction.
● Implement an effective collaborative programme within the mainstream classroom (UDL and differentiated instruction).
● Work collaboratively with the grade level/subject department teams.
● Offering consultative support to members of the grade level/subject department teams.
● Actively seek and participate in professional development opportunities related to their role.
● Seek and act upon constructive feedback and advice.
At times the EAL Learning Support Teacher will be required to perform other duties in order to support the development and ongoing management of CDNIS.

CDNIS reserves the right to make an appointment at any time, even before the deadline mentioned if an exceptional candidate is identified early in the process. For this reason, interested and qualified candidates are encouraged to apply at the earliest possible time.
Safety is Our First Priority
CDNIS believes that every child has the right to grow up in a healthy, safe, secure and supportive environment. As an institution CDNIS prioritises and promotes child protection above all else and adopts a strict zero tolerance policy towards the mistreatment or abuse of children.
CDNIS supports the International Task Force on Child Protection (ITFCP) Reports and Recommendations and we hold ourselves to a high standard of effective recruitment practices with specific attention to Child Protection.
As part of our safer recruitment procedures, CDNIS conducts pre-employment reference checks before confirming any appointment. Furthermore, CDNIS requests all successful candidates to undergo criminal record checks at their local police and/or Sexual Conviction Record Check (SCRC) in Hong Kong.