Scale: Faculty
Supervisor:  Lower School Principal and Director of Student Support Services
Division:      Lower School

Job Summary:

We seek a motivated, positive, proactive, and flexible individual who has proven experience supporting students with learning differences. Qualified candidates will have strong communication skills and the ability to adopt a team approach in collaborating with academic support teachers, counselors, speech-language pathologists, multilingual learner specialists, faculty, staff, administrators, and families to support students.

Educational Specialists at Taipei American School (TAS) provide targeted support services that directly contribute to student learning, well-being, and growth. They leverage specialized knowledge to support students, families, and staff through program planning, service delivery, and data-driven assessment practices. TAS Educational Specialists actively foster a collaborative environment, promote TAS mission, schoolwide learning outcomes and values, and demonstrate professionalism in all interactions. Their role requires continuous professional growth and adaptability to support the evolving needs of the school community.

Position Specific Responsibilities:

• Develop and implement Individual Learning Plans (ILPs) and Individualized Accommodations Plans (IAPs).
• Conduct progress monitoring assessments and gather observations and data to assist with developing learning plans and individualized progress.
• Conduct ILP meetings with parents and relevant professionals.
• Monitor student progress by documenting and revising plans as needed.
• Provide support for students in inclusion and pull-out settings in accordance with Individual Learning Plans (ILPs).
• Implement specific interventions for reading, writing, spelling, mathematics, and executive functioning.
• Provide teacher support and implement strategies for students who have executive functioning deficits.
• Identify appropriate accommodations for students and support the implementation of recommended accommodations in the classroom and/or in an alternative setting.
• Meet with classroom teachers to differentiate instruction and assessments for students with identified needs.
• Collaborate with teachers and parents to support the development of students with identified needs.
• Provide written reports (including semester report cards), letters, and emails regarding students’ programs, educational functioning, program participation and/or needs or concerns to parents and teachers.
• Demonstrate familiarity and ability to support students with both low- and high-tech assistive technology (e.g., slant board, dictation software, amplification system).
• Collect and input student performance measures for newly referred students ahead of Student Resource Team Meetings (SRTs).
• Participate actively in consultations and Student Resource Team (SRT) meetings by recommending further evaluations, interventions, and/or classroom strategies.
• Interpret information from an evaluation, write educational evaluation reports, and explain results with the SRT and with parents.
• Use assessment information to guide intervention planning.
• Collaborate with SSS team members (including counselors) to share best practices and maintain communication.
• Participate in parent-teacher conferences.
• Participate in transition meetings with divisional and cross-divisional support services members for students moving from one division to another.
• Proactively schedule timely meetings, consultations, and follow-ups.
• Assist with professional development opportunities for regular education teachers, parents, and SSS personnel when appropriate.
• Act as an advocate for students.

Assessment:

• Collect, analyze, and utilize relevant data to assess student progress, measure outcomes, and refine interventions.
• Use data to inform stakeholders and support continuous improvement efforts.
• Provide timely and constructive feedback to students, parents, and staff as applicable.
• Use assessment information in making recommendations or decisions that are in the best interest of the learner/school.

Communication and Collaboration:

• Build positive, collaborative relationships with students, parents, faculty, and the wider school community.
• Effectively communicate program goals, expectations, and progress to relevant stakeholders.
• Engage in teamwork and share expertise to enhance the TAS community’s overall well- being and success.

Ideal Traits/Characteristics:

• Adaptability: Excels in constantly changing environments and adapts flexibly; comfortable with ambiguity and non-routine situations
• Commitment to Equity and Inclusion: Sensitive to diversity in all its forms
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed work plans, and balancing of multiple priorities
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations
• Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning, and supporting others; respects and is committed to learning from others

Professionalism:

• Maintains a commitment to professional ethics, collaborates and communicates appropriately, and takes responsibility for personal professional growth that results in the enhancement of student learning.
• Identifies and evaluates personal strengths and weaknesses and sets goals for improvement of professional knowledge and skills.
• Engages in activities outside the classroom intended for school and student enhancement.
• Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote students' well-being and success. 
• Builds positive and professional relationships with parents through frequent and appropriate communication concerning students' progress. 
• Uses precise language, correct vocabulary and grammar, and acceptable forms of oral and written communication.

Required Education/Experience:

• Teaching credentials with a bachelor’s degree (required) or master’s degree (preferred) and certification in special education. 
• At least three years of experience working with elementary school students, providing special education or academic support services.
• Training and experience teaching a multisensory, explicit reading intervention (e.g., Orton-Gillingham based, Fundations, etc.) and a focused math intervention.
• Demonstrated competence in using and interpreting standardized/diagnostic tests (e.g., Woodcock-Johnson IV, WIAT IV, KTEA-3).
• Fluent in English
• Excellent written and oral communication skills
• Sensitivity to the cultural differences between Western and Asian staff and a willingness to work for constructive change in a multi-cultural setting

To Apply

Interested applicants should submit a resume, cover letter, and contact information for three professional references through the online link below. Please note that direct applications via email or other channels will not be considered.

Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to close the selection process at any time.