High School Learning Support Teacher-MYP/DP (August 2027)

Position:
High School Learning Support Teacher (MYP/DP) - for August 2027

How to Apply:

All applications must be submitted via the school’s website. Candidates should prepare and upload an updated resume and a list of at least three professional references. 

In lieu of a cover letter, please submit a short video introduction of no more than three minutes, and share it as an unlisted YouTube link in the “Website, Blog or Portfolio” field. 

Your video should cover: 

• A brief introduction of yourself 
• Why you’re interested in this role 
• Why you believe you’d be a good fit
• Anything else that will help us get to know you

Teaching at Canadian Academy

Canadian Academy teachers inspire minds and nurture compassion by providing a rich and engaging programme that develops students’ skills, promotes curiosity and love of learning, and prioritizes well-being. All students follow the International Baccalaureate Middle Years Programme (MYP) in Grades 6-10, and most students pursue the IB Diploma Programme (DP) in Grades 11 & 12, although 10-20% each year opt for a more personalized pathway to graduation that includes a mix of DP and other courses and leads to a CA Diploma. Teaching and learning are enriched by opportunities for exploration in the arts, athletics, outdoor education, service, and more.

CA’s High School is a highly collaborative professional environment, where innovation is encouraged and student learning and well-being drive everything we do. Subject teams work closely together and learn from one another, and opportunities for professional development abound. A low student-teacher ratio and a stimulating, well-resourced, technology-rich environment make this an exceptional place to teach. Our teachers get to know their students well, both in and out of the classroom, and work together to ensure that every student is appropriately challenged and supported.

Position Summary

We are seeking an inspirational, experienced Learning Support Teacher to begin in August 2027. Learning Support Teachers, as part of the Student Success Team, are critical in ensuring that all students — particularly those with diverse learning needs — are provided with the support necessary to achieve their full potential. This role contributes to a whole-school Multi-Tiered System of Support (MTSS) that strengthens learning for all students, while providing targeted, individualized support for students with identified learning differences. 

The Learning Support Teacher partners with classroom and subject teachers to embed Universal Design for Learning (UDL) at the Tier 1 level — recognizing that strong universal instructional design reduces the need for individualized intervention and raises outcomes for every student — while also identifying and providing more intensive, individualized intervention where it is needed. The role requires a deep commitment to inclusive education, an understanding of MTSS as a shared, whole-school responsibility, and the ability to collaborate effectively with a wide range of colleagues, including subject teachers, parents, and High School counselors.

The Learning Support teacher will be a key member of a whole-school Learning Support Team, supported by a head of department and a school-wide Head of Student Success, who ensures a coordinated approach to the provision of support services across Learning Support, EAL and Counseling. 

Key Responsibilities

Work With Students

• Provide one-on-one and small-group instruction and support, ensuring students with learning challenges can effectively access and engage with the curriculum.
• Collaborate with teachers to design and implement action plans (APs) or individualized education plans (IEPs) and interventions tailored to students’ unique learning profiles, within CA’s MTSS framework.
• Assess students’ learning needs through observation, testing, and other diagnostic tools.
• Monitor and track student progress, adjusting interventions to support academic growth.

Collaboration with Teachers

•  Work closely with teachers to remove barriers to learning and ensure that all students, including those with learning challenges, are fully integrated into classroom activities.
•  Partner with classroom and subject teachers through regular classroom observation and feedback to strengthen Tier 1 instructional practice and UDL implementation school-wide — recognizing that strong universal design benefits all learners and reduces reliance on individualized intervention.
•  Provide consultation and professional development to teachers on Universal Design for Learning, offering effective strategies and resources to support diverse learners in an inclusive setting.
• Help develop and implement strategies for classroom accommodations and modifications to support students with identified learning needs.
• Co-plan and co-teach in classrooms to support differentiated instruction and student engagement.

Parent Communication and Support

• Act as a liaison between the school and families of students receiving learning support services, informing them of student progress and involving them in developing support plans.
• Provide resources and workshops to parents on best supporting their children’s learning needs at home.
• Participate in parent-teacher conferences to discuss student progress, challenges, and strategies for continued support.

Collaboration within the Student Success Team

• Work as an integrated member of the Student Success Team — alongside counselors and EAL teachers — to support student well-being and academic success, and coordinate with external specialists (e.g., psychologists, speech therapists, occupational therapists) when necessary.
• Participate in meetings related to student support, such as IEP meetings, student study teams, and other relevant committees.
• Contribute to a consistent, whole-school approach to learning support by coordinating with Learning Support colleagues in Elementary and Middle School, under the guidance of the Head of Department, Learning Support.

Documentation and Reporting

• Maintain detailed records of student progress, assessments, and interventions.
• Regularly report student progress to school leadership, parents, and other relevant stakeholders.
• Ensure that all learning support practices comply with school policies and procedures and local and international regulations concerning special education.

Professional Development and Growth

• Stay current with the latest research and best practices in inclusive education, MTSS, learning disabilities, and intervention strategies.
• Engage in ongoing professional development to refine teaching practices and improve student outcomes.
• Participate in school-wide initiatives, professional learning communities, and committees to support the school’s commitment to inclusive education.

All Canadian Academy Teachers Are Expected To:

• Create a vibrant classroom environment that nurtures meaningful connections and cultivates a deep sense of care and compassion.
• Design, prepare, and deliver learning activities that promote inquiry and facilitate authentic engagement.
• Identify and select instructional resources and methods to meet students' varying needs and are in line with the programs and ethos of the school.
• Use relevant technology to enhance teaching and learning.
• Design and implement a range of authentic formative and summative assessments to inform instructional decisions.
• Maintain accurate and complete records of students' learning data to provide timely feedback, design appropriate learning engagements, and facilitate reporting.
• Enthusiastically contribute to co-curricular programming (as a club supervisor, coach, etc.) and outdoor education experiences.
• Adhere to and advocate for our Child Safeguarding Policy and best practices in child protection.
• Collaborate daily with relevant colleagues to enable effective co-planning, co-teaching, and co-assessment.
• Contribute actively and thoughtfully in faculty meetings, collaborating with colleagues to enhance student learning and school initiatives.
• Engage enthusiastically in school events and parent meetings, fostering strong connections within the school community and supporting student success.
• Lead by example with respectful, clear, and timely communication, fostering trust and meaningful connections with students, colleagues, and parents.
• Embrace opportunities for growth by actively engaging in professional development and continually enhancing your skills to inspire and elevate the learning community.
• Endorse the school's Guiding Statements

Required Qualifications

• Must have a teaching certification and/or relevant academic qualification.
• Minimum of 2 years of experience teaching Learning Support (or similar) in a Secondary school setting.
• Must be eligible to obtain a visa to work in Japan.

Preferred Experience and Qualities 

• Bachelor’s or Master’s degree in Special Education, Learning Disabilities, or a related field.
• Certification in special education or learning support (or equivalent international certification).
• Experience in an international school setting or working with multicultural and diverse student populations.
• Strong background in working with neurodiverse students and those with learning differences.
• Deep understanding of child development, learning disabilities, autism, and instructional strategies for diverse learners.
• Strong interpersonal and communication skills, with the ability to collaborate effectively with teachers, parents, and specialists.
• Training in Response to Intervention (RTI) or other Multi-Tiered Systems of Support (MTSS), and experience applying MTSS in daily practice.
• Familiarity with assistive technologies for students with learning challenges.
• Knowledge and understanding of the IB MYP and/or DP.
• Demonstrated ability to collaborate effectively with counselors and EAL specialists as part of an integrated student success model.
• Proactive, solution-oriented mindset, with genuine enthusiasm for partnering with teachers — including through classroom observation — to strengthen Tier 1 instruction for all students, not only those on a caseload.
• Patience, empathy, and a passion for supporting students with diverse learning needs.
• Cultural sensitivity and effectiveness in a diverse, multicultural environment.
• Demonstrated enthusiasm for connecting with students beyond the classroom, through athletics, co-curriculars, etc.
• Demonstrated ability to work both independently and collaboratively as part of a team.

Diversity, Equity & Inclusion Commitment

In order to provide the best possible learning environment for our highly diverse, multicultural, international student population, Canadian Academy actively seeks to recruit teachers from groups that have been traditionally underrepresented in international school faculties. You are warmly encouraged to apply, and invited to reach out for more information about our commitment to diversity, equity, inclusion, and justice.