About this role
Want to help every learner access, participate and thrive? At the International School of Luxembourg (ISL), we believe that learner diversity enriches our community. We are looking for a Lower School Learner Support Services (LSS) Teacher who is passionate about creating inclusive learning environments where children feel known, valued and empowered to grow. Working within our learning community, you will support students with language acquisition and/or diverse learning needs, partnering closely with classroom teachers, families and colleagues across Learner Support Services. Through responsive teaching, targeted intervention and inclusive practice, you will help remove barriers to learning and enable students to develop confidence, agency and independence. Why does this Role matter? You will be an important advocate for learners and a resource for our whole learning community. Your expertise will help teachers respond to learner variability, help families understand and support their child's development, and—most importantly—help students recognise themselves as capable, active and successful learners. At ISL, learner support is not simply about helping students overcome challenges. It is about creating the conditions in which every child can participate, develop agency, experience success and reach their potential. Why ISL? At ISL, you will join a diverse, caring, and forward-thinking community where: ● Learning is driven by curiosity, compassion, and connection ● Educators are supported to grow, reflect, and innovate ● Students are empowered to find their voice and shape their future At ISL, learning is deeply human. We believe in creating spaces where students feel seen, heard, and inspired to take ownership of their learning. At our school, learning is driven by curiosity, inquiry, and hands-on experimentation. We are looking for teachers who see teaching as relational, creative and purposeful. What will You do? ● Support learners individually, in small groups and within the classroom through inclusive, evidence-informed language and learning interventions. ● Co-teach and collaborate with classroom teachers to differentiate learning experiences and ensure meaningful access to the IB Primary Years Programme curriculum. ● Build learner agency by involving students in understanding their strengths, setting learning goals and reflecting on their progress. ● Use assessment purposefully to identify learning needs, monitor growth and adapt interventions and support. ● Develop and monitor Individual Learning Plans, accommodations and targeted learning goals for students requiring additional support. ● Case-manage students receiving language or learning support, maintaining clear records and coordinating communication between students, families, teachers and relevant specialists. ● Partner with families, building trusting and respectful relationships around each child's learning, development and wellbeing. ● Collaborate across multidisciplinary teams, including classroom teachers, counsellors, school leaders and external specialists. ● Strengthen inclusive practice by sharing expertise, resources and strategies with teachers and teaching assistants. ● Contribute actively to the wider Learner Support Services Team and our collaborative professional learning culture. ● Taking active part in the vibrant life of the school — from parent evenings to community events to leading beyond-the-classroom activities. ● Engaging in personal professional growth and bring fresh ideas into the classroom. ● Engage with AI effectively in guiding learners by having a human-centered mindset, promoting ethical principles and responsible use, and providing the knowledge, understanding and skills needed to create and use AI to complement their education. You will thrive here if you … ● Build positive, trusting relationships with children and creates a strong sense of belonging and psychological safety. ● See learner variability through a strengths-based and inclusive lens. ● Differentiate learning thoughtfully and creatively to reduce barriers and increase participation. ● Collaborate effectively and sees co-teaching as a shared professional practice. ● Communicate sensitively and clearly with students, families, colleagues and external specialists. ● Use evidence, observation and assessment to make informed decisions about learning. ● Are organised and dependable when managing individual learning plans, referrals, documentation and confidential information. ● Reflect on your practice, seeks feedback and remains curious about developments in language acquisition and inclusive education. ● Demonstrate cultural responsiveness, empathy and respect within a diverse international community. Who are You? ● Strong knowledge of inclusive education, learning differences and/or English language acquisition. ● An understanding of multi-tiered systems of support (“MTSS”) and the use of targeted, evidence-informed interventions. ● Experience with co-teaching, differentiation and inclusive classroom practice. ● Able to use assessment information to identify needs, establish goals and monitor student progress. ● Hold a current teaching qualification/certification and a Bachelor's degree or equivalent; a Master's degree in Special/Inclusive Education, Learning Support, Learning Differences or Language Acquisition is highly valued. ● Preferably two years of recent successful experience working with preschool or primary-aged learners with language and/or learning support needs. ● Experience supporting multilingual learners and recognising multilingualism as an asset. ● Experience interpreting psychoeducational assessments and translating recommendations into classroom practice would be an advantage. ● Experience in an international school and/or IB PYP environment is highly valued. ● Near-native fluency in English and confidence using digital tools to support learning, collaboration and documentation. We are keen to attract applicants from diverse backgrounds, particularly those whose nationality, identity, gender or race is currently under-represented in international education. We are committed to safeguarding and prioritising the wellbeing of children and young people and expect all staff to share this commitment. Recruitment timeline: • If you are shortlisted, you will receive a notification email to book your interview. • If you have not been contacted after the deadline, your application is potentially unsuccessful but, in any case, you will receive an official answer.