Vacant job

International English School (IES) is a leading independent school group with academic results far above average and a diverse and energetic staff. Teaching is in both Swedish and English, and the hallways are bilingual. The language of meetings and communication amongst the staff is English.

IES is one of Sweden's largest school groups at compulsory school level with 48 schools and around 32,000 students across the country. IES has grown steadily and maintained quality since 1993.

International English School Liljeholmen is a primary school with grades F-9 located at Midsommarkransen, close to both subway and bus. The school was established in 2014 and currently has over 100 employees and approximately 1200 students. If you want to work in an international environment with a supportive culture, IES Liljeholmen is the place for you.

We are looking for an experienced special educator for overall and coordinating work towards an accessible learning environment, higher goal fulfillment, and increased attendance. A special educator who sees opportunities in difficulties.

JOB RESPONSIBILITIES The role of the special educator with us means that you, in close collaboration with the principal, are the hub of systematic decisions and development work for an accessible learning environment.

The work includes making interventions and development work accessible and following up at the school, group, and individual levels for affected students. You actively collaborate with school management on data-driven school development, follow up on goal fulfillment, and identify development work. The work includes creating a cohesive thread from F-9 and contributing to a balance between school and care culture. The work is done in close cooperation with the school's vice principals, special teachers, EHT, and teachers. The school has a local student health plan with an associated description of operations and resource allocation in collaboration with the principal as the core of the EHT work.

• You are responsible for the school's establishment and follow-up of pedagogical investigations, action programs with relevant stakeholders, applications for additional funding, and pedagogical assessments for applications for other school forms. You are knowledgeable about the regulations of the Education Act regarding support measures and related legal areas.
• You are responsible for documenting these guidelines in designated documents with good quality and in a clear manner and sharing the information with the student health team, school management, and other relevant parties. The follow-up that comes from, for example, action programs or pedagogical investigations, you ensure to independently and systematically follow up with guardians and other concerned parties. You ensure that the information needed about a student, both regarding knowledge and social development, is communicated to those concerned.
• Students' knowledge development is regularly followed up at the school and group level. You are responsible, in collaboration with the vice principal, for coordinating support measures and leading discussions with those involved to achieve effective and sustainable support measures for students who need it.
• You have experience in mentoring and leading development work for special teaching groups, individual teaching, Prorenata, and digital tools with related processes and method development.
• You can mentor and conduct observations of your colleagues, including school leaders, EHT, and teachers, in a trusting and respectful manner so that they can find effective and sustainable approaches or working methods with students who struggle to meet knowledge requirements and/or groups that challenge a good working environment and development.
• You also mentor staff within the after-school program so that their work promotes students' development both socially and academically, and the school's student assistants so that their work allows students to be more included in the class's joint work.
• You are also responsible for ensuring that the work with transitions at stage and school form changes is well prepared and carried out, together with other staff, focusing on a continued functioning school experience without interruptions. Leading collaboration with students' home municipalities in cooperation with the principal may also be relevant as needed.

QUALIFICATIONS

You are a licensed teacher with a special education degree and several years of work experience in schools. You are well-regarded in your field and have a documented history of improving goal fulfillment and attendance for students in need of special support. Previous lead teacher positions and/or experience as a school leader are meritorious.

We are looking for a special educator with a well-developed and communicative ability, both verbally and in writing, who also has the ability to gain the trust of your colleagues. Your mentoring is done with great respect for people's different abilities, and you succeed in getting others to dare to take new steps in their development.

You have a positive view of students and always put the student's best interests first, do not compromise on their needs, and have a creative ability to find effective solutions.

You work well in a team and contribute to a positive work atmosphere. You see everyone in the workplace as your colleagues, from kitchen staff to school management.

Your administrative skills are well developed, you are organized and keep documents in order and ensure that they are archived in the designated places.

IES works with documentation in Prorenata. You easily adapt to digital systems to perform your work effectively.