Teaching Assistant at Aspudden School

Stockholm – our capital city filled with millions of dreams, expectations, and ambitions. We work for everyone living here today and in the future. We are now looking for someone who wants to think big, new, and differently with us – for the people of Stockholm.

Aspudden School is a pleasant F-9 school with over 750 students, including 22 students in adapted primary school F-9.

We have fantastic surroundings near Vinterviken that enrich our outdoor environment.

The adapted primary school is an important part of Aspudden School and currently consists of 22 students divided into 3 classes. Class size and staff density are adapted to the needs of the students. We have after-school activities for grades F-6 and KTT for students over 13 years old. Our PREST teachers teach all students at the school within both regular and adapted primary school. Clear pedagogical strategies combined with a low-arousal approach form a common foundation for all work within the adapted primary school.

All our work is based on our shared vision: Together and joyfully for every student's development and learning, where a good collaboration between home and school is an important part. Our joint development work for the entire school focuses on differentiated teaching and a positive approach among everyone who meets at school, with the goal: An active and curious adult presence throughout the school, all day long.

Our common working environment should be the best possible! Here we thrive if we enjoy teamwork and have a high ceiling. If you belong to the driven category of teachers with a student focus and passion for the mission, we look forward to your application.

Warmly welcome to us!

Job Description

We are looking for a teaching assistant with competence, knowledge, and experience working in adapted primary school (formerly special primary school). You have successfully worked with this student group before. You have good knowledge and experience of working with students with NPF and a strong ability to create a clear and predictable learning environment for all students together with your colleagues. You have positive expectations for all students and a low-arousal approach in your interactions with them.

For us, it is obvious that we work together in teams based on a holistic view where we learn from each other and take responsibility. An in-depth collaboration between school and after-school activities is also a prerequisite for our students to develop and achieve their goals.

The work involves closely collaborating with colleagues to create good learning environments for our students in adapted primary school during school and after-school hours. You are well-versed in adapting learning environments during school and after-school hours according to each student's needs to provide them with good conditions for success both academically and socially. The tasks are guided by the students' needs, which means that they may change over time.

The main responsibility for teaching lies with the teachers, but for our students to succeed, it is crucial that all staff work together and contribute to the whole based on their competence and role. In this role, you will follow the students throughout the school day. The scheduled time also includes morning care and after-school activities.

You have a strong drive to keep the development of the pedagogical environment alive. Your ability to collaborate is very good, and you are accommodating in your interactions with students, guardians, and colleagues.

You are in good physical shape, which is an important prerequisite for being able to provide the support students need during school and after-school hours.

We see that you as a person:

• have personal maturity and adapt your behavior to the situation
• have integrity and are guided by ethics and values in critical situations at work
• have good collaborative skills, listen, communicate, and resolve conflicts in a constructive and unpretentious manner
• build relationships with students, colleagues, and guardians
• are clear and communicate in a straightforward manner with students, colleagues, and guardians
• exercise good judgment in statements, actions, and decisions

As collaboration is a crucial part of our work in adapted primary school, we place great importance on personal suitability. Knowledge of TAKK and sign language is desirable, as well as previous experience working with students with NPF and supporting students with epilepsy in school. The City of Stockholm works with competence-based recruitment aimed at recognizing each person's competence and thus counteracting discrimination.