About The School
Located in the heart of Taipei the mission of this school is to provide educational excellence and European culture and values within the context of Taiwanese society.
The School has attracted regional and worldwide attention with its unique model for integrating British, French, German and High School sections in terms of their curricula, administration, finance, buildings and facilities. The school was set up in the early 1990’s in response to the needs of expatriate families living in Taipei.
The school has grown steadily since its establishment and now has 1,700 students of some 50 nationalities with a target enrolment of around 1,800. It operates from two campuses with well-appointed, modern facilities and has a total staff of around 400.
Teaching staff come predominately from the UK, France and Germany with smaller numbers from other European countries, Australia, New Zealand, Canada and USA. ROC staff are employed in a variety of positions across the school. Class sizes are maximum of 22 in the British Sections with smaller classes across the High School and in the IB Diploma and French and German Sections in particular.
50% of pupils admit to UK universities yearly (UK 25%, rest of Europe 25%); 42% to American universities (32% US, 10% Canada); Australia 4%; Middle East 1%; 3% go to Asian universities.
About the Role
The SENCO has responsibility for ensuring that the specific learning needs provision is provided in an efficient and effective manner. The SENCO liaises with and manages a team that includes a Learning Support Teacher and eight Learning Support Assistants to ensure that all student needs are met. This is in collaboration with other staff members including class teachers, the school counsellor, EAL teachers, and the leadership team. The role will provide professional guidance in the area of special education in order to secure appropriate provision for the students.
This school is an equal opportunities employer and is fully committed to safeguarding and promoting the welfare of young people. Aligned with the recommendations of the International Task Force on Child Protection, the school holds itself to a high standard of effective recruiting practices with specific attention to child protection. Any job offer is subject to the receipt of three supervisory references (including current employer) and current and previous Police Checks.
Degree and Qualified teacher status
Some additional professional development in special educational needs (National Award for SEN co-ordination is desirable)
Experience leading an additional learning needs department or experience of being part of an innovative additional learning support team
EXPERIENCE, KNOWLEDGE AND UNDERSTANDING:
Experience of teaching across Key Stage 1 and Key Stage 2, with evidence of having achieved successful pupil outcomes
Knowledge and understanding of how children learn
A sound grasp of the concept of inclusive practice
Good knowledge of the Special Educational Needs Code of Practice
Experience of working closely with parents in successful home-school partnerships that supports pupils’ needs
Knowledge of issues relating to equal opportunities; multi-cultural education and personal and social education
Some knowledge and experience of using basic diagnostic tests
Knowledge of current educational issues
Experience conducting training and leading professional development
SKILLS AND ABILITIES
Skilled at making and sustaining positive relationships with children
Able to stimulate children’s interest in learning
Able to work closely with pupils who are finding learning difficult
Able to work closely with other adults, offering them practical advice and strategies that assist them to overcome problems relating to the teaching of pupils with special educational needs
Skilled at developing children’s self-esteem and motivation so that they become resilient, independent learners
Capable of planning intervention work, assessing the needs and achievements of children and maintaining appropriate records
Able to work closely with members of the Key Stage 1 and Key Stage 2 teams, and the wider school community, in the development of the provision for pupils and the curriculum as a whole
Excellent written and oral communication skills
Enjoy living in Taiwan, as its friendliness, clean air, safety, health care system and the overall quality of life have helped put it above the likes of the U.S., Australia and Hong Kong as the best place in the world for expats to live.
Taipei is a developed, vibrant city of around three million people. Described earlier this year by the International Herald Tribune as the “world’s most under-rated capital city”, it is not especially large by Asian standards and rather less congested and polluted than most other Asian cities. The city offers many opportunities for recreation, both sporting and cultural. It enjoys many theatres, nightclubs and concert halls, museums and temples, and an active social life can be led. Its restaurants are remarkably varied and offer outstanding cuisine. The mountains surrounding Taipei offer a quick and scenic get-away, and the rest of Taiwan and its surrounding islands are well worth exploring. As a country, Taiwan is also well situated for excursions to other attractive locations in S.E. Asia such as Thailand, Vietnam and Malaysia.
The people of Taiwan are extremely friendly, helpful and interested in foreigners. The expatriate population is smaller than in some other Asian cities, but the community is close-knit and welcoming to newcomers. As a city, Taipei is a safe place to live, where teenagers can enjoy a considerable degree of independence. There is excellent public transport, both in Taipei and across the island with the newly opened high-speed rail system. English is widely spoken, particularly among the younger population.
Both campuses are located towards the northern edge of the city.