Personalised Learning Teacher - Aug 2026

At GEMS International School, Dubai Hills (GIS), we empower students to become confident, curious, and compassionate global citizens. As a fully authorised IB World School, we offer the complete IB continuum - fostering a culture of innovation, academic excellence, and international-mindedness.

Our educators are part of a dynamic, forward-thinking team that values creativity, collaboration, and continuous growth. Together, we inspire students to lead with purpose and make a positive impact on the world.

We at GEMS International School, Dubai Hills are now welcoming applications from experienced Personalised Learning Teachers (Inclusion/SEND), with opportunities available for August 2026.

Key Responsibilities

Caseload management - Level 2 & Level 3

• Own the SD caseload for your phase; all Level 2 and Level 3 students.
• Maintain accurate, up-to-date student profiles, IEPs, case overviews, and all KHDA-required documentation.
• Ensure IEPs follow the SMART target approach and are reviewed termly through the structured review process (preparation, parent/student questionnaires, meeting, sharing, review).
• Manage the inclusion register for your phase. Student ID, hyperlinks to support plans, levels of support, KHDA category of need, needs breakdown, parent details, Arabic A/B, Islamic status, formal diagnosis status, all fields complete and audit-ready.
• Track and analyse student progress data each term using the agreed progress markers (not yet started, not achieved, partially achieved, achieved, exceeded) and submit to the data tracking system.
• Manage the referral and assessment process for new students of concern in your phase, using the graduated response to determine appropriate provision.
• Support transition of new SDs into school

In-class practice (30% of time)

• Observe SD students in classrooms to monitor how accommodations, IEP strategies, and in-class support are being implemented by class teachers and LSAs.
• Provide targeted, solution-focused guidance to class teachers on differentiation, personalised strategies, and accommodations for specific SDs.
• Conduct student observations to gather evidence for IEP reviews, provision mapping, and data 
  analysis.
• Be present and visible in your phase; teachers and students should know you and see you regularly.

Intervention & direct support (30% of time)

• Deliver or oversee targeted interventions for Level 2 and Level 3 students; push-in, small group, or pull-out as appropriate to the student’s plan.
• Plan, timetable, and quality-assure LSA-delivered SD interventions within your phase.
• Coordinate with the Alternative Pathways PLT where students in your phase are accessing Tareeqi or a modified curriculum.
• Support escalation and de-escalation decisions in collaboration with the PLC, ensuring the graduated response is applied consistently.

Documentation & meetings (40% of time)

• Write, review, and monitor IEPs and ISAs within required timelines, including the 6-week IEP deadline for new admissions.
• Complete all KHDA-required documentation: profiles, case overviews, risk assessments, ABC charts, behaviour plans, and safety plans where applicable.
• Maintain KHDA portal entries for students in your phase; accurate and audit-ready at all times.
• Prepare and lead IEP review meetings with parents using the meeting checklist and pre-meeting 
  questionnaires (parent, student, and teacher feedback).
• Write or check weekly inclusion reports for Level 3 students (LSA drafts, PLT checks and sends).
• Provide report comments for Level 2 and Level 3 students during school reporting cycles.
• Attend weekly team meetings, half-termly case reviews with the PLC, and grade/phase-level planning meetings.
• Ensure all documentation is filed in the correct student folder with hyperlinks maintained on the inclusion register.

Parent & external communication

• Maintain proactive communication with parents as per the schedule: Level 3 = weekly reports, termly IEP review, half-termly email/meeting. Level 2 = termly IEP review, half-termly email. 
• Build positive relationships through honest, solution-focused dialogue. In person meetings/ phone calls before email threads. Follow up all meetings with written minutes or summary email.
• Liaise with external specialists and therapists. Ensure safeguarding documentation (MoU, police 
  clearance, passport/Emirates ID, CV, proof of employment) is in place before any access to school. 
• Coordinate with the SL&C pillar (VPs, APs, Heads of Year, counsellors) on pastoral, behaviour, 
  wellbeing, and safeguarding matters for SD students in your phase.

Mentoring support staff

• Mentor LSAs assigned to students in your phase; conduct informal and formal observations (termly cycle), set professional growth targets, and provide ongoing feedback.
• Ensure support staff are fulfilling duties in line with IEPs, student profiles, and school expectations.

Collaborative practice

• Work collaboratively with fellow PLTs across phases, sharing strategies, discussing challenges, 
  supporting one another professionally and personally.
• Work alongside the Learner Experience Teacher in your phase to ensure smooth transitions between Universal Plus and SD provision, and consistent messaging to class teachers.
• Research and develop professional understanding of the full range of identified needs across the school, and share with the wider teaching community.

The ideal candidate will have:

Qualifications

• Bachelor’s degree in Education or a related field (required).
• Postgraduate qualification or certification in SEN/Inclusion (desirable).
• Additional training in inclusive education, intervention methodologies, or educational psychology is an advantage.

Experience

• Minimum 2–3 years’ experience as an IST, Inclusion Teacher, or equivalent role in a school 
  setting.
• Proven experience supporting Students of Determination with a range of needs.
• Strong understanding of KHDA inclusion expectations and the Dubai Inclusive Education Policy Framework.
• Demonstrated experience in IEP management, data tracking, and maintaining accurate compliance documentation.
• Experience mentoring support staff (LSAs, HLTAs) is an advantage.

Skills

• High-level organisational skills and meticulous attention to detail.
• Strong communication skills - able to work effectively with teachers, parents, external specialists, and leadership.
• Solution-focused mindset - approaches challenges with strategies, not just problem identification.
• Ability to build positive, trusting relationships with parents and colleagues.
• Data-literate: able to track, analyse, and report on student progress.
• Deep commitment to personalised learning and student wellbeing.

What we offer:

All positions attract an excellent remuneration package, including competitive tax-free salary, individual fully furnished accommodation, free schooling for 1 child, private medical insurance, annual airfares to country of residence and end of Service Gratuity.

GEMS Teachers also have free access to our loyalty app GEMS rewards www.gemsrewards.com which provides significant savings on day-to-day life in the UAE. We offer thousands of discounts and 2 for 1 offers on everything from flights, hotels, restaurants and retail outlets, making your salary go further and enhancing the opportunity to save whilst working overseas.

Next steps:

Shortlisted candidates will be contacted and invited to interview. Interviews will take place, both in person and online, for roles commencing August 2026.

We thank all applicants for their interest; however, only shortlisted candidates will be contacted.

Join us in shaping the future of education at GEMS International School. Together, we can make a lasting impact on the lives of our students and empower them to become world-class and world-ready individuals.

GEMS Education is committed to safeguarding and promoting the welfare of all of its students and staff. A UK-enhanced DBS or equivalent police check is a pre-requisite for all appointments.