101 Teacher Support jobs in Singapore

EST's primary role is to support class teachers and children with developmental concerns/ special needs in the implementation of appropriate educational programming within an inclusive learning environment to ensure that each child's potential is maximised. In addition, they also work closely with families and caregivers, early intervention professionals to support the delivery of programme and services.

a. Retrieve child's case information from SSNET system

b. Assess Application to decide on suitability

c. Consolidate information about the child from relevant sources (e.g., parents, SGEnable referral report, psychological report, previous intervention report, Brigance)

d. Share information with class teachers and principal.

e. Provide teachers some information about the disability

f. Conduct baseline assessments to formulate Individualised Education Plan (IEP)

g. Collaborate with teacher(s), the parents/caregivers, and the medical and allied health professionals to identify the child's needs and IEP functional goals.

h. Support class teachers by demonstrating intervention strategies to work towards achievement of IEP goals.

i. Support the teachers to facilitate the child's access and participation in the classroom activities through evidence based inclusive practices: curriculum modifications, embedded learning opportunities and child-focused instructions.

j. Document the child's progress in the IEP Progress Report and make appropriate recommendations in discussion with teacher(s) and other programme professionals (if any).

k. Communicate the child's progress and follow-up plans (if any) with teacher(s) and parents/caregivers

l. Demonstrate good time management by managing scheduling for screening, education support and collaborating with teachers and others.

m. Partner families and caregivers to enhance child and family outcomes.

n. Work collaboratively with community stakeholders to support the implementation of programme and services.

o. Identify potential intervention methods, tools and assistive technology based on emerging inclusive practices and/or sector trends.

q.Upholds Presbyterian Preschool Vision and Mission.

r. Understands the philosophy of the programme and can describe its goals and objectives to others.

s. Follows code of ethical conduct. d. Engages in ongoing staff development to improve personal and professional skills/knowledge/ attitude

t. Works cooperatively with other staff members, accepts supervision and helps to promote positive atmosphere.

u. Attends staff meetings/training/ PCS events.

v. Takes on any other duties as when assigned by your immediate superior/management

EST’s primary role is to support class teachers and children with developmental concerns/ special needs in the implementation of appropriate educational programming within an inclusive learning environment to ensure that each child’s potential is maximised. In addition, they also work closely with families and caregivers, early intervention professionals to support the delivery of programme and services.

a. Retrieve child’s case information from SSNET system

b. Assess Application to decide on suitability

c. Consolidate information about the child from relevant sources (e.g., parents, SGEnable referral report, psychological report, previous intervention report, Brigance)

d. Share information with class teachers and principal.

e. Provide teachers some information about the disability

f. Conduct baseline assessments to formulate Individualised Education Plan (IEP)

g. Collaborate with teacher(s), the parents/caregivers, and the medical and allied health professionals to identify the child’s needs and IEP functional goals.

h. Support class teachers by demonstrating intervention strategies to work towards achievement of IEP goals.

i. Support the teachers to facilitate the child’s access and participation in the classroom activities through evidence based inclusive practices: curriculum modifications, embedded learning opportunities and child-focused instructions.

j. Document the child’s progress in the IEP Progress Report and make appropriate recommendations in discussion with teacher(s) and other programme professionals (if any).

k. Communicate the child’s progress and follow-up plans (if any) with teacher(s) and parents/caregivers

l. Demonstrate good time management by managing scheduling for screening, education support and collaborating with teachers and others.

m. Partner families and caregivers to enhance child and family outcomes.

n. Work collaboratively with community stakeholders to support the implementation of programme and services.

o. Identify potential intervention methods, tools and assistive technology based on emerging inclusive practices and/or sector trends.

q.Upholds Presbyterian Preschool Vision and Mission.

r. Understands the philosophy of the programme and can describe its goals and objectives to others.

s. Follows code of ethical conduct. d. Engages in ongoing staff development to improve personal and professional skills/knowledge/ attitude

t. Works cooperatively with other staff members, accepts supervision and helps to promote positive atmosphere.

u. Attends staff meetings/training/ PCS events.

v. Takes on any other duties as when assigned by your immediate superior/management

Tanglin Mission

Tanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. At Tanglin we strive to make every individual feel valued, happy and successful. Responsibility, enthusiasm and participation are actively encouraged and integrity is prized. Working together in a safe, caring yet stimulating environment, we set high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world.

Our Vision

We aspire to be the best school in the world with a dynamic learning community which nurtures and inspires every individual to be the best they can be. Our core values of Respect, Responsibility and Purpose are at the heart of everything we do across the school.

The Role

We are seeking to appoint an exemplary Learning Support teacher to inspire, nurture and develop children in our eight form entry school. The successful candidate will bring SEND specialist knowledge and a flair for bringing out the very best in children, so that they are well equipped to succeed and achieve their potential.

The appointee works within the parameters of the Tanglin Learning Support Policy which is in line with the UK. 'Special educational needs and disability code of practice: 0 to 25 years ' (SEND CoP; DfE, 2015), the Equality Act 2010, and the School's Diversity Equity and Inclusion Policy.

The role reports to Head of Infant School through Head of Learning Support (LS).

A January 2026 start would be preferred but not essential.

• Manage an effective, orderly and safe learning environment.
• Follow the School's policies and procedures with regard to discipline and behaviour, daily routines, duties, home learning, leave of absence, and outdoor education, as laid down in the Staff Handbook.
• Attend and contribute to meetings of a professional nature as and when required.
• Contribute to the strengthening of the parent-teacher partnership in individual and whole school initiatives as and when required.
• Contribute to the maintenance and development of the curriculum by being a member of a vertical curriculum team across all year groups Nursery to Year 2.
• Participate in the Review and Development process to reflect upon and self-evaluate professional priorities, maintaining an accurate and up to date record on Clear Review.
• Take part in relevant professional development activities to enhance skills, knowledge and understanding, and maintain an accurate and up-to-date record of that professional development.
• As part of Tanglin's commitment to professional development, using 30 minutes of PPA time per term to peer observe colleagues and reflect upon own practice.
• Support teachers and Teaching and Learning Assistants (TLAs) in developing their professional practice within class/unit and conducting Clear Review conversations with Specialist Teaching and Learning Assistants (STLAs) in accordance with the school's process.
• Fulfill an active supervision role during lunches and break times.
• Contribute to departmental action plans and the Infant School Improvement Plan.
• Fulfill CCA commitment.
• Be responsible for reporting any concerns about a child to the Designated Safeguarding Lead and updating CPOMS.
• Embrace the School's commitment to creating a diverse and inclusive environment.

• Act as a Link teacher between Learning Support and a designated year group, conducting reviews and coordinating class teacher support, as designated by Head of Learning Support.
• Respond to referral forms (sent by class teachers) by carrying out observations and Learning Support assessments to develop a broader understanding of a child's strengths and areas of need.
• Follow internal assessments, providing feedback, strategies and next steps to the LS Team, Class Teachers, TLAs, Specialist Teachers, STLAs and parents.
• Liaise with class and specialist teachers regarding individual children who may have Learning Support to advise on Quality First Teaching (QFT) strategies and classroom-based adaptations and provide specific and specialist resources to support children in classrooms and during specialist sessions.
• Follow the graduated response (assess, plan, do and review) by using observation, assessment and in-school data to inform the planning and delivery of evidence-based interventions with individuals/groups; groups of children are taught in line with the Four Broad Areas of Need as outlined in the Code of Practice 2015.
• Support and liaise with STLAs to identify, assess, set targets and plan for children accessing interventions.
• Maintain detailed record keeping about children using school determined systems, including records of referrals, assessment, progress data, Personalised Learning Plans (PLPs), parent meetings, and the effectiveness of interventions for individuals and groups.
• Be responsible for completing appropriate referrals, through IHOLS, to Educational Psychologist and supporting class teachers and parents through formal assessment process when necessary.
• Maintain communication with School's Educational Psychologist, Head of Learning Support, and external specialists e.g. scheduling onsite visits, completing visit documentation and record keeping, (e.g. Speech & Language Therapists, Occupational Therapists), as needed. Share recommendations from external specialists to class teachers and specialists and support/monitor their implementation.
• Actively participate in data progress meetings and working with HODA and AHODA to respond to emerging data trends.
• Plan and deliver workshops for parents or staff, where appropriate.
• Attend and contribute to relevant reports, year group orientations, information sessions, open mornings and Parent Teacher Conferences (PTCs).
• Provide and lead LS CPD for LS colleagues, Class Teachers, TLAs, Specialist Teachers and STLAs.
• Support children on the LS register in class during transition (including class mixing), special days, events, sports days, concerts, performances and during offsite visits, as appropriate; this includes Liaising with Junior School LS staff and class teachers during Y2/3 transition process and ensuring the sharing and transfer of all relevant information and documentation takes place.
• Attend team meetings as appropriate throughout the year, and meeting with the HOLS weekly during KITS, to monitor and evaluate provision, intervention and practice.
• Cover for a class teacher, in exceptional circumstances, as and when directed by the Head of School/Deputy Heads Academic or Pastoral.

Tanglin Trust School believes that each employee makes a valuable and significant contribution to our success and that contributions should not be limited to the assigned responsibilities below. This job description is designed to outline primary responsibilities but not limit the employee, nor Tanglin Trust School, to only the duties identified. It is the expectation of the School that each employee will offer his/her services wherever and whenever necessary to ensure the success of our organisation.

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The successful candidate will be required to provide an Enhanced DBS disclosure certificate, or equivalent.

Student Care Teacher Role

As a Student Care Teacher, you will be responsible for providing supervision and guidance to students on their daily school homework and testing of spellings for primary one to six students.

You will maintain order and discipline in the centre and ensure students' safety and well-being at all times. Additionally, you will plan and conduct centre's festive celebrations, holiday activities, and enrichment lessons.

Effective communication with parents is essential, and you will maintain regular communication with them regarding their child's academic progress and behavioural management.

Qualifications/Requirements:

To be successful in this role, you must have a minimum GCE 'O' Level qualification with preferably one year of relevant work experience. Having the ability to handle all four subjects of English, Chinese, Mathematics, and Science will be advantageous.

Key Skills:

- Classroom Management
- Teaching
- Literacy
- Communication Skills
- Team Player
- Ability to Work Independently

For those interested candidates, please submit your resume in MS Word format to the designated contact person.

Responsibilities:

• To assist in all classes at the Centre
• To assist the class teachers in preparation, follow-up and teaching
• To assist in course preparation
• To supervise informal activities
• Other adhoc duties

Requirements:

• Full time position (Mon - Fri)
• Working hours: 8 am to 5.30 pm
• Min 5 'O' levels with at least B4 in English
• Excellent spoken and written English
• Early childhood experience will have an added advantage
• Positive, energetic and a good team player
• Those undergoing training may apply
• Candidates with Advanced Certificate in Early Years (ACEY) preferred

• To assist in all classes at the Centre
• To assist the class teachers in preparation, follow-up and teaching
• To assist in course preparation
• To supervise informal activities
• Other adhoc duties

• Full time position (Mon - Fri)
• Working hours: 8 am to 5.30 pm
• Min 5 'O' levels with at least B4 in English
• Excellent spoken and written English
• Early childhood experience will have an added advantage
• Positive, energetic and a good team player
• Those undergoing training may apply
• Candidates with Advanced Certificate in Early Years (ACEY) preferred

Responsibilities:

• To assist in all classes at the Centre
• To assist the class teachers in preparation, follow-up and teaching
• To assist in course preparation
• To supervise informal activities
• Other adhoc duties

Requirements:

• Full time position (Mon - Fri)
• Working hours: 8 am to 5.30 pm
• Min 5 'O' levels with at least B4 in English
• Excellent spoken and written English
• Early childhood experience will have an added advantage
• Positive, energetic and a good team player
• Those undergoing training may apply
• Candidates with Advanced Certificate in Early Years (ACEY) preferred

Teacher Aide Role Overview

This part-time teacher aide position involves supporting the day-to-day activities of an MOE primary school. The successful candidate will work closely with administrative staff to ensure a smooth operation of the school.

Job Title: Educational Support Associate

We are seeking a highly skilled and enthusiastic individual to join our team as an Educational Support Associate. As an Educational Support Associate, you will play a crucial role in providing exceptional support to our customers, assisting them with their queries and ensuring that they receive the best possible service.

• Interact with customers via phone and email, providing accurate and helpful information
• Present and explain product or service offerings to customers clearly and confidently
• Handle customer inquiries, resolve issues, and manage feedback or complaints effectively
• Maintain operational records and perform daily administrative duties
• Assist in billing, payment processing, and managing customer accounts

• Customer Service/Administrative experience is essential for this role
• Candidates with prior experience in the Education industry will be given preference

• A competitive salary package
• Ongoing training and development opportunities
• A dynamic and supportive work environment

• Applicants should possess excellent communication and interpersonal skills
• The ability to work independently and as part of a team