TENTATIVE: Student Support Teacher - English Language Acquisition and Learning Support (Grade 9) (f/m/d)

BBIS has a tentative opening for a Student Support Teacher - English Language Acquisition and Learning Support (Grade 9) (f/m/d) Location **: Kleinmachnow (Berlin region)

Contract** : Full-time (40 hours per week)

Duration : 1st August 2026 - 31st July 2027

Vacation : The school year includes up to 180 teaching days and a total of 187 work days (see our school holiday calendar for the exact schedule).

Division : Secondary School

Reports to : Director of Student Support Services

Salary range: €55,059 - €61,885 gross/year (based on experience/classification) plus annual CPI-based adjustments / potential responsibility stipends

About this role: The school is seeking to appoint a full-time Student Support Teacher to provide targeted support for three students in Grade 9 who require additional provision in order to access the curriculum successfully. The role will focus particularly on English language acquisition, access to learning, executive functioning, social-emotional adjustment, and participation in mainstream classes. The successful candidate will work closely with subject teachers, the English Acquisition/EAL team, Learning Support, Counselling, and divisional leadership to ensure that students are appropriately supported, monitored, and included within the wider life of the school.

This is a specialist support role designed to help students develop the academic language, learning strategies, confidence, and independence required for success in an international secondary school setting.

Your Responsibilities Include The Following Activities Student Support and Intervention

• Provide targeted English language acquisition support for identified Grade 9 students through an immersion programme.
• Support students in accessing subject-specific curriculum language and academic expectations.
• Deliver small-group and, where appropriate, individualised support.
• Support students with organisation, planning, task initiation, study skills, and executive functioning.
• Reinforce learning from mainstream classes through pre-teaching, re-teaching, scaffolding, and consolidation.
• Help students develop increasing independence as learners.
• Support students’ social-emotional adjustment to a new school, language environment, and learning context.

In-Class and Curriculum Access Support

• Work alongside subject teachers to support student access to lessons.
• Provide in-class scaffolding where appropriate, while promoting student independence.
• Help adapt learning materials in collaboration with classroom teachers.
• Support students in understanding instructions, assessment expectations, subject vocabulary, and academic routines.
• Contribute to inclusive classroom practice by advising on strategies that support language learners and students with additional needs.

Planning, Documentation and Communication

• Contribute to individual support planning, including learning goals and review processes.
• Maintain clear records of interventions, progress, concerns, and next steps.
• Communicate regularly with relevant colleagues regarding student progress and support needs.
• Contribute to review meetings with Student Support Services, divisional leadership, teachers, and parents as required.
• Support the school in monitoring whether the current provision remains appropriate over time.

Collaboration

• Work as part of the Student Support Services team.
• Collaborate closely with EAL, Learning Support, Counselling, and subject teachers.
• Attend relevant student support meetings.
• Contribute to a joined-up support model for students with language acquisition, learning, and social-emotional needs.
• Support transition planning and longer-term pathway discussions where appropriate.

YOUR QUALIFICATION The successful candidate will ideally have:

• Qualified teac