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North HollandOn site28 hours/week<3months
An international school in the Netherlands is looking for a qualified Secondary Special Education Teacher. The school provides international education in English to approximately 2,400 students from over 80 nationalities. It is a partly state-funded community school, offering high-quality, accessible international education. The school was the first in the Netherlands to offer the full International Baccalaureate continuum and is an accredited member of the Council of International Schools (CIS).
Its core values are belonging, a possibility mindset, and learning for life.
What you do
- Work directly with secondary-aged students who require additional support to access learning, participate successfully in school life, and develop greater independence.
- Plan and deliver structured, engaging, and appropriately challenging learning.
- Identify and reduce barriers that may affect students' participation and progress.
- Support autistic young people as they navigate the academic, social, and emotional demands of secondary school, including transitions between classes and teachers, organisation and executive functioning, peer relationships, communication, identity, self-advocacy, and preparation for greater independence.
- Play an important role in strengthening autism-inclusive practice across the secondary school.
- Work collaboratively with subject teachers and the Wellbeing Team to help colleagues understand students' learning profiles and develop classroom environments and teaching approaches that enable students to participate as independently and successfully as possible.
- Work closely with students, colleagues, parents/caregivers, and external professionals.
Profile
- A recognised teaching qualification that enables you to teach secondary-aged students in the Netherlands, together with a qualification, specialisation or substantial professional experience in special education.
- Demonstrable experience teaching and supporting secondary-aged autistic students, including students with complex and diverse learning profiles.
- Strong knowledge of autism-informed educational practice and an understanding of how autism may influence communication, executive functioning, sensory processing, emotional regulation, social interaction, and access to learning.
- A strong understanding of adolescent development and how the developmental, social, and academic demands of secondary education interact with the needs of autistic young people.
- The ability to create structured, predictable, and accessible learning environments using approaches such as explicit instruction, visual supports, scaffolding, chunking, modelling, and appropriately differentiated learning materials.
- The ability to identify barriers to learning and participation and adapt teaching approaches while maintaining ambitious, meaningful, and age-appropriate expectations.
- Experience supporting young people to develop independence, organisation, self-regulation, communication, and self-advocacy skills.
- An understanding of behaviour as communication and the ability to respond calmly and constructively to students experiencing anxiety, dysregulation or difficulty engaging with learning.
- A commitment to the school’s mission to provide high-quality community-based international learning in the form of the IB programme.
- A commitment to inclusive education, including supporting students to participate meaningfully in mainstream learning and the wider life of the school wherever appropriate.
- The ability to build calm, respectful, and consistent relationships with adolescents while maintaining clear professional expectations and boundaries.
- Strong collaborative skills and the ability to work effectively with subject teachers, teaching assistants, wellbeing and learning support colleagues, parents/caregivers and external professionals.
- The confidence and expertise to advise and support colleagues in developing autism-inclusive classroom practice.
- An understanding of, and sensitivity towards, working within a culturally and linguistically diverse international school community.
- Good command of the English language and strong communication skills.
- A reflective, flexible, and solution-focused approach, with a commitment to your own continued professional development.
- A resilient attitude and a good sense of humour.
- Excelling in planning and organising engaging lessons while building and maintaining strong relationships with students, colleagues, and parents.
- Experience within an IB or international school setting is an advantage but is not essential.
Practical
- A temporary contract with the prospect of a permanent position after one year.
- A competitive salary in line with the LB pay scale, based on knowledge and experience, with the possibility of a higher scale.
- An end-of-year bonus.
- Holiday allowance.
- A good work-life balance, including school holidays.
- An excellent pension plan.
- A wide range of vitality and wellbeing benefits.
- Professional development opportunities.
- A MacBook.
- Staff outings and events.
- The opportunity to contribute to the continued development of inclusive secondary education within an international IB school.
How to apply
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