特殊教育需求协调员（SENCo）兼需特殊关注学生班主任（双语）

Key Responsibilities 关键职责
1.Leadership and Coordination of SEND Provision (Bilingual Context)
特殊教育需求（双语语境）的领导与协调
Lead the development and coordination of SEND provision across the school in line with the school’s values, policies, and local regulatory requirements.
Establish clear, school-wide systems for identifying and supporting students with additional learning needs, recognising that formal diagnoses may not always be available or culturally prioritised.
Maintain accurate records of student needs, support plans, and interventions, ensuring confidentiality and appropriate information-sharing.
Work collaboratively with academic and pastoral leaders to ensure inclusive practices are embedded across both Chinese- and English-medium instruction.
Monitor student progress, wellbeing, and engagement, particularly for students requiring additional support.
根据学校价值观、政策及本地法规要求，领导并统筹全校范围内的特殊教育需求支持服务的发展与协调工作。
建立清晰的校级体系，用于识别和支持有额外学习需求的学生，并认识到正式的诊断可能并不总是能够获取或在文化上被优先考虑。
维护准确的学生需求、支持计划和干预措施记录，确保信息保密并实现适当的共享。
与学术及学生德育负责人密切合作，确保包容性教育实践在中英文双语教学模式中均得到有效落实。
监测学生的学业进步、身心健康及在校投入度，尤其关注那些需要额外支持的学生。
2.Student and Family Engagement (Bilingual Communication)
与学生及学生家庭的互动（双语沟通）
Act as a key point of contact for parents and caregivers, communicating fluently in both Chinese and English as required.
Support families in understanding their child’s learning needs, progress, and available support, using culturally sensitive and accessible language.
Facilitate meetings involving teachers, parents, and external professionals, ensuring shared understanding across languages and educational frameworks.
Build trust with families, recognising cultural attitudes toward special educational needs, mental health, and school attendance.
担任家长和监护人的主要联络人，根据需要流利使用中文和英文进行沟通。
运用兼顾文化敏感性与易懂性的语言，协助家庭理解孩子的学习需求、发展进程及可用支持资源。
协调教师、家长及外部专业人士的会议，确保跨语言与教育框架的共识达成。
建立与家庭的信任关系，尊重其对特殊教育需求、心理健康及出勤问题的文化态度。
3.Homeroom Teacher for Vulnerable and Long-Term Absent Students
需特殊关注或长期缺勤学生的班主任
Serve as Homeroom Teacher for a designated group of vulnerable students, including those with long-term or anxiety-related absence.
Provide a consistent daily point of contact and a nurturing, structured environment to support re-engagement with school.
Deliver or coordinate personalised learning and wellbeing activities, balancing academic expectations with emotional and social development.
Monitor attendance closely and work proactively with families and school leaders to address barriers to attendance.
Support students’ gradual reintegration into mainstream classes where appropriate.
担任指定需特殊关注学生群体的班主任，包括长期缺勤或因焦虑缺勤的学生。
提供稳定的日常联络窗口及充满关怀的结构化环境，助力学生重返校园。
实施或协调个性化学习与身心健康活动，在学术要求与情感社交发展间取得平衡。
密切监控出勤情况，主动协同家庭及校方领导消除影响出勤的障碍。
在适宜情况下，协助学生逐步重返正常班级。
4. Professional Development and Capacity Building 专业发展与能力建设
Identify professional learning needs among international and local staff in relation to SEND and inclusive practice.
Design, coordinate, and deliver professional development sessions on topics such as differentiation in bilingual classrooms, supporting neurodiverse learners, trauma-informed practice, and reasonable adjustments.
Support teachers through coaching, consultation, and collaborative planning, helping them adapt instruction for diverse learners.
Promote a shared understanding of inclusion across Chinese and international staff teams.
识别国际及本地教职员工在特殊教育需求（SEND）及包容性实践方面的专业学习需求。
设计、协调并实施专业发展课程，涵盖双语课堂差异化教学、支持神经多样性学习者、创伤知情实践及合理调整等主题。
通过辅导、咨询及协作备课支持教师，协助其调整教学策略以适应多元学习者需求。
 促进中外教职团队对融合教育的共识理解。
5. Collaboration with External Specialists and Services 与外部专家及服务机构的协作
Liaise with external professionals such as psychologists, therapists, medical providers, and learning centres, both locally and internationally.
Support the coordination of assessments and interventions where appropriate, recognising local availability and constraints.
Act as an informed guide for families navigating external support options in China and, where relevant, overseas.
作为学校代表，与本地及国际范围内的外部专业人士保持联络，例如心理学家、治疗师、医疗人员以及学习中心。
在适当情况下，支持协调外部评估与干预工作，同时充分认识本地资源的可用性及客观限制。
为家庭提供专业指导，协助其在中国乃至海外（如适用）寻求外部支持资源。
6. Whole-School Inclusion and Culture 全校包容性与学校文化建设
Contribute to the development of school policies related to inclusion, wellbeing, attendance, and student support.
Advocate for inclusive practices that respect both Chinese cultural values and international educational standards.
Support key transition points, including entry to the school, phase changes, and reintegration following extended absence.
参与制定学校关于包容性教育、学生福祉、出勤管理及学生支持的政策。
倡导兼顾中华文化价值观与国际教育标准的包容性实践。
支持关键过渡阶段，包括入学适应、年级转换及长期缺勤后的返校过渡。
Person Specification 任职要求
Essential 必备条件
Qualified Teacher Status or equivalent recognised teaching qualification.
Fluency in both Chinese and English (spoken and written).
Demonstrated experience supporting students with special educational needs and/or vulnerable learners.
Strong understanding of inclusive teaching practices, particularly in bilingual or multilingual learning environments.
Excellent communication and relationship-building skills with students, families, and colleagues from diverse cultural backgrounds.
Strong organisational and case-management skills.
持有合格教师资格或同等认可的教学资质。
精通中文和英语（口语及书面表达）。
具备支持特殊教育需求学生和/或需特殊关注学生的实践经验。
深刻理解包容性教学实践，尤其在双语或多语学习环境中。
拥有与多元文化背景的学生、家庭及同事建立良好沟通与关系的能力。
出色的组织能力和个案管理能力。
Desirable 理想条件
SENCo qualification or equivalent training in special educational needs.
Experience working in international or bilingual schools in China or similar contexts.
Experience supporting students with school refusal, anxiety, or long-term absence.
Experience designing or delivering professional development.
持有特殊教育需求协调员（SENCo）资格证书或同等特殊教育需求培训资质。
具备在中国国际学校、双语学校或类似环境的工作经验。
有支持学生应对拒学、焦虑或长期缺勤问题的经验。
具备设计或实施专业发展项目的经验。
Personal Attributes 个人特质
High levels of cultural sensitivity and emotional intelligence.
Calm, patient, and empathetic approach when working with students and families.
Flexible, reflective practitioner comfortable working in evolving systems.
Strong commitment to inclusion, student wellbeing, and professional collaboration.
具备高度的文化敏感度和情商。
在与学生及家庭合作时保持冷静、耐心且富有同理心。
作为灵活善于反思的实践者，能适应不断变化的系统环境。
坚定致力于对包容性教育、学生福祉及专业协作。