Founded in 1973, AISB is an accredited, private, non-profit international school. Based on an American educational model with English-taught courses, the high school focuses on critical thinking and inquiry-based learning. Students can customize their graduation pathway by combining an American High School Diploma, an IB Diploma, and a Global Impact Diploma. AISB is accredited by CIS and MSA, and is a member of CEESA, SCIS, IB, and ISTA.
The American International School of Budapest (AISB) seeks to appoint an Elementary School Learning Support Services Teacher for 2027. August 1. start date.
Qualified candidates with experience and skills matching the job description are invited to apply by submitting their application through Search Associates by 31st October 2026. Please note that we accept applications exclusively through Search Associates.
The recruitment team will contact shortlisted candidates. The school reserves the right to appoint a suitable candidate prior to the application deadline.
Reports To: Elementary School Principal
Position Overview:
AISB is seeking an enthusiastic and knowledgeable Elementary School Learning Support Teacher. The LSS teacher provides specialized instruction and support to students with diverse learning needs, working in both a small group setting and alongside classroom teachers as a co-teacher in the mainstream classes. The ideal candidate will have a strong background in special education and experience working with elementary school students in a multicultural, international school setting. In addition, the teacher would be expected to work and collaborate with the assigned grade-level team(s).
Qualifications and Experience:
Personal Attributes
Establishes cooperative and collaborative working relationships with staff, students, and parents through strong communication and empathy skills
Demonstrates strong organizational and time-management skills
Communicates effectively in English, both in written and oral form
Accepts and manages change effectively
Demonstrates initiative, flexibility, and a positive attitude
Maintains a solution-based approach to problem-solving
Openly accepts and considers different perspectives
Contributes to a positive school climate
Demonstrates an understanding of and commitment to inclusive learning, including knowledge of MTSS and the use of tiered supports to meet diverse student needs
Qualifications
Holds a University/College degree (or equivalent) in elementary education (Master's desired)
Holds a specialization in special education/student support
Experience administering (where needed) and interpreting assessments (TONI, DAB, WISC, etc.) and translating it into practice (qualification desired)
Technology-literate in Web Applications, Google Applications, and other current trends in the field of technology
Demonstrates evidence of ongoing professional development in areas of best practice
Skills and Experience
Proficient in oral and written English (near-native or native)
Experience working with elementary-aged children (minimum two years desired)
Experience working with elementary-aged English as an additional language children (desired)
Experience working with the Multi-Tiered System of Support (MTSS) model and the Universal Design for Learning framework
Learning Support Specific Responsibilities
Evaluate newly enrolled students, referrals, and assessment data to identify learning needs and appropriate supports.
Develop, implement, monitor, and review Learning Support Plans and Targeted Intervention Plans, as appropriate.
Participate actively in Student Support Team (SST) meetings and contribute to decisions about interventions, accommodations, progress monitoring, and next steps.
Collaborate with teachers to plan and implement appropriate accommodations, modifications, and targeted interventions for students with diverse learning needs.
Support the delivery and monitoring of Tier 2 interventions within the school’s MTSS framework.
Provide direct student support, primarily through a push-in model, as well as through targeted individual or small-group instruction when appropriate.
Use evidence-based strategies, scaffolds, questioning, feedback, and explicit instruction to strengthen student independence, thinking, and progress toward curricular standards.
Communicate regularly with teachers and parents regarding student needs, support strategies, accommodations, and progress.
Coordinate and provide appropriate accommodations for school-based and external assessments.
Maintain accurate student records, documentation, and progress-monitoring information while ensuring appropriate confidentiality.
Student Support, Supervision, and Wellbeing
Support the development of students’ independence, self-regulation, social skills, and positive learning behaviors.
Contribute to safe, inclusive, and positive learning environments in alignment with AISB expectations and child-safety practices.
Share responsibility for student supervision during the school day, including transitions, recess, lunch, assemblies, field trips, and special events as required.
Respond appropriately to student behavior and wellbeing concerns, communicating significant observations or incidents to the relevant teacher or administrator and completing required documentation when necessary.
Work collaboratively and respectfully with students, colleagues, and families to support student learning, belonging, and wellbeing.
Key Responsibilities for all Teachers
Implement school policies and procedures to support AISB’s Mission, Vision, and Values
Actively incorporate current research-based teaching practices and department essential agreements into daily teaching and learning
Plan, deliver, and assess engaging, inquiry-based lessons that support a diverse, international student body
Design for and differentiate instruction to meet varied learning needs
Use formative and summative assessment effectively to guide learning and provide timely, constructive feedback
Collaborate closely with colleagues to ensure curricular coherence, vertical alignment, and shared best practice
Maintain accurate and complete records of student progress and development for ongoing communication with parents, including but not limited to: goal setting, report writing, portfolios, and conferences
Maintain and regularly update online course management tools (Google, Veracross)
Collaborate with the divisional counselor and other teachers to ensure the social, emotional, and educational needs of students are met
Integrate technology with intentionality, as appropriate, to leverage learning
Manage student behavior in the learning environment through the establishment of expectations and reinforcement of standards of conduct in alignment with the behavior expectations of the school
Respond to misbehavior in an appropriate manner that respects student dignity, while reinforcing the responsibility of making the right choices
Perform additional duties effectively (during and outside the regular school day) as required by the school
Proactively participate in and/or lead extracurricular activities, including participation in overnight grade-level expeditions
Proactively participate in faculty meetings and parent meetings as required
AISB is an equal opportunity employer.
AISB takes child safeguarding measures seriously. Appointments are subject to satisfactory enhanced criminal checks.
The school reserves the right to appoint a suitable candidate before the application deadline.
