Hours: Full-time
Contract: Permanent
Start Date: August 2026
Overall Purpose:
The divisional Head of Student Support is responsible for leading and coordinating the systems,processes and practices that ensure every student receives the best possible support to thrive.The Head will manage a team of committed educators, which includes educational psychologists,learning support teachers, speech and language therapists and reading specialists to serve allstudents through a Multi-Tiered Support System (MTSS) and who serve our students with learning differences. This approach requires frequentassessment, data sharing, and consultation among classroom teachers, learning support teachersand other specialists. The goal of the MTSS is to support the development of students’ capabilities,self-advocacy, and well-being.
The divisional Head of Student Support reports directly to their divisional Principal and works with the Office of Teaching and Learning on school wide, K-12 alignment, resource allocation, and professionaldevelopment. The person in this position reflects a passion for the school’s mission, demonstratesunderstanding and respect for a diversity of learning profiles and Diversity in all its manifestations,and supports the student support team as they strive to meet the needs of all learners.
Areas of Responsibility
Team Leadership & MTSS Implementation
● Develop, lead and coordinate the Divisional Student Support Team (SST) to ensure all processes and practices align with a Multi-Tiered System of Supports (MTSS), and UK statutory guidance (e.g., SEND Code of Practice 2015, KCSIE, Equality Act 2010).
● Oversee SST documentation, record-keeping, and the divisional student register/database, ensuring accuracy, currency, and alignment with best-practice data standards.
● Lead SST meetings and collaborate with divisional leadership on student-focused meetings (e.g., Student Discussion Meetings, Deans’ meetings).
● Develop and monitor systems for screening, selecting, implementing, and evaluating evidence-based interventions across all tiers, ensuring fidelity of implementation and consistent documentation.
● Review Annual Individual Education Plans (AIEPs), including progress monitoring, frequency, and group size of Tier 3 support, and ensure data-driven reporting of progress toward AIEP goals.
● Facilitate data-driven problem-solving meetings to help teachers/teams interpret results and determine next steps for instruction or intervention.
● Collaborate with learning specialists, counselors, EAL teachers, and Deans to provide timely, appropriate, and aligned support for students with overlapping needs.
Admissions Support
● Support the school’s admissions process by screening new applicants and reviewing applications, and student screening data.
● Monitor the programs' capacity; track and report data on the number of students needing specialized support to senior leadership, admissions, and accrediting bodies as required.
Partnership with Families
● Lead SST communication and messaging with families regarding support services, MTSS processes, and student progress.
● Serve as the divisional liaison with the Parent Education Resource Committee (PERC) for students with learning differences.
● Provide families with information about ASL’s student support programs and services.
● Offer guidance, support, and documentation related to funding for additional needs that incur extra costs for parents or employers.
Resource & Budget Oversight
● Manage the divisional support services budget (LS/MS/HS) effectively, in collaboration with the Office of Teaching and Learning, to evaluate, select, and purchase student support resources.
● Maintain and update online and onsite resources for all student support areas.
● Develop and build relationships with local contacts in the community for referrals and collaboration concerning student and family needs.
● Coordinate with external service providers to support students with exceptional needs.
Professional Development & Faculty Support
● Promote ongoing professional growth for the Student Support Team.
● In partnership with the office of Teaching and Learning, identify and lead implementation of school-wide, divisional, and departmental instructional practices that support all students’ academic, behavioral, and well-being needs.
● Deliver professional learning to build educator capacity in using progress-monitoring data effectively.
● Co-lead (or consult on) the appraisal and performance growth cycle for Student Support Team members with the LS/MS/HS Principal.
Strategic Leadership & Compliance
● Remain up to date with all relevant legislation and guidance for students with special educational needs and disabilities.
● Work with the Senior & Academic Leadership Team to review, develop, and implement policies and practices that meet statutory responsibilities and ensure faculty and staff awareness.
● Work with the Divisional Principal to support faculty in establishing and maintaining effective structures for delivering student support services.
● Coordinate with the other Divisional Student Support Leaders and the office of Teaching and Learning, to ensure vertical alignment and K-12 continuity of systems and support.
● Partner with key faculty and staff to facilitate effective and successful transitions for students and families.
● Participate in the recruitment of Student Support Team members.
● May include teaching and/or co-teaching responsibilities.
● Any other duties which are in the scope, spirit and purpose of the role as requested by LS/MS/HS Principal and/or the office of Teaching & Learning
Selection Criteria
Essential qualifications/experience
● Substantive experience as a school or teacher leader, in addition to experience as a student support service provider
● Master’s degree in education and/or a specialist certificate in special education or counselling
● Strategic leadership and experience working within a Multi-Tiered Systems of Support (MTSS) model
● Deep expertise in diverse learning profiles, neurodiversity, and inclusive practices
● Strong data analysis and evidence-based decision making
● Skilled cross-functional collaboration and consultation with teachers and leaders
● Strong facilitation to lead multidisciplinary teams
● A relational and collaborative approach to leadership
● Excellent organisational and communication skills
● A deep and demonstrated commitment to diversity, inclusion and belonging
● A proven commitment to the safeguarding and welfare of children and young people
Desirable qualifications/experience
● Recent professional development in research-based methodologies related to learning support and neurodiversity
● Leadership training or recent professional development in leading effective teams
● Strategic resource allocation and budget management
● Design and delivery of high-impact professional development
This position description is current at the date shown but following consultation may be changed to reflect or anticipate changes in the role that are commensurate with the job title and salary.
The American School in London is committed to safeguarding and promoting the welfare of children and young people and expects all employees and volunteers to share this commitment. All new appointments will be subject to appropriate checks: Disclosure and Barring Service (DBS enhanced), Disqualification by Association Self-Declaration, Declaration of Criminal Record, checks against the Prohibition List (Teacher Status Checks) including Identity, Address, Date of Birth, a Full Employment History, Right to Work in the UK, overseas checks where applicable, EEA checks, at least 2 references (one with current or most recent employer, where appropriate) and original documentation of Qualifications (where appropriate). For positions into Senior Management a Prohibition From Management Check (s128 Directive) will also be undertaken.
Diversity and equality of opportunity are cornerstone values of The American School in London. ASLis dedicated to fostering courageous global citizenship in a diverse and inclusive schoolenvironment. In our international community, we aspire for the cultures and backgrounds of our employees to mirror those of our families and student body, and we enthusiastically welcomeapplications from candidates who bring diverse life experiences, perspectives and skills. Educatorswith knowledge of global education and prospective applicants for any position who are committedto diversity and inclusion are particularly welcome to apply. The American School in London will notdiscriminate against an applicant or employee based on race, color, religion, creed, national origin orancestry, sex, age, physical or mental disability, genetic information, gender identity or expression,sexual orientation, marital status, or any other legally recognised protected characteristic under locallaw. Read our Diversity, Equity and Inclusion statement here.
Apply by: 23 March 2026