About the Role:

The Head of Inclusive Education post is a key management leadership role that is expected to contribute to the strategic development and operational management of the inclusion framework across the Secondary sections and to support the development of a stimulating, creative, and collegial working environment within the wider school. The Head of Inclusive Education needs to understand and be committed to the philosophy and ethos of the school, specifically driving the transition toward a proactive, Universal Design for Learning (UDL) Embedded Model.

Note: International and local candidates are welcome to apply. This role is located on-site in Lima, Peru.

ROLES AND RESPONSIBILITIES

Relationships:

- Ensure all parent or staff concerns or complaints regarding inclusion, adaptive needs, or Spanish/English as a Second Language (ESL) are responded to appropriately and effectively within a short timeframe keeping appropriate records and referring any serious or ongoing parent or staff concerns to the Head of Section.
- Participate actively in Section and School events.
- Work to foster positive relationships across different departmental areas, amongst teaching, learning support staff and inclusion staff.
- Ensure that parents are informed of relevant inclusive practices, individual modifications, and programmatic shifts through appropriate channels.

Curriculum (Including Teaching and Learning):

- Participate in decision-making and policy development across the section regarding inclusive education and adaptive frameworks.
- Oversight of the development and implementation of best practice classroom teaching and learning rooted in Universal Design for Learning (UDL) principles.
- Oversight of planning and curriculum coherence, ensuring that Inclusion Specialists embedded in departments collaborate with Heads of Departments to "front-load" differentiation and multi-modal resources into the documented Schemes of Work.
- In collaboration with the Secondary SLT, Heads of Departments, and relevant colleagues, oversee the development, implementation, and quality control to ensure the curriculum is inclusive by design.
- In collaboration with the Heads of Department and the Director of Teaching & Learning, monitor the teaching and learning across the section (including embedded co-teaching delivery) and provide feedback to teachers, coordinators, and SLT.
- In collaboration with the Senior Leaders, Heads of Departments, Secondary Data Coordinator, and the embedded specialist team, monitor the academic and engagement progress of students across the section.
- Responsible for selecting and requisitioning specialised instructional materials, assistive technologies, and curriculum development resources.

Professional Development:

- Foster a culture of continuous learning among staff through collaboration, sharing of inclusive resources, and reflective practices.
- With the Director of Teaching & Learning,



identify professional development needs regarding neurodiversity and design, participate in, and promote professional development within the Middle and Senior Sections.
- Lead sessions and participate in INSET days and weekly Friday CPD sessions to keep Middle and Senior teachers up-to-date with the latest developments in UDL and inclusive classroom practices.

Administration:

- Line manage allocated specialized staff and, in a matrix model framework, co-evaluate the professional standards and specialist outputs of embedded Learning Support Specialists.
- Formally establish and chair the fortnightly "Learning Support and Inclusion" forum to maintain specialist alignment, data sharing, and strategic cohesion across separate academic departments, ensuring shared ownership of inclusion across the team rather than a single point-holder.
- Actively participate in the section recruitment process in collaboration with the Section Head, including the induction and mentoring of new inclusive faculty.
- Oversee the statutory and academic administration of ILPs, external psychologist documentation, and Exam Access Arrangements. This in collaboration with external professionals, the embedded specialist team, and any other professionals within the school.
- Coordinate and monitor direct case management of the Tier 3 intensive student registry (high-need caseload), optimising specialist intervention frameworks for maximum impact.
- Organise and approve any Tier 2 support across the Secondary Sections.

Strategic Vision:

- Development and continuous evaluation of the school's strategic planning regarding inclusion, section objectives, and departmental action plans.
- Collaborating and communicating effectively with the SMT, Director of Teaching & Learning, Data Coordinator, and Heads of Departments on all aspects related to adaptive teaching, learning, assessment, and reporting.
- Ensuring a thorough understanding of the policies and procedures pertaining to teaching, learning, assessment, and reporting within an un-siloed, fully inclusive school landscape.

KNOWLEDGE AND COMPETENCIES REQUIRED

Qualifications / Experience:

- Bachelor's Degree plus Postgraduate Certificate in Education (or specialized degree in Special Educational Needs/Inclusion).
- Secondary School teaching experience with a demonstrable history of utilizing UDL or differentiated frameworks.
- Ability to communicate and teach in fluent English (first language English speaker preferred).
- Proven leadership experience within a Secondary School setting, ideally managing departmental transitions or change initiatives.




- Strong technological skills including knowledge of Google Suite tools and assistive technologies.
- Understanding of innovative educational practices that facilitate effective teaching, learning, and systemic inclusion.
- Detailed knowledge and experience of curriculum development, with a particular emphasis on embedding support mechanisms within mainstream core subjects.
- An understanding of various types of assessment and how they inform learning for neurodiverse cohorts.
- A strong understanding of Secondary School assessment and tracking, including knowledge of standardized assessments (GL Assessments: CAT4, PASS, PTM, PTE, and NGRT) and an ability to interpret equity gaps and plan institutional actions based on the data generated.

Desirable:

- Master's degree in Special Education, Educational Leadership, or a related field.
- Experience with iSAMs and the Atlas Planning platform.
- A recognized Middle/Senior Leadership qualification, such as the NPQSL/NPQH.
- Experience in the appraisal of staff (e.g., conducting learning walks, monitoring co-teaching models, classroom observation, individual self-reflection meetings, and providing kind and constructive written/oral feedback).
- Experience in facilitating whole-school Continuing Professional Development frameworks.
- Ability to speak Spanish; basic oral and written desirable; a willingness to learn is imperative.
- A detailed knowledge of inclusive transition points from Primary through to Post-16.

ADDITIONAL INFORMATION

Disclaimer:

This description is a guide only and is not intended to be an exhaustive or exclusive list of the duties attached to this position. The duties and responsibilities of this post may vary from time to time according to the changing demands of the school. This may be reviewed at the reasonable discretion of the Head of School in light of those changing requirements and in consultation with the post holder.

In any event, the Head of School reserves the right to review and amend the .

How to Apply:

To apply for this position, please submit your application including a letter of application (in English) to [email protected]. In your letter of application please outline why you would be interested in working at San Silvestre and explain your suitability for this role.

We are accepting applications on a rolling basis, so please apply at your earliest convenience. We will review applications as they are received and will make an appointment at any point during the recruitment cycle.

Safeguarding Statement:

San Silvestre School is totally committed to safeguarding the welfare of children and young people and expects the same from its employees. All new staff will be subject to enhanced pre-employment clearance including identity checks, criminal background checks, qualification checks, and employment checks to include an exploration of any gaps in employment. Three professional references will be sought, at least ONE of which must be from your present employer.

📌 Head of Inclusive Education (Lima)
🏢 San Silvestre School
📍 Lima