IB MYP & DP Multilingual Learning Specialist (EAL)

An SPK (Satuan Pendidikan Kerjasama) School with an IB Curriculum under the Yayasan Pendidikan Amman Academy, Supporting Employees' Children in the Mining Industry.

Position Overview

Amman Academy is a Partnership School (Satuan Pendidikan Kerjasama/SPK) that implements the International Baccalaureate (IB) Middle Years Programme (MYP) and Diploma Programme (DP) to provide high-quality education for the children of employees working in the mining industry.

As the IB MYP & DP Multilingual Learning Specialist (EAL), you are responsible for ensuring multilingual learners develop the academic English proficiency, learning strategies, and confidence necessary to thrive in an English-medium IB learning environment. Working collaboratively with classroom teachers, Student Support Services, and school leadership, you will design and deliver targeted language instruction while supporting the successful inclusion of multilingual learners through coaching, co-planning, co-teaching, consultation, and individualized intervention.

This position requires an educator with a minimum of five years of successful EAL/ESL experience in an international school setting, working with students from a wide variety of linguistic and cultural backgrounds. The ideal candidate understands that language acquisition is a shared responsibility across the school and is skilled at building teacher capacity through collaboration and instructional coaching.

As Amman Academy continues to strengthen its IB programmes, this individual will serve as both an exceptional language specialist and a teacher-leader, helping build an inclusive, language-rich culture where multilingual learners thrive academically, socially, and emotionally.

Key Responsibilities

1. Design, implement, and evaluate an evidence-based English language acquisition programme that supports multilingual learners in the MYP and DP.

2. Deliver targeted language instruction through a flexible service delivery model including co-teaching, small-group instruction, individual intervention, consultation, and classroom support.

3. Partner with classroom teachers through collaborative planning, co-teaching, instructional coaching, and ongoing consultation to embed language development across all subject areas.

4. Assess students' English language proficiency using appropriate diagnostic, formative, and summative assessment tools to inform instruction and monitor language growth.

5. Develop individualized language support plans and instructional strategies that enable multilingual learners to successfully access rigorous MYP and DP curricula.

6. Support classroom teachers in differentiating instruction, assessment, and learning experiences while maintaining high academic expectations for multilingual learners.

7. Foster students' confidence, independence, and identity as multilingual learners through culturally responsive teaching and inclusive instructional practices.

8. Lead the implementation and ongoing refinement of the school's language acquisition practices and contribute to the development of an inclusive multilingual learning environment aligned with IB philosophy.

9. Facilitate professional learning for faculty on effective strategies for supporting multilingual learners within inquiry-based classrooms.

10. Collaborate closely with Student Support Services, counselors, and school leadership to ensure coordinated support for students with diverse academic and language needs.

11. Contribute to the development of the school's Language Policy, Admissions Policy, Inclusion Policy, and literacy initiatives that strengthen language development across the curriculum.

12. Participate actively in curriculum mapping, professional learning communities (PLCs), moderation activities, accreditation processes, and whole-school improvement initiatives.

13. Perform any other related duties as assigned by the Principal or other appropriate administrator.

Background Experiences

1. Minimum 5 years of successful EAL/ESL teaching experience within an international school environment.

2. Extensive experience working with multilingual learners from a wide variety of non-English speaking countries and educational backgrounds.

3. Demonstrated success supporting students within IB MYP and/or DP programmes or similarly rigorous international curricula.

4. Proven experience collaborating with classroom teachers through co-planning and co-teaching models.

5. Experience coaching teachers or facilitating professional learning focused on multilingual learners is highly desirable.

6. Experience working in international, bilingual, or SPK schools; experience in remote or industrial communities is considered an advantage.

Professional & Educational Qualifications

1. Bachelor's Degree in TESOL, Applied Linguistics, English Language Education, Linguistics, Education, or a related field (Master's Degree preferred).

2. Teaching certification or equivalent credentials (e.g., PGCE, B.Ed., SPd., M.Pd., TESOL Certification, or equivalent).

3. Specialized training in English Language Acquisition, TESOL, ESL, EAL, multilingual education, or language development.

4. Experience supporting multilingual learners within the IB MYP and/or DP is highly desirable.

5. A high level of English proficiency is required, together with the ability to model accurate spoken and written English in a professional educational setting

6. Exceptional written and spoken English communication skills are essential. Proficiency in additional languages is considered an asset.

Expertise & Competencies

1. Multilingual Learning Expertise – Deep understanding of second language acquisition, multilingual education, translanguaging, and academic language development.

2. IB Pedagogical Understanding – Strong understanding of IB philosophy, inquiry-based instruction, conceptual learning, Approaches to Learning (ATL), and language development across the curriculum.

3. Collaborative Teaching – Demonstrated expertise in co-planning, co-teaching, instructional coaching, and consultation with classroom teachers.

4. Differentiation & Inclusion – Expertise in scaffolding instruction that enables multilingual learners to access rigorous academic content while continuing to develop English proficiency.

5. Assessment Literacy – Skilled in assessing English language proficiency, interpreting language assessment data, monitoring student growth, and using evidence to inform instruction.

6. Instructional Leadership – Ability to build teacher capacity through coaching, modeling lessons, facilitating professional learning, and collaborative reflection.

7. Cultural Intelligence – Demonstrates exceptional cultural competence and the ability to build strong, trusting relationships with students, colleagues, and families from diverse linguistic and cultural backgrounds.

8. Technology Integration – Proficiency in digital learning platforms and educational technologies that support language acquisition, collaboration, and personalized learning.

9. Adaptability & Resilience – Capacity to thrive within a developing IB programme while maintaining high expectations, flexibility, and a growth mindset.

Work Environment & Expectations

1. Demonstrate a strong commitment to the philosophy, standards, and practices of the International Baccalaureate and the mission of Amman Academy within the framework of Pancasila values.

2. Serve as an instructional leader who models best practice in multilingual education, collaboration, reflective practice, and continuous professional growth.

3. Build a school culture that celebrates multilingualism, intercultural understanding, and linguistic diversity as strengths that enrich the learning community.

4. Participate actively in curriculum development, professional learning communities (PLCs), moderation activities, accreditation processes, and continuous school improvement initiatives.

5. Maintain open, professional, and proactive communication with students, parents, and colleagues to ensure coordinated support for multilingual learners.

6. Serve as an advocate for multilingual learners, helping Amman Academy develop a school-wide culture where language development is recognized as every teacher's responsibility.

7. Demonstrate flexibility and cultural responsiveness while supporting students and families within the unique context of a mining community and its rotating work schedules.

8. Contribute to a collaborative, inclusive, and student-centered culture that enables every learner to achieve success regardless of their English language proficiency.