New

Our Secondary Teaching Assistants must demonstrate a strong commitment to maintaining a collaborative culture and a supportive environment within the school. They need to have a thorough understanding of the social and emotional dimensions of learning and encourage students to share their joys and concerns knowing they will always be supported. Naturally, all our members of Staff need to ensure their practice inside and outside the classroom is in harmony with the educational philosophy of the school.


Job Summary
The Extended Learning Needs Teaching Assistant supports the delivery of the curriculum and supports students within ICS courses. The programme supported by the Senior Teaching Assistant focuses on functional academic skills, social skills, life skills, and vocational training with the goal of developing the highest level of achievement and independence possible for each student. Students in the intensive needs program may have diagnoses of Intellectual Disability, Autism Spectrum Disorder, or other diagnoses that require intensive support.


Specific Responsibilities
Teaching and Learning

• Works individually and in small group settings with students, performing various instructional and management tasks;
• Supports content/classroom teachers’ classroom management plans and philosophies;
• Attends integrated classes with the students and implements accommodations and modifications;

Assessment and Reporting

• Observes, records, and reports on the learning and behaviour of students;
• Directs parent questions regarding students’ behaviour and learning to the teacher of the Intensive Needs Programme;

Curriculum development

• Supports teachers of the Intensive Needs Programme in grading assignments, creating adapted materials, assisting with set up/clean up of the classroom, and other tasks as needed;

Social and emotional aspects of learning as a teacher and tutor

• Uses judgement and knowledge to integrate students within the social fabric of the school community, ensuring their dignity is protected and identity accepted;

Supporting the collaborative culture at ICS

• Supervises students during lunch, recess/break, transitions, and other non-instructional times and facilitates age and developmentally-appropriate social skills;
• Attends relevant faculty meetings and professional development as appropriate and within the terms of the contract;
• Carries out additional duties, as requested, in line with the general expectations of this job description;
• Contributing to Extra Curricular Activities to enhance the school experience for learners. This includes the Field Trip program and may involve the week-long overnight field trip at the end of the academic year.

The successful candidate will have:

• Fluency in English required;
• Basic understanding of child growth and development, as well as current knowledge of special education interventions and strategies;
• Possesses a respectful and patient attitude towards students while fostering age and developmentally appropriate skills of independence;
• Respects the cultural diversity of our international families and demonstrates basic, effective instructional strategies;
• Establishes and maintains cooperative working relationships with faculty, staff, parents, and team members;
• Demonstrates reliability including an excellent attendance record;
• Demonstrates commitment and consistently exercises sound judgement;
• Has prior experience working with students with intellectual/cognitive disabilities;
• Maintains confidentiality of information;
• Is open to receive and implement feedback;
• Demonstrates proficient organisational and technological skills;
• Has a basic understanding of the curriculum and can modify the curriculum under the supervision of the Intensive Needs Curriculum Development Teacher;
• A valid Swiss work permit or European passport is required.

Soft Skills

• Adaptive
• Imaginative
• Ambitious
• Collaborative
• Student-centred
• Motivated
• Research focused
• Confident Communicator
• Resilient
• Empathetic
• Mission-driven

Terms and Conditions
A generous salary and range of benefits will be commensurate with the qualifications and experience of the successful candidate, with the overall package reflecting the importance of the position.


Applications should be addressed to:
Interested candidates should apply via our website with a full letter of application addressed to Ms. Lucy M. Gowdie, Head of School, a statement of personal educational philosophy, a detailed resume/curriculum vitae, and a list of three referees (name & email address). The Head of School reserves the right to apply directly to the writers of open testimonials for confidential statements.
Applications should be addressed in PDF format to:
Ms. Lucy Gowdie,
Head of School
We are looking forward to receiving your online application.

The ICS Inter-Community School, situated in Zürich, is a mainstream, mixed gender, all-through school located in Zurich. Established in 1960, the ICS now has over 800 students from 55 nationalities.
At the Primary School level The Inter-Community School covers the following subjects; Mathematics, Reading and Writing, The Arts, and Social Studies,
At the Middle and Secondary School levels, students of the Inter-Community School study English, German, Sciences, Mathematics, French, Spanish, Performing Arts, Design, and Physical Education.
Values and Vision
The Inter-Community School teaches its students to make personal connections to their own learning process, and shows them how to build upon knowledge that they have gained previously. Students are also taught to work as individuals or in groups, teaching them valuable skills that will serve them throughout their lives.
The Inter-Community School believes that its teaching staff should always be striving to learn new methods of education in order to always provide their students with the best possible education. In addition, a high percentage of the school’s staff are International Baccalaureate workshop leaders, who’s special experience help to provide the students with an enriched experience. Teachers are expected to not only support their students academically, but also emotionally, thereby creating a supportive learning environment that keeps students highly motivated and focused.