Global Jaya School (GJS) | Learning Diversity Coordinator

Established in 1995, Global Jaya School (GJS) has a history of consistent growth, positive change, and an ongoing commitment to offering a quality international education program. Now in the 28th year of its journey, Global Jaya School continues to distinguish itself as a top IB

World School in Indonesia and Southeast Asia. We are acknowledged and respected for our commitment to delivering excellent academic and extracurricular programs that prepare students to participate in the international community as valuable team members and leaders.

GJS has been recently re-authorised by the International Baccalaureate Organisation (IBO) to

offer the IB Continuum: Primary Years, Middle Years, and Diploma programmes and re-accredited by the Western Association of Schools and Colleges (WASC) for another five-year period, through to 2028. Nationally, GJS is recognised as an SPK school (an International Standard School in Indonesia) via the Indonesian Ministry of Education.

Global Jaya School is a non-denominational community that encourages and teaches respect

for others by valuing Indonesian culture while embracing international cultural awareness and

understanding. Our school implements an international curriculum that fully supports home

language development. Our emphasis on community and inclusion makes it an ideal environment for students, parents, faculty and staff.

The current enrolment for Global Jaya School is 700 students from Kindergarten (Early Years) to Year 12, with 270 students in Primary and 430 in Secondary. Currently, 85% of the Global Jaya School student population is Indonesian (including dual nationals), with the remaining 15% registered as foreign passport holders. Our expatriate group comprises 14 nationalities, with a strong Asian presence, as well as North Americans, Europeans & Australians. Our parents come from a wide variety of professional backgrounds, including, but not limited to, top management in multinational corporations, teachers, political figures, business owners, and celebrities.

The national motto of the Republic of Indonesia is Bhinneka Tunggal Ika, which translates as Unity in Diversity. The school’s culture and sense of community show our commitment to this belief. Most families of our community live nearby in South Jakarta or one of its suburbs.

Others commute longer distances or purchase housing for their children in one of the surrounding neighbourhoods so they can attend our school. Our expatriate teachers bring a wealth of international experience to the school, but so do our parents, many having worked or

attended universities overseas.

The school’s campus is in a developed residential area outside the capital city of Jakarta, in the beautiful Bintaro Jaya area within South Tangerang. Global Jaya School resides on a 17-acre purpose-built campus that includes ample classrooms, full size and seven aside soccer pitches, an indoor gymnasium, outdoor basketball courts, covered tennis courts, a well-appointed library, outdoor playing fields and playgrounds, design and computer labs, science labs, an outdoor covered canteen, outdoor swimming pool, and a Theatre/Fine-Arts Complex.

Candidates are encouraged to learn more about Global Jaya School by visiting 

our website at www.globaljaya.com,

our www.youtube.com/GlobalJayaSchoolOfficial channel, 

or our www.instagram.com/gjs_society/ account.

The job description below outlines the expectations and specific tasks for the Learning Diversity Coordinatorwho serves both in a Whole School role as the LD Coordinator and as a Student Success Services Department member.

Professional Knowledge: The Learning Diversity Coordinator uses professional knowledge of their subject to address student needs while enabling their team to minimise learning barriers and support student success.

• Develops yearly and long-term goals, based on the schoolwide action plan, for the support of teaching and learning, particularly in relation to inclusive classroom practice.

• Strive to improve the quality of teaching and learning in the department, specific to the supporting achievement of all learners of expectations in the PYP, MYP and DP.

• Facilitates collaborative decision-making to analyse current achievement data, instructionalstrategies and student behaviours, to improve classroom instruction and increase achievement for students identified as tier 2 and 3 in our 3 Tier Support Framework.

• Maintain a comprehensive and up-to-date knowledge of our Inclusion policy and related documents and procedures.

• Demonstrate a comprehensive understanding of Universal Design for Learning, differentiated instruction, response to intervention and IB inclusive access arrangements.

• Demonstrate a comprehensive understanding of the Primary Years Programme (PYP), Middle Years Programme (MYP) and/or Diploma Programme (DP) philosophy and the developmental needs of all year levels taught, with particular focus on AtL Skills and 2Learner Profile attributes.

• Maintain and develop a working knowledge of adolescent development by staying up to date with the latest research and developments.

• Maintain up-to-date knowledge of school policies and procedures and publications from the International Baccalaureate Organization.

• Maintain a comprehensive and up-to-date knowledge of our Inclusion policy and related documents and procedures.

• Demonstrate an awareness and understanding of childhood developmental stages.

Programme Planning and Management: The Learning Diversity Coordinator effectively plans, coordinates, manages and evaluates programs and services consistent with established guidelines, policies, and procedures.

• Participate actively in the collaborative planning process by contributing to and leading (when required) discussions and collaboratively working toward improving inclusive practices.

• Facilitate the implementation of the three-tier LS referral model, including coordinating the data collection form and SSP/IEP review cycle.

• Utilise the relevant PYP/MYP/DP documents and inclusion resources to plan, implement and assess the effectiveness of learning support and inclusive practices in the classrooms and the wider school environment.

• Coordinates with the Pedagogical Leadership Team regarding whole school initiatives, professional development, and curriculum alignment.

• Establish and implement a variety of systems and processes which will provide accurate information on student learning, both prior and ongoing, to inform future planning.

• Support the identification, organisation and initiation, where appropriate, of curricular and educational enhancement activities in support of teaching and learning.

• Work collaboratively with colleagues to plan, implement and assess support.

• Supports or leads staff meetings, with a focus on professional development of inclusionary practices.

• Contribute and develop ideas for creating a school culture where learning diversity is seen as a strength and an asset.

Programme Delivery: The Learning Diversity Coordinator uses professional knowledge to

empower their team to implement various instructional strategies to meet individual learning needs and implement various services for the targeted learning community.

• Be a role model of outstanding teaching in their subject area through delivering engaging and challenging lessons which appropriately apply differentiation strategies.

• Coach and otherwise support their team members as needed to improve instructional delivery.

• Lead the SSS team to develop interventions that will significantly improve student learning outcomes in the subject area for selected or all students.

• Collaborate with the subject teachers, counsellors, CLs, Heads of Years, Programme Coordinators, Principals and the Dean of Students to develop and enhance inclusion in Global Jay

• Deliver high-quality information sessions and workshops on the subject of inclusion and learning diversity to all school community members

• Deliver learning support that aligns with the goals in the IEP/SSP and support that is targeted at empowering students, building skills to support independence, building student agency and is based on student’s strengths.

• Support learning diversity in learning support sessions, lessons, meetings and workshops in a way that models the IB principles of inclusive education and our GJS definition of 3 inclusion.

• Wherever possible, utilise technology to remove barriers and unleash talent. Instructional Reflection: The Learning Diversity Coordinator reflects on the professional standards and their role as a leader within the school. The professional growth and development process itself supports this standard and guides the identification of future areas for development.

• Actively participate in the yearly professional growth and development process and contribute to attaining school strategic plan goals where appropriate.

• Regularly reflect on and seek to enhance inclusion at GJS.

• Gathers and analyses data and information from multiple sources to inform decision-making for school improvement and strategic planning.

• Analyses feedback from stakeholders regarding their role as a curriculum leader within the school, and following reflection, incorporates suggestions and new ideas for development into their professional growth and development process.

• Reflects on their interactions with parents, students, and teachers and identifies strategies for developing ongoing relationships to empower students through the programme and teachers through their teaching and learning responsibilities.

• Model self, unit and programme reflection and organised documentation.

• Facilitate department reflection on student learning.

  
  

Assessment: The Learning Diversity Coordinator, individually and in collaboration with their team, principals, and coordinators, gathers, analyses, and uses data to; identify students who may need support, monitor student growth, coordinate student movement through the three tiers, create appropriate goals and strategies and initiate conversations about student achievement.

• Collaborate with the team to determine data necessary for analysis of student achievement in the programme.

• Lead and model using IXL, Cat4, PYP/MYP/DP assessment data, educational psychologists’ standardised testing, and anecdotal data to create, implement, monitor and evaluate student support interventions.

• Observe and assess students for potential learning barriers and assist in developing Student Success Plans and Individualised Education Plans.

• Actively work to empower the student to become equipped with strategies to minimise learning barriers.

• Provide appropriate documentation, observations and recommendations for all assigned students of concern or students on the learning support register

• Analyse data collected on the Data Collection Form at the tier 1 level to create relevant, meaningful and targeted Student Success Plans or Individual Education Plans.

• Actively lead teachers through the data collection process at the tier 1 level.

• Utilise additional data points available to teachers across school divisions.

  
  

Communication and Collaboration:The Learning Diversity Coordinator communicates

and collaborates appropriately with students, families, staff, and the community to promote

inclusion and student success.

• Works with all students, staff, and the school community in a way that empowers students to take responsibility for their own growth and development.

• Develops an understanding of student learner variability and how their strengths might support in removing or reducing barriers to learning.

• Create an open and inviting atmosphere in the learning environment.

• Take initiative, demonstrate a growth mindset, and take a rigorous approach to their work for and with their subject area team.

• Communicates long and short-term goals and the school improvement plan to staff within his/her area of responsibility.

• Ensure subject area team members follow and implement school policies and GJS teaching and learning expectations

• In line with referral procedures, communicate and collaborate with the wider pastoral and teaching team regarding students of concern and students on the learning support register.

• Lead department meetings and facilitate the rotation of a minute taker in an organised manner.

• Contribute to Curriculum Leader meetings to improve understanding of student progress, teaching and learning across all subjects and continuum.

• Create and sustain a positive culture in their department through effective and regular communication with members of the team to ensure colleagues are supported and receive necessary professional development

• Ensure the safety and support of all students at all times. Immediately report any concerns to the appropriate members of leadership (Child Protection Lead, Principal, Dean of Students, etc.).

• Call for, facilitate, and participate in informational meetings with parents, students, and other members of the GJS community in relation to inclusion and student success

• Suggest or propose resources needed through budget requests.

• Observe, mentor and provide guidance to their team members.

• Implements teacher and staff evaluation systems in accordance with policy, procedure, and accreditation requirements to ensure teacher and staff effectiveness.

• Provides timely formal and informal feedback on strengths and areas for improvement.

• Communicates any behaviour-related concerns that may result in future employment decisions, including appropriate recommendations for personnel assignment, retention, promotion, and dismissal of expatriate employees consistent with established policies and procedures.

• Supervises the Student Support Services Department.

• Ensure timely communication to all relevant stakeholders of reviews, updates, reports, action plans and agreements, in line with the process duration specified in our inclusion documentation.

• Support learning engagements and school events with specialist teachers, for example, athletics carnivals and assemblies.

The Learning Diversity Coordinator maintains a commitment to professional ethics, international-mindedness and the school’s mission; communicates and collaborates effectively with their team, learners, families, other staff and the community to promote student learning and inclusion; and takes responsibility for participation in professional growth that results in enhancement of student learning.

• Maintain legal, ethical, and moral guidelines in line with Indonesian law, the Global Jaya

• School vision and mission, our accrediting bodies' policies, procedures, and regulations, and the profession's ethics.

• Ensure confidentiality when appropriate and in accordance with the institutions listed in bullet point one; share information when appropriate and in accordance with those listed in bullet point one.

• Adhere to professional expectations as stated in all Global Jaya School policies.

• Maintain professional and culturally appropriate dress during working hours and while otherwise representing Global Jaya School.

• Maintain the minimum required on-campus working hours of 7:15-16:00.

• Understand international mindedness and its relation to the school's vision and mission.

• Model the IB learner profile attributes.

• Attend and actively participate in all required meetings.

• Actively participate in all required professional development offered by the school and implement new knowledge and understanding to ensure a positive impact on student learning.

• Accept and/or actively look for opportunities to share professional knowledge within and outside the school.

• Attend professional development outside of school (nationally or regionally) and share that learning with your department upon return.

• Ensure information requests and assigned tasks from the Head of School, Principals or

• Coordinators are completed in a timely manner.

• Attend and participate in Mid-Semester Conferences. Ensure inclusion and diversity-related displays are regularly updated and look professional.

• Fulfil supervision requirements – yard duty, gate duty and prayer duty.

• Actively engage in the wider school community by sharing abilities and talents by participating in school events.

Student Progress

The Learning Diversity Coordinator leadership results in acceptable and measurable student and programme progress consistent with the school’s mission and school-wide goals.

• Ensure students have opportunities to make at least expected progress in the subject area during the PYP, MYP and DP years, regardless of their starting point in the programme.

• Support student growth by ensuring that all learning support goals, strategies and plans are student-centred, strength-oriented, relevant to the student and their context and achievable.

• Review and report on student growth, in alignment with IEP/SSP documentation and the expected review cycle of these documents.

• Facilitates collaborative decision-making to analyse current achievement data and instructional strategies to differentiate instruction and assessment to increase student achievement.

• Collaborates with teachers and staff to monitor student progress by analysing multiple data measures and applying research-based educational strategies to meet student academic needs.

• Communicate student progress effectively and in a timely manner to all appropriate parties.

• Regularly communicate with and collaborate with each of the assigned student’s support team.

• Ensure that all support, plans, reviews and meetings are documented and communicated to appropriate parties.

• Minimum of five successful years of educational experience (teaching and leadership combined)

• Background and relevant experience in Social-Emotional Learning preferred.

• Master’s Degree in Educational Administration is preferred.

• Prior leadership experience within a school context.

• Outstanding interpersonal, communication, leadership, and conflict resolution skills required.

• Experience working in a school culture that supports English Language learners preferred.

• Indonesian law limits work visas to those fifty-eight years old or younger. Practically speaking, candidates should not be more than 54 when starting a contract.

The salary and benefits will be competitive and commensurate with the qualifications and experience of the successful candidate and with similar positions at other schools of comparable size in the region. 

Benefits include:

●Tax-free salary

●Furnished housing and utility allowance

●International health care

●Annual home leave

●Shipping allowance, entering and departing Indonesia

Following the probationary period, the performance of this position will be evaluated annually following provisions of the Board's policy on the evaluation of licensed personnel.

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