Job Title:  Accounts Assistant

Department:  Business Office

Reports to:  Business Manager

General Job Description: The Accounts Assistant will assist the Business Manager and the department with maintaining financial records, processing transactions, and helping ensure the smooth and efficient running of the school’s accounting and finance operations.

Duties and Responsibilities:

Prepare and process bank payment vouchers accurately and in a timely manner.

Manage the receipt of tuition fees and ensure timely reconciliation of the tuition fee account.

Reconcile various financial accounts and prepare detailed schedules as needed.

Perform regular reconciliation of the school’s bank accounts, ensuring all transactions are properly accounted for.

Handle the monthly Sindh Revenue Board (SRB) tax payments and ensure accurate e-filing of statements.

Maintain proper filing and organization of financial records for accurate recordkeeping and easy retrieval.

Qualifications and Experience:

At least a Bachelors degree in accounting, finance, or related field.

At least four years of experience in an accounts or finance assistant role (experience in an educational setting is a plus).

Proficiency in accounting software and Microsoft Office, especially Excel.

Strong numerical and analytical skills.

Good understanding of basic accounting principles and practices.

Excellent communication skills, both written and verbal.

Skills and Abilities:

Strong attention to detail and accuracy

Ability to prioritize tasks and manage time efficiently.

Strong organizational skills and ability to handle multiple tasks simultaneously.

Ability to work as part of a team and independently.

High level of integrity and commitment to confidentiality.

Job Title: Teaching Assistant – Elementary School

Department: Elementary School

Reports to: Elementary Principal

General Job Description: The Elementary Teaching Assistant supports the lead teacher in creating a positive, engaging, and inclusive learning environment for students. This role involves assisting with instruction, classroom management, and student support while fostering a nurturing atmosphere that meets the diverse needs of an international student body. The Teaching Assistant works closely with students, teachers, and staff to ensure academic, social, and emotional growth in the classroom.

Essential Duties:

• Assist in delivering lessons and providing one-on-one or small-group support to students in core subjects (Language Arts, Mathematics, Science, Social Studies).
• Support classroom activities by preparing materials, resources, and learning centers.
• Reinforce classroom rules and promote positive student behavior in alignment with school expectations.
• Provide differentiated support for students with varying learning needs, including English Language Learners (ELLs) and students needing additional reinforcement or enrichment.
• Supervise students during transitions, recess, lunch, and other non-instructional times to ensure a safe and structured environment.
• Assist in grading, organizing student work, and maintaining classroom records.
• Collaborate with the lead teacher and specialists to create an inclusive and engaging classroom experience.
• Communicate effectively with teachers, staff, and parents to support student learning and well-being.
• Participate in professional development, team meetings, and school-wide initiatives.

Key Responsibilities:

Student Support & Instructional Assistance:

Provide academic assistance during lessons, ensuring all students stay engaged and on task.

Adapt classroom activities to meet the needs of diverse learners, offering extra support when needed.

Assist in monitoring and assessing student progress through informal observations and feedback.

Classroom Management & Organization:

Help create a structured, supportive, and welcoming classroom environment.

Encourage students to be independent learners while offering guidance as needed.

Maintain organization of classroom materials, student work, and learning tools.

Collaboration & Communication:

Work closely with classroom teachers, specialists, and school staff to support students effectively.

Maintain confidentiality and professionalism when interacting with students and families.

Support school events, activities, and extracurricular programs as needed.

Qualifications and Experience:

• Bachelor’s degree in Education, Child Development, or a related field (preferred).
• Prior experience working with elementary students in an educational setting preferred.

Skills and Abilities:

• Strong understanding of child development and learning needs.
• Ability to build positive relationships with students, teachers, and parents.
• Excellent communication, collaboration, and classroom management skills.
• Proficiency in basic technology tools for classroom instruction and student engagement.
• Flexibility, patience, and enthusiasm for working with young learners.

Job Title: Occupational Therapist – Fine Motor Skills Specialist (Part-time)

Department: Learning Support

Reports to: Special Education Director, or designated school administrator

General Job Description: The Occupational Therapist (OT) specializing in fine motor skills in a K-12 school setting is responsible for assessing, planning, and implementing therapeutic interventions aimed at improving students’ fine motor abilities. These skills are crucial for academic success, including tasks such as writing, cutting, manipulating objects, and using educational tools. The OT will work collaboratively with teachers, parents, and other school professionals to help students develop the motor skills necessary to participate fully in their education.

Duties and Responsibilities:

1. Fine Motor Skill Assessment and Evaluation:

• • Conduct thorough assessments of students’ fine motor skills, including hand-eye coordination, grasp patterns, pencil control, cutting, and other related tasks.
  • Identify students who may need additional support with fine motor tasks through direct observation, standardized assessments, and input from teachers and parents.
  • Analyze assessment data to determine individual student needs and develop personalized therapy plans.

2. Development of Individualized Education Plans (IEP):

• • Collaborate with the educational team to create and update Individualized Education Plans (IEPs) for students with fine motor goals.
  • Develop specific, measurable, and attainable fine motor goals based on each student’s evaluation.
  • Participate in IEP meetings, offering expertise on fine motor development and providing recommendations for accommodations and strategies to support students’ academic performance.

3. Direct Intervention and Therapy:

• • Provide direct therapy services to students focusing on enhancing fine motor skills such as handwriting, cutting, using tools, buttoning, zipping, and other activities requiring manual dexterity.
  • Use a variety of techniques, exercises, and activities to improve hand strength, coordination, bilateral integration, and spatial awareness.
  • Integrate fine motor activities into students’ daily school routines, ensuring relevance to classroom tasks and learning objectives.

4. Collaboration and Consultation:

• • Collaborate closely with classroom teachers, special education staff, and parents to ensure that fine motor goals are integrated into the student’s learning environment.
  • Offer guidance and strategies to classroom teachers on how to support fine motor skill development in daily academic tasks.
  • Provide professional development or training sessions for teacher son fine motor strategies, including adapting classroom materials and activities to support students with fine motor challenges.

5. Monitoring and Reporting:

• • Regularly monitor and track student progress toward fine motor goals as outlined in IEPs.
  • Document therapy sessions, student progress, and any modifications to therapy plans.
  • Provide periodic reports to parents, teachers, and school administrators on student progress, challenges, and recommended next steps.

6. Use of Adaptive Equipment and Tools:

• • Assess the need for and recommend the use of specialized tools or adaptive equipment (e.g., pencil grips, ergonomic writing aids, scissors for special needs) to support students with fine motor challenges.
  • Train students and staff on the proper use of adaptive tools to promote independence and skill development.

7. Support for Academic and Functional Skills:

• • Support students in areas beyond fine motor development, including tasks that require hand strength and coordination, such as organizing materials, opening packaging, and using computers.
  • Work with students to improve their functional abilities, helping them increase their independence in tasks like feeding, dressing, and self-care.

8. Professional Development and Team Participation:

• • Keep current with the latest research, methods, and strategies in fine motor therapy for children.
  • Participate in regular meetings with the multidisciplinary team to discuss student progress, challenges, and strategies for continued improvement.
  • Engage in ongoing professional development through workshops, courses, and other training opportunities.

9. Other Duties:

• • Assist in identifying students who may benefit from additional support outside of regular therapy sessions.
  • Provide crisis intervention in cases where a student’s fine motor difficulties are impacting their ability to participate in school activities or presenting behavioral challenges.

Qualifications and Experience:

• Bachelor’s or Master’s degree in Occupational Therapy from an accredited institute.
• State licensure and certification as an Occupational Therapist.
• Experience working with children, particularly in a school or pediatric setting, with focus on fine motor skills development.

Skills and Abilities:

• Strong understanding of developmental milestones for fine motor skills in children.
• Ability to assess, design, and implement effective therapy programs tailored to the individual needs of students.
• Familiarity with special education laws, IEP processes, and assistive technology.
• Excellent communication, organizational, and interpersonal skills.
• Ability to work collaboratively with teachers, administrators, parents, and other professionals, and to use specialized therapy tools and adaptive equipment.

Job Title: Speech-Language Pathologist (Part-time)

Department: Learning Support

Reports to: Special Education Director, or designated school administrator

General Job Description: The Speech-Language Pathologist (SLP) is a part-time position, responsible for diagnosing, treating, and providing support to students with speech, language, communication, and swallowing disorders. The SLP works collaboratively with teachers, parents, and other school professionals to develop individualized education plans (IEPs) and provide direct and consultative therapy services to enhance students’ ability to communicate effectively in the classroom and other school settings.

Duties and Responsibilities:

1. Assessment and Evaluation:

• • Conduct thorough speech and language evaluations for students referred for communication concerns, including assessing articulation, language, fluency, voice, and social communication skills.
  • Use formal and informal assessments, including standardized tests, observations, and interviews, to identify speech-language impairments.
  • Develop individualized assessment reports that outline findings, diagnoses, and recommendations for intervention.

2. Individualized Education Plan (IEP) Development:

• • Collaborate with the educational team to develop and implement Individualized Education Plans (IEPs) for students with speech and language goals.
  • Set specific, measurable, and achievable goals related to communication skills, including speech clarity, language comprehension, expressive language, and social communication.
  • Participate in IEP meetings, offering expert input on student progress, therapy needs, and accommodations or modifications for speech and language support.

3. Speech and Language Intervention:

• • Provide direct individual or small group therapy to students based on their IEP goals, addressing speech disorders (e.g., articulation, fluency), language disorders (e.g., receptive and expressive language), voice issues, and social communication challenges.
  • Utilize evidence-based practices, therapeutic activities, and materials to help students improve communication skills, using both in-person and virtual therapy methods as appropriate.
  • Implement interventions for speech disorders such as articulation, phonological processes, and stuttering, as well as language disorders affecting syntax, semantics, and pragmatics.

4. Consultation and Collaboration:

• • Work closely with teachers, school psychologists, special education staff, and other professionals to ensure speech-language goals are integrated into the students’ academic routines and classroom environments.
  • Provide consultation and training to teachers and school staff regarding strategies to support students’ communication needs within the classroom setting.
  • Communicate regularly with parents to update them on their child’s progress, share strategies for home support, and discuss any recommendations for further interventions or assessments.

5. Monitoring and Documentation:

• • Maintain accurate and up-to-date records of student evaluations, treatment plans, therapy sessions, progress reports, and other relevant documentation in compliance with state and federal regulations.
  • Regularly monitor and evaluate students’ progress towards their speech and language goals, adjusting interventions as needed.
  • Prepare and present progress reports for IEP meetings, parent conferences, and other school-related meetings.

6. Support for Social and Behavioral Communication:

• • Provide support for students with social communication difficulties, including those with autism spectrum disorder (ASD), social anxiety, or pragmatic language delays, helping them improve peer interactions and communication in group settings.
  • Implement strategies to enhance communication in social contexts, such as understanding and using nonverbal cues, maintaining conversations, and using appropriate communication styles in school activities.

7. Professional Development:

• • Stay current with the latest research, techniques, and tools in speech and language pathology, particularly in the context of K-12 education.
  • Participate in ongoing professional development through workshops, conferences, and training to enhance knowledge and skills.
  • Engage in regular collaboration and professional learning with colleagues to share best practices and strategies for supporting students with speech and language needs.

8. Other Duties:

• • Assist in identifying students who may benefit from speech therapy services, including conducting screenings or provide recommendations for referrals.
  • Participate in school-wide initiatives, such as supporting literacy programs or social-emotional learning, where speech and language skills are essential.

Qualifications and Experience:

• Master’s degree in Speech-Language Pathology from an accredited program.
• Valid state licensure as a Speech-Language Pathologist.
• Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association (ASHA) preferred.
• Experience working with children in a school or pediatric setting, particularly in the areas of speech and language development.

Skills and Abilities:

• Strong understanding of child development, speech and language disorders, and special education regulations.
• Ability to work collaboratively in an interdisciplinary team, including teachers, special education staff, and parents.
• Excellent communication, organizational, and problem-solving skills.