Green Hills Academy (GHA) serves 2,400 students in Kigali, Rwanda. Green Hills Academy wishes to fill the below vacant position with qualified, experienced, talented, capable and dedicated individual to join the team to make a difference. The position details are outlined below; -

Schoolwide Inclusion Coordinator

Job Description

The Schoolwide Inclusion Coordinator provides visionary leadership in developing and sustaining an inclusive learning environment across Nursery, Primary, Middle, and High School. Guided by IB pedagogy, best practices, NEASC Learning Principles, and the school’s mission, the Coordinator ensures that all learners regardless of ability, background, or learning differences are supported in achieving their full potential.

The Coordinator oversees the strategic direction, coordination, and delivery of services to learners who require additional academic, cognitive, social, emotional, or behavioral enrichment and enhancement support, while building educator capacity and fostering a culture of inclusion throughout the school community. The Coordinator reports to the Head of School.

Key Responsibilities

Strategic Leadership

• Develop, implement, and review a whole-school Inclusion and Learner Support Framework that is aligned with the IB philosophy and standards.
• Lead the design and implementation of inclusive practices that promote access, participation, and achievement for all learners.
• Collaborate with the Principals, Vice Principals, IB Programme Coordinators, and Educators to embed inclusive approaches into curriculum design, assessment, and pedagogy.
• Lead the Inclusion and Learner Support Department, providing direction, mentorship, and professional growth opportunities for all members of the Department.

Learner Support

• Oversee the identification, assessment, and documentation of learners requiring additional support or enrichment.
• Collaborate with the Admission Coordinator to ensure that all applicants with special needs are assessed and that GHA can meet their needs before admission.
• Conduct assessments, as needed.
• Ensure effective development, implementation, and review of Individual Learning Plans.
• Monitor the progress and well-being of learners receiving support, ensuring interventions are data-informed and evidence-based.
• Coordinate access arrangements for internal and IB assessments, ensuring compliance with IB Access and Inclusion Policy requirements.
• Work collaboratively with educators to help them identify learners who may need learning support.
• Assess or arrange assessment for learners identified as needing learning support.
• Provide a wide range of resources to assist educators in supporting learners.
• Coordinate learning support services for learners, including Reading Intervention, ELL, and Gifted and Talented.
• Communicate with parents as needed regarding the learning support services.
• Serve as the Learner Support Coordinator for a specific school section, if assigned.

Collaboration and Professional Development

• Build Educator and Assistant Educator capacity through professional development on differentiation, Universal Design for Learning, social-emotional learning, and more.
• Support Educators and Assistant Educators in adapting instruction and assessments to meet diverse learner needs.
• Foster collaboration among educators, counselors, learning support specialists, and external service providers.
• Serve as a liaison between families, educators, and outside professionals to ensure holistic and consistent support for learners.

Policy, Data, and Compliance

• Lead the development and periodic review of the Inclusion Policy and related procedures to meet IB and NEASC standards.
• Maintain accurate and confidential records of learner support, progress monitoring, and accommodations.
• Contribute to IB authorization, evaluation, and accreditation processes, ensuring inclusion-related documentation is up to date and comprehensive.
• Use school-wide data to identify trends, measure impact, and inform strategic planning for inclusion and learner support.

Qualifications

• Master’s degree in Education, Special Education, Educational Leadership, or related field
• Minimum of seven years of educational experience, including leadership in inclusion, learner support, or learner services
• Deep understanding of inclusive education practices and frameworks
• Qualification to conduct psychoeducational assessments is preferred
• Strong knowledge of IB philosophy, access and inclusion guidelines, and differentiation strategies across the IB continuum
• Demonstrated success in managing multidisciplinary teams and working collaboratively with diverse stakeholders.
• Excellent communication, organizational, and interpersonal skills

The duties and responsibilities in this job description are not exhaustive, and the post-holder may be required to undertake other duties. Any such duties should, however, not substantially change the nature of the Coordinator’s responsibilities.

Interested candidates are requested to submit their applications including a brief cover letter, detailed CV, copies of relevant degree as well as the names and contact information of three recent referees who have been direct supervisors to; email;- humanresources@greenhillsacademy.rw by 5.00 p.m. on Friday 20^th February 2026.

To learn more about GHA, please visit our website at www.greenhillsacademy.rw

Only shortlisted applicants will be contacted for interviews.