Kayla, can you think about what the SEND priorities for the school are?
Is there something (eg dyslexia, autism, cognitive delay, SEMH etc) that is more of an issue? How confident are your colleagues in dealing with different SENDs? Are there training needs?
How do they record the support given, how do they monitor progress and communicate with parents about additional support and its impact?
In the UK a huge part of the job is paperwork: looking for funding, justifying SEND provision, applying for EHCNA, doing annual reviews, liaising with external agencies; I have no idea how all that works in international schools?