High School Learning Support Teacher

High School Educator Responsibilities

• Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
• Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
• Identify essential learning and use a planning framework with standards, learning targets, real‑world connections, and a culturally responsive curriculum.
• Design quality standards‑based formative, summative and self‑assessments that provide students with frequent feedback and communicate students’ growth and achievement.
• Plan and implement engaging learning experiences that are inquiry‑based, collaborative, culturally responsive, and differentiated.
• Respond to learners’ diverse needs using responsive, measurable, and research‑informed interventions and extensions.
• Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
• Possess experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.
• Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback, and engages in professional learning and reflection.
• Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coach and Principals, and participate in external opportunities.
• Design and implement inquiry‑based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
• Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
• Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds.
• Integrate technology in innovative ways in daily instruction to enhance learning.
• Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsoring clubs, events, overseas travel and/or community service projects, etc.).
• Strive for continuous self‑improvement as a life‑long learner.
• Model the Core Values in your interactions with all members of the school community.
• Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsoring clubs, attending events beyond the school day, community service projects, etc.).
• Connect with and be available to parents and students during and outside of school hours (in person and via email communication).

Role‑Specific Responsibilities

• Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function.
• Write/update students’ Individual Education Support Plan using data to inform SMART goals.
• Plan data‑informed interventions to support the development of reading, writing, math, and executive function skills.
• Use a variety of progress monitoring strategies to monitor student progress toward their goals.
• Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Collaborate with PLC members, students, and parents to write Individual Education Support Plans with SMART goals as well as Individual Accommodation Plans.
• Collaborate with subject‑area teachers and implement a broad range of strategies to support students in a co‑taught, inclusive classroom.

Position Requirements & Qualifications

• Bachelor’s Degree in relevant field.
• Master’s Degree in relevant field preferred.
• Teaching license or a degree in education.
• Certification in special education preferred.
• At least two years full‑time teaching experience preferred.
• Extensive experience working with students with a variety of learning differences.
• Experience differentiating instruction and assessment based on student learning needs.
• Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation.
• Experience with tiered supports including but not limited to Response to Intervention (RTI) framework or Multi‑Tiered Systems of Support (MTSS).
• Comprehensive knowledge of current best practices in teaching early literacy and numeracy skills.
• Demonstrate proficiency in implementing strategies and interventions to support the development of executive function skills.
• Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.
• Must be confident in the ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s).
• Standards‑based curriculum experience preferred.
• Excellent verbal and written English language skills.
• Confident technology skills for teaching and administrative tasks.

Working Requirements

• Mandatory attendance of weekly faculty meetings beyond the school day, new hire orientation, and educator professional learning days.
• Chaperone and participate in a minimum of four evening and/or weekend school activities each year, as assigned (including Back‑to‑School Night, learning conferences, musical performances, concerts, and more).
• SAS faculty members are expected to commit to chaperoning learning experiences including those requiring overseas and/or overnight excursions, including but not limited to High School Interim Semester, IASAS Music and other curricular and co‑curricular trips.

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