Job Description
- POSITION OBJECTIVE(S): Provides a range of learning support in grades K-5, manages student support cases, coordinates and provides an effective and efficient system of Learning Support Services designed to meet the needs of assigned students, writes and maintains Individual Learning Plans (ILPs), and effectively integrates students into the least restrictive environment. The role also involves bringing evidence-based practices into classrooms by working with and supporting teachers and administration to increase student engagement, improve student achievement, and build teacher capacity using tiered intervention strategies.
- STUDENT ASSIGNMENT: Provide support for students needing tier two and tier three support (which typically includes students with IEPs/ILPs and Accommodation Plans or other students who have demonstrated behavior and/or learning challenges that require intervention and instruction.) In addition, this role supports students through push-in and pull-out models to support students needing various tiers of support to work in a co-teaching, collaborative, small group, or 1:1 setting.
Essential Duties and Responsibilities
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following: (Other duties may be assigned by the divisional principal)
PLANNING & PREPARATION
- Integrates current best practices, research, and special education laws/practices into the education of students with a variety of learning needs and provides the most effective educational program for assigned students.
- Demonstrates knowledge and understanding of assigned students including intellectual, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; economic and cultural influences; student's family, school, and community context.
- Serves as liaison person to ensure a successful transition of assigned students from school to school or classroom to classroom.
- Understands and uses assessment information to develop an effective standards-based ILP/504 Plan for those students who qualify for such services.
- With the counselor and student support team coordinator, researches, coordinates, and effectively utilizes available school and community resources to ensure the proper delivery of students' ILP (e.g., OT/PT, internal and external professionals, and tutors).
- Works with classroom teachers to select, design/modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) for assigned students designed to promote the academic, vocational, physical and social development needs of students, adhering to accommodations as appropriate.
- When necessary, assists the counselor and student support team in coordinating a thorough assessment which may include language, behavior, visual motor, gross and fine motor, and cognitive skills using a variety of techniques including standardized tests, rubrics, checklists, curriculum-based measures, developmental scales, observations, behavior objectives, and the like.
- Collaborates with SST (Student Support Team) members and attends all SST meetings.
- Confers with parents, school counselors, classroom teachers, outside tutors, administrators, testing specialists, and other professionals as needed to determine proper assessment tools and procedures, and to discuss evaluation results.
- Interprets both educational and clinical findings to accurately determine program eligibility and to assess student progress.
Job Responsibilities and Roles
JOB RESPONSIBILITIES AND ROLES:
- Supports the instructional development of all teachers in understanding and implementing the curriculum and varied assessments.
- Builds strong relationships with teachers, administrators, and other colleagues.
- Creates an articulated schedule with administration.
- Assists teachers in understanding the WBAIS mission, core values, and Profile of a Learner.
- Provides technical support to collaborative teams within buildings.
- Assists teachers with resources, materials, tools, information, etc. to support classroom instruction and planning, including new resources.
- Supports teachers and administrators in using data to improve instruction on all levels.
- Assists teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
- Supports teachers by helping with the ―strategic how of teaching -- sharing multiple instructional strategies/processes with teachers during planning times.
- Develops staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development-targeted topics and designs to support student learning.
- Contributes to the development of systems and structures to improve teacher practice within schools.
- Provides job-embedded informal professional learning beyond the coaching responsibility.
- Certified in any specific teaching area, Minimum 5 years experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
Learning Environment
LEARNING ENVIRONMENT
- Creates and maintains an environment of respect and rapport.
- Effectively serves all children on general caseload and assists with the integration of assigned students into regular classroom settings using the concepts of normalization and least restrictive environment.
- Coordinates services and assures productive, effective, and efficient use of assigned para-educators.
- Determines appropriate affective and social behavior, identifies children's competencies in their daily living skills, and collaboratively develops and implements effective student behavior support plan.
- Identifies and implements appropriate assistive technology devices and other adaptive or augmentative systems that will enhance student communication and accessibility to learning.
- Provides a safe learning environment for all students. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
INSTRUCTION
- Effectively provides academic instruction and other direct services to assigned students individually, and in small/large groups (both outside and within the regular classroom) as decided by team members, using the recommendations of the most current written Evaluation Report.
- Implements appropriate classroom activities/educational materials to effectively engage students in learning and to maximize student comprehension of the lesson; including implementation of ILPs, instructional groupings, behavioral management techniques, peer support, and the like.
- Assists the classroom teacher in providing effective, timely, and quality feedback on student progress to parents, students, and other professionals as needed or required.
- Assists the classroom teacher in accurately assessing the effectiveness of classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, and the like) to make sure instructional goals of assigned students are being met; and persistently seeks thoughtful alternative approaches/resources to improve student learning.
OTHER PROFESSIONAL RESPONSIBILITIES
- Routinely observes student interactions and learning environments in the classroom, school, and community to assess instructional effectiveness.
- Identifies, coordinates, and implements training for teachers, para-educators, and other school personnel as it relates to understanding disabilities, managing and implementing student programs, screening and assessment, behavior management techniques, developing ILPs, and evaluating student progress.
- Assists the Student Support Team in planning and evaluating program effectiveness and identifying program needs.
- Prepares and maintains accurate, complete, timely, effective, and confidential student records and related reports as required by AIS regulations.
- Communicates/collaborates effectively with parents to keep families informed of the instructional programs and individual student progress; and effectively engages families to help meet the educational needs of the student. Means of communication may include conferences, phone conversations, emails, and quarterly/mid-year reports.
- Works effectively, cooperatively, and respectfully with supervisors, colleagues, and subordinates. Implements strategies such as collaborative teaming, conflict resolution, and mediation strategies to facilitate team decisions around student programs.
- Implements tiered instructional and behavioral strategies as needed within the classroom setting
- Participates in SST meetings as requested.
- Actively participates in school events, workshops, in-service meetings, building-level staff meetings, and other school committees/projects.
- Responsible for ongoing professional growth activities as outlined in one’s own individual Professional Growth Plan, consistent with AIS goals and school action/strategic plans, and as directed by the School Principal/Department Head.
- Keeps abreast of current best practices and research.
- Acts as an additional learning support person for classroom teachers, para-educators, and administration; and participates as a leader in teacher training activities.
- Shows professionalism and considers "What's best for students" in serving and advocating for students and in decision-making.
- Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, and school policies.
Position Requirements
To excel in this position, an individual must successfully perform each essential responsibility, in addition to the following:
- Classroom technology – be familiar with educational technology such as Google Suite and online learning management systems.
- Classroom facilitation – effectively orchestrate a class with high learning impact, by incorporating best practices into the classroom.
- Curriculum development – contribute to the development and documenting of curricular documents (unit plans, assessments, standards documentation, etc.).
- Communication skills – proactively communicate to integrate all community stakeholders into the learning process.
Priority will be given to candidates who have experience:
- Working with students with varying levels of English language fluency
- Collaborating in a co-teaching model
- Teaching in an international school setting
- Contributing to student experiences beyond the classroom (such as after-school activities, evening events, and community gatherings.)
Qualifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:
- Education and Experience. Special Education degree or other appropriate discipline plus 2 years of relevant experience preferred (or a combination of education and experience from which comparable knowledge and skills are acquired). Experience in administering, interpreting, and explaining standardized diagnostic testing reports, IEPs/ILPs, Psychological Educational Testing, Behavioral Rating Scales, and 504 plans.
- Certifications and Licenses. Valid university certification such as - MA in special education, plus a teaching degree.
- Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and special education regulations. Ability to respond to common inquiries or complaints from parents or members of the community. Ability to write reports. Ability to effectively present information to and respond to questions from administrators, parents, colleagues, board members, and members of the community.
- Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
- Computer Skills and Experience. Good basic computer skills and experience with word processing programs are required.
- Knowledge and experience of a variety of adaptive equipment and software.
- Communication & Interpersonal Skills. Ability to effectively, efficiently, and regularly communicate and work cooperatively with a variety of individuals, including students, colleagues, subordinates, supervisors, parents, and outside professionals. Ability to effectively resolve conflicts and handle stress.
Supervision Received
Grades K-5: Reports to and receives general administrative direction from the learning support department. Evaluated by the Elementary School Principal.
General Faculty Expectations
- Implement the school's mission statement;
- Effectively model and encourage multicultural awareness, tolerance, and understanding following the WBAIS Profile of a Learner;
- Work effectively with a varied student population (EAL students, students with learning challenges, late-entering students, and gifted and talented students);
- Demonstrate knowledge of and capacity to develop and work with a standards-based curriculum;
- Utilize accurate and up-to-date knowledge of curriculum and subject matter, applying current educational research and training;
- Design effective lessons with teaching strategies that meet student needs and abilities;
- Demonstrate effective classroom management skills and strategies that encourage student self-discipline;
- Effectively monitor student work with timely and meaningful feedback, modifying goals and strategies as needed;
- Employ technology (computers, video, telecommunication, etc.) as appropriate to enhance instruction;
- Promote a positive relationship with others, sharing ideas, materials, experiences and expertise;
- Participate in peer coaching and other instructional improvement programs;
- Demonstrate a commitment to professional development both during the school year and during off-school months as needed;
- Support school-wide projects such as student activities, staff development, and community efforts and events.
Child Protection
WBAIS is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Aligned with the recommendations of the International Task Force on Child Protection, we hold ourselves to a high standard of effective recruiting practices with specific attention to child protection.
Position Details
Reports to: ES Principal
Job Capacity: 100%
Start Date: Estimated start would be November 2024
WBAIS and Israel
Established under the auspices of the American Embassy in 1958, The Walworth Barbour American International School in Israel (WBAIS) is an MSA-accredited, fully independent, co-educational Pre-K - 12 international school, that offers a robust program leading to a US high school diploma.
With a present enrollment of approximately 690 students representing over 40 nationalities, WBAIS Israel is a diverse and vibrant community. Approximately 30% of WBAIS students are American, 40% from countries all over the world, and 30% Israeli.
In 2008 WBAIS moved to its current 19-acre campus that opened in 2007 and is located in the town of Even Yehuda, a residential community approximately 20 kilometers north of Tel Aviv. The purpose-built campus includes four separate divisions, a performing arts building with a 400-seat auditorium, a full gym, a cafeteria, a library, and media center, athletic fields, tennis and basketball courts, and an Olympic-sized pool.
Introduction
The mission of WBAIS is to educate and prepare students for engagement in a changing world. WBAIS teachers are dedicated to student success, concerned about the physical and emotional well-being of their students, passionate about student learning, and excited by the prospect of working within a dynamic, diverse community.
Classroom practices emphasize active, collaborative learning; team-building activities; the application of technology to authentic learning experiences; differentiated instruction, and student achievement.
Apply here: https://wbais.bamboohr.com/careers/94
