High School Learning Support Teacher

HIGH SCHOOL Learning Support Teacher

Our vision at SAS explains why we exist. We aspire to be a world leader in education, cultivating exceptional thinkers prepared for the future. We are committed to our mission that has been at the heart of our 65-year history: to provide each student an exemplary American educational experience with an international perspective.

If there is one thing we know about the future, it is that our students will graduate into a rapidly changing, increasingly global world where their success will depend to a large degree on their ability to learn new skills, take on new challenges, and work with a diverse range of people. We aim to build a strong sense of joy and purpose in learning among our students to enable them to do so.

We know that our students’ future success will depend on their ability to develop skills such as critical thinking, creativity, and cultural competence. And, it will depend on the quality of the moral character they develop. We seek to personalize learning for every child to meet their unique learning needs. We know that supporting them in their social-emotional growth is as important as their academic growth. And, we seek to stimulate that growth in a community as rich in equity and inclusion as it is in the extraordinary diversity of our students. Our ability to attract, retain, and develop diverse talented educators, working collaboratively in teams, is vital to our success.

**Position Qualifications**
- Bachelor's degree with a valid teaching credential in special education and/or learning support.
- Dual certification preferred but not required.
- A minimum of two years of current teaching experience in a similar context or transferable to the posted position.
- Demonstrated experience with current best practices, including evidence-based culturally responsive teaching and assessment

**Specific Responsibilities for Learning Support Teachers**
- 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

**Responsibilities for all High School Teachers**
SAS is committed to providing each student with an exemplary American education with an international perspective. We are seeking faculty and staff who wish to collaborate, innovate, and make a caring, positive difference within the SAS community. As such, all high school teachers hold the following responsibilities.
- Plan for, prepare, and employ high impact culturally-responsive teaching and assessment
- Build strong relationships with students and their families
- Engage parents and students in the learning process through frequent and meaningful communication about student progress
- Be available to parents and students during and outside of school hours
- Skillfully employ flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
- Creatively manage flexible learning spaces
- Maintain rigorous and appropriate learning expectations for all students at all times.
- Accurately and regularly assess student progress both formatively and summatively using Standards Based Approaches.
- Maintain up-to-date and accurate records of student progress and attendance
- Contribute to our commitment to Extraordinary Care by acting as an advisor for a small group of students and by teaching our advisory program
- Engage with the school leadership in a committed effort to improve one’s own instructional skills
- Openly support and abide by all school policies and procedures
- Model the ‘Core Values’ in your interactions with the school community
- Liaise with the high school principals, taking on tasks as assigned, including all school goals
- Engage in department/team planning, curriculum review, budgeting and other activities
- Interact cooperatively with other team members, especially PLC teams, in the development of cohesive curriculum materials and the establishment of common instructional goals and common assessments.
- Cooperate with and participate in the planning and evaluation of the school program.
- Keep current in education through coursework, in-service programs, and by attending professional meetings and conferences
- Engage regularly and meaningfully in PLC Coaching to continually reflect on and hone teaching practices.
- Employ technology as appropriate to