Elementary School Eal/learning Support Teacher

ELEMENTARY SCHOOL LEARNING SUPPORT & EAL 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**
- Bachelors degree with a valid ELL/EAL teaching credential (higher degree preferred);
- A certification in special education
- Extensive experience working with students with a variety of learning differences, and elementary-aged Multilingual Learners of English
- Experience developing EAL programming including curriculum, instruction, and assessment
- Two to five years of current teaching experience providing small group research-based interventions in an educational environment (Preschool through Grade 5)
- Experience with collaborative planning, differentiating instruction, and co-teaching in a homeroom classroom
- Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation
- Experience with the Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
- Training and experience with science of reading-aligned early literacy approaches
- Must be confident in their ability to teach any student, and have a willingness to provide intervention that meets the needs of students with a range of learning needs
- 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 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**:

- Thorough knowledge and experience with current instructional strategies and current teaching materials, as well as evidence of recent professional growth participation
- Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation
- Must be confident in their ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s)
- General knowledge of American curricula and education systems. A working knowledge of United States Common Core State Standards and WIDA standards is preferred
- Models SAS Core Values (Compassion, Honesty, Fairness, Responsibility, Respect).

**Specific Responsibilities**
- Provide a classroom environment that is conducive to learning
- Effectively teach the curriculum
- Effectively manage each group of students while providing for a variety of learning styles, ability levels, and educational backgrounds
- Individualize the content when necessary to meet each student’s learning needs.
- Maintain rigorous and appropriate learning expectations of all students at all times.
- Accurately and regularly assess student progress
- Continuously monitor student progress and make appropriate modifications of goals and strategies to meet students’ needs
- Maintain up-to-date and accurate records of student progress and attendance and classroom supplies and materials
- Engage parents and students in the learning process through frequent and meaningful communications about student progress
- Be available to parents and students during the outside of school hours
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