EC/ES Learning Support Specialist

October 29, 2022

Job Description

Position Title:       Learning Support (LS) Specialist – EC or ES
Division:               EC/ES
Supervisor:          Division Principal
Position Summary: 
The Learning Support Specialist works side by side with teachers, counselors, and administrators to develop the learning environment at Concordia and with other members of the Student Support Services team. The Learning Support Specialist
·        Helps teachers to differentiate for all learning styles.
·       Helps students through one-on-one instruction, small-group instruction, and whole-class instruction.
·        Provides professional development to individual teachers, grade-level teams, and special learning opportunities.
·       Works with external support service organizations.
▪       Degree, license or endorsement in Special Education
▪       Masters or advanced degree (preferred)
▪       Minimum 2 years successful teaching full-time in a Special Education program
▪       Experience working in a learning disabilities/special education/resource room with relevant age/grade levels
▪       Working in an international school setting and familiarity with the American educational system
▪       Working successfully with a culturally diverse population
▪       TC Workshop Experience- willing to go to TC Summer Institute
▪       Experience with co-teaching and/or parallel team-teaching
▪       Classroom inclusion experience
▪       Experience with developing/working with a gifted and talented program
▪       Demonstrates a passion for teacher and student success.
▪       Committed to teamwork and collaboration both within and across divisions.
▪       Understanding of specific disabilities and how to develop specialized plans to meet specific learning needs.
▪       A highly skilled teacher grounded in knowledge of content and current best practice strategies related to teaching and learning.
▪       Demonstrates knowledge of the developmental needs of students in the age group he/she is serving.
▪       Knowledge of and experience in using a variety of assessments and applying differentiated learning techniques.
▪       Effective communicator within a diverse community, both orally and in writing.
▪       Able to articulate a vision and manageable action steps to enable systemic change.
▪       Demonstrates self-discipline and exemplary organizational skills.
▪       Emotionally intelligent, able to balance ambition with humility and effectively build relationships. 
▪       Demonstrates a positive, optimistic, can-do attitude.
▪       Demonstrates commitment to school improvement.
▪       Ability to quickly attain proficiency in required technology (e.g. Aspen, Canvas, Atlas Rubicon, google drive)
▪       Engaging and effective presenter.
▪       Understands the components of effective coaching.
▪       Understanding and experience in working with an MTSS or RTI process.
▪       Familiar with administering assessments related to special education programs
▪       Able to use data to inform instruction and in decision making through tiered level of supports
General Expectations: 
▪       As a school grounded in the Christian faith, we hire Christian teachers and administrators. Concordia seeks to hire candidates who are able to model their faith, are interested in the complex questions of faith and spirituality, and who are keen to learn and interact with others of different faith traditions.
▪       On regular school days, on duty between 7:45AM and 3:45PM, not inclusive of activities and meetings.
▪       Other duties as assigned.
Job Specific Expectations
·        Meet or exceed the competency standards laid out in the Key Areas of Responsibility below.
·        Encourage teachers, help them develop their competencies, and introduce them to new resources and methods to facilitate the student learning process.
·        Work with students alongside of teachers in the classroom and direct students in activities.
·        Plan differentiated lessons according to a student’s academic and ability levels, teach targeted intervention lessons, assess and report on student progress.
·        Depending on service model, may co-teach with subject area teacher.
·        Work collaboratively with individual teachers and grade level teams towards school wide professional development goals.
·        Provide school-wide support, inclusive of parents, in assigned areas; being a first point of contact within the division regarding teaching initiatives within those areas.
·        Desire and ability to design, create and present professional development opportunities to the staff.
·        Be considered by colleagues as the go-to person for questions related to assigned areas.
Key Areas of Responsibility:
   (Based upon the work of Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching)
  • Planning and Preparation
    • Demonstrate knowledge of current trends in specialty area and professional development
    • Demonstrate knowledge of the school’s program, and levels of teacher skill in delivering that program
    • Establish goals for the instructional support program appropriate to the setting and the teachers served
    • Demonstrate knowledge of resources, both within and beyond the school
    • Plan the instructional support program, integrated with the overall school program
    • Develop a plan to evaluate the instructional support program
  • The Environment
    • Create an environment of trust and respect
    • Establish a culture for ongoing instructional improvement
    • Establish clear procedures for teachers to gain access to instructional support
    • Establish and maintain norms of behavior for professional interactions
  • Delivery of Service
    • Collaborate with teachers in the design, of and in some cases teaching, instructional units and lessons
    • Engage teachers in learning new instructional skills
    • Share expertise with staff e.g., through teaching model lessons, presenting workshops, facilitating study groups
    • Locate resources for teachers to support instructional improvement
    • Demonstrate flexibility and responsiveness
  • Professional Responsibilities
    • Reflect on practice
    • Coordinate work with other instructional specialists
    • Participate in a professional community
    • Engage in professional development
    • Show professionalism, including integrity and confidentiality
  • Qualities of an Effective Instructional Specialist
    • Model Christ’s teachings through interpersonal skills, respectful relationships and problem solving.
    • Establish collaborative relationships with all staff, students, and parents.
    • Integrate the school curriculum with the school-wide learning outcomes (SLOs).
    • Support curricula established by the school.
    • Ensure that personal professional goals are established and completed each year.