ES Learning Support Teacher

American School of Warsaw; Konstancin-Jeziorna; On-site; PLN 55,000 - 90,000; Full time

Job summary

The American School of Warsaw is seeking an ES Learning Support Teacher to support students with diverse learning needs through collaboration, intervention and remediation within the ES division.

The role emphasizes designing ILPs, coordinating with teachers, parents and specialists, and delivering differentiated instruction in a nurturing environment to help students grow academically, socially, and emotionally.

Qualifications

• Bachelor's degree or higher from an accredited institution.
• University education in special education needs (Masters preferred).
• Professional Teacher Certification (including special education/reading).
• Experience with psycho-educational reports and ILP/IEP processes.

Responsibilities

• Differentiate instruction to meet diverse learning needs.
• Create and implement individual learning plans (ILP) for students needing support.
• Collaborate with teachers, parents and specialists to support learning and behavior.

Skills

Collaboration

Assessment

Communication

Differentiation

Education

Bachelor's degree

Master's preferred

Teacher Certification

Job description

ES Learning Support Teacher

At ASW we are committed to being affirming, safe and welcoming. We believe that feeling safe, seen, heard and valued is essential to learning. And that when we belong, we feel connected to others and gain a better understanding of the world around us. Together we will actively seek to include and celebrate diversity as a strength of our community.

Position: ES Learning Support Teacher Division: ES Reports to: Director of Student Support Contract: Full-time

Position Overview

The role of the ES Learning Support Teacher is to support students with different learning styles and needs through collaboration, intervention and/or remediation: support teachers in their efforts to advance students with different learning needs within the classroom; work with parents, students, and outside professionals in order to better support students with learning needs. The teacher's broad area of responsibility is to ensure that students with learning needs may learn and flourish academically, socially, and emotionally in a nurturing and responsive classroom and school environment.

Specific Responsibilities Include (but Not Limited To)

• Works with teachers to facilitate the differentiation of instruction as needed (in content, process, product and environment).
• In cooperation with the classroom teacher(s) creates an individualized learning plan (ILP) for each student requiring learning support.
• Implements each student's ILP in the learning support setting and in support of and in cooperation with the classroom teacher(s).
• Assists teachers in classrooms to help accommodate, modify and enrich curricular approaches and improve pedagogy.
• Meets with outside specialists attending to students' needs.
• Prepares and implements a strategic plan for on-going intervention and remediation for students in the Upper School program.
• Seeks out new and innovative curricula, texts and technological applications for implementation in our classrooms.
• Screens incoming students and potential students for admissions as needed.
• Remains current with accepted and appropriate instructional theory, practice, and research. Including engaging in regular and strategic professional development to advance the role of the Learning Support teacher (including local and national conferences).
• Uses formative and summative assessment and documents student progress and achievement; assesses and analyzes student strengths and needs; designs and implements appropriate instruction to facilitate learning and growth.
• Establishes and maintains frequent communication with parents about their child's academic, social and emotional progress and needs.
• Is able to implement a variety of assessment tools and then write detailed reports summarizing the results and providing recommendations.
• Attends and participates in weekly faculty meetings, committee meetings, school functions and professional development activities during and after school hours as needed, appropriate and assigned.
• Adheres to strict student confidentiality.

Education And Experience

• Bachelor's degree or higher from an accredited institution.
• University education in special education needs (Masters preferred)
• Professional Teacher Certification (including special education/reading specialty).
• Coursework and experience in special education or reading specialist.
• Excellent verbal and written communication skills.
• Strong collaborative skills and experience working in teams.
• Ability to implement formal and informal assessment programs (Woodcock-Johnson, Gray Oral Reading Tests, etc.).
• Ability to interpret and summarize Psycho-Educational reports.
• Familiarity with the ILP (IEP) process and reporting.
• Knowledge of relevant technology.
• Passion for teaching.
• Experience in providing accommodations for students.
• Experience working in a response to intervention multi tiered support.
• Experienced in working with neurodivergent students.