HS - Learning Support Teacher

Sylvania; Spring Grove (PA); On-site; USD 55,000 - 75,000; Full time

Job summary

Sylvania is seeking a Learning Support Teacher to provide specialized instruction for students with identified learning disabilities under their IEPs. You will work closely with general education staff to ensure access to the curriculum and to build essential academic and executive functioning skills.

You will develop and implement IEPs, collaborate with specialists, and monitor progress to inform instructional decisions and supports for diverse learners.

Qualifications

• Bachelor's degree in Special Education or related field.
• PA Certification in Special Education (PK-12) mandatory or clearly required.
• Knowledge of IDEA, Chapter 14 and Chapter 15 regulations.
• Experience with students with learning disabilities is preferred.

Responsibilities

• Provide direct instruction aligned to students' IEP goals and present levels of achievement.
• Develop, implement, and manage IEPs in compliance with federal, state, and district requirements.
• Collaborate with general education teachers to support inclusive practices, accommodations, and curriculum modifications.
• Deliver targeted instruction in reading, writing, mathematics, study skills, and executive functioning.
• Monitor and document student progress toward IEP goals and complete progress reports.

Skills

Collaboration

Confidentiality

Organizational skills

Communication

Multitasking

Differentiated instruction

Policy adherence

Education

Bachelor’s Degree in Special Education

PA Certification in Special Education (PK-12)

Learning Support or Special Education PK–12 certification preferred

Knowledge of IDEA and state regulations

Tools

Instructional technology

Data systems

Job description

PURPOSE

To provide specialized instruction and support to students with identified learning disabilities in accordance with their Individualized Education Programs (IEPs). The Learning Support Teacher works collaboratively with general education staff to ensure students access the general education curriculum and develop the academic, social, emotional, and organizational skills necessary for success.

TRAINING AND EXPERIENCE

• Bachelor’s Degree or higher in Special Education or a related field.
• Valid Pennsylvania Instructional Certificate in Special Education (appropriate grade level).
• Certification in Learning Support or Special Education PK–12 preferred.
• Knowledge of IDEA, Chapter 14 and Chapter 15 regulations.
• Experience working with students with learning disabilities and diverse academic needs (preferred).

GENERAL

• Ability to collaborate effectively with administrators, general education teachers, support staff, families, and outside agencies.
• Ability to maintain confidentiality and exercise sound professional judgment.
• Strong organizational, instructional, communication, and interpersonal skills.
• Ability to manage multiple responsibilities and meet compliance-related timelines.
• Knowledge of differentiated instruction, accommodations, and evidence-based interventions.
• Willingness to follow district policies, procedures, and special education compliance requirements.

REPORTABILITY

Reportable to the Building Administrator / Director of Pupil Services or the Designee.

EVALUATION

Performance is evaluated by the Building Administrator in accordance with district and state evaluation procedures.

PERFORMANCE RESPONSIBILITIES

• Provide direct instruction in individual, small-group, and/or co-taught settings aligned to students’ IEP goals and present levels of academic achievement and functional performance.
• Develop, implement, and manage IEPs in compliance with federal, state, and district requirements.
• Collaborate with general education teachers to support inclusive practices, differentiated instruction, accommodations, and curriculum modifications.
• Deliver targeted instruction in areas such as reading, writing, mathematics, study skills, executive functioning, and learning strategies.
• Monitor, collect, analyze, and document student progress toward IEP goals; complete progress monitoring and reporting as required.
• Participate in and facilitate IEP meetings, re-evaluations, and Multi-Disciplinary Team (MDT) meetings.
• Provide consultation and instructional support to staff regarding strategies to meet diverse learner needs.
• Develop and implement behavioral and academic interventions, including Positive Behavior Supports and Response to Instruction and Intervention (RtII/MTSS) strategies.
• Adapt instructional materials, curriculum, and assessments to support student access and growth.
• Maintain accurate, timely, and confidential special education documentation and student records.
• Communicate effectively and professionally with parents/guardians regarding student progress, services, and concerns.
• Coordinate services with related service providers (e.g., speech-language pathologists, school psychologists, counselors).
• Support transition planning, including academic planning and preparation for post-secondary education or vocational pathways, as appropriate.
• Participate in pre-referral, screening, and intervention processes for students suspected of having learning disabilities.
• Assist in the supervision and direction of paraprofessionals assigned to learning support programs.
• Establish and maintain a safe, structured, and supportive learning environment conducive to academic success.
• Participate in professional development, curriculum planning, and district initiatives.
• Attend staff meetings, parent-teacher conferences, and other meetings as required.
• Perform other duties as assigned by the Building Administrator / Director of Pupil Services.

PHYSICAL DEMANDS

• Occasional travel within district buildings and programs.
• Frequent walking throughout buildings, including use of stairs.
• Prolonged sitting and standing.
• Moderate lifting and carrying (15–30 pounds).
• Manual dexterity for use of instructional materials and classroom equipment.

SENSORY ABILITIES

• Visual acuity to read instructional materials, documents, and computer screens.
• Auditory acuity to communicate effectively with students and staff.
• Ability to speak clearly and effectively.

WORK ENVIRONMENT

• Classroom and school-based settings.
• May include specialized program environments.

TEMPERAMENT

• Ability to work as part of a collaborative team.
• Ability to remain patient, flexible, and supportive in a dynamic environment.
• Ability to work effectively with frequent interruptions.

COGNITIVE ABILITY

• Ability to follow written and verbal directions.
• Ability to plan, organize, and implement instructions.
• Ability to analyze data and make instructional decisions.
• Strong written and verbal communication skills.
• Ability to exercise sound judgment and prioritize responsibilities.

SPECIFIC SKILLS

• Proficiency with instructional technology and data systems.
• Ability to implement evidence-based instructional strategies.
• Ability to manage confidential information appropriately.
• Strong problem-solving and organizational skills.

LICENSE

• Valid Driver’s License

The position specifications described here are the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The information contained in this job description is for compliance with the Americans with Disabilities Act. (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties may be assigned.