Learning Resource Center Teacher

Jewish Day School of Metropolitan Seattle; Bellevue (WA); On-site; USD 70,000 - 117,000; Part time

Job summary

Jewish Day School of Metropolitan Seattle is seeking a Learning Resource Center Teacher to provide individualized and small-group instruction for Kindergarten through 8th grade. The role collaborates with classroom teachers, the School Counselor, and families to develop and monitor Student Support Plans and Accommodation Plans.

The ideal candidate holds a Bachelor’s in Education with Special Education certification and at least 3 years of teaching experience, with familiarity in neurodiversity

Qualifications

• Bachelor’s Degree in Education from an accredited program.
• 3+ years of professional teaching experience in a school setting.
• Knowledge of neurodiversity including ADD/ADHD, Twice Exceptional, Dyslexia, Autism spectrum disorders.

Responsibilities

• Provide individualized and small-group instruction for K–8 students with diverse learning needs.
• Develop and monitor Student Support Plans and Student Accommodation Plans.
• Collaborate with teachers, School Counselor, and families; participate in Child Study Team meetings.

Skills

Interpersonal skills

Organizational skills

Strong written and verbal skills

Case management

Adaptability

Education

Bachelor’s Degree in Education

Special Education Certification

Tools

Microsoft Office

Job description

Position TitleLearning Resource Center TeacherReports ToAssistant Head of SchoolDepartmentLearning Resource CenterEmployment Type (FTE)Varies by appointment (0.5–1.0 FTE)FLSA StatusExemptSupervisesN/ASalary Range$70,000 – $117,312 (1.0 FTE), commensurate with degree and years of teaching experience per the JDS faculty salary scale. Prorated for part-time positions based on FTE.Position SummaryThe Learning Resource Center Teacher provides individualized and small-group instruction to students in Kindergarten through 8th Grade with a range of learning needs, including neurodiverse profiles and specific academic skill gaps. Working closely with classroom teachers, the School Counselor, and families, the LRC Teacher develops Student Support Plans and Student Accommodation Plans, monitors progress, coordinates Child Study Team work, and serves as a liaison between JDS and community professionals. The LRC Teacher is a key member of the JDS faculty and contributes to a school culture that supports all learners.Key ResponsibilitiesInstruction & Student SupportPlan and provide individualized and/or small-group instruction for students in Kindergarten–8th Grade using curricular or specialized materials to address individual learning needs in academic areas and/or executive function skills.Assess student learning throughout the year to measure progress on Student Support Plan goals, and share the information with families and teachers in written progress reports and during meetings.Develop Student Support Plans with individualized goals and objectives based on information obtained from observations, informal assessments, and other professional evaluations.Develop Student Accommodation Plans for students who are eligible based on diagnoses and recommendations from a qualified professional, documented in a neuropsychological, psychoeducational, or therapist evaluation report.Support the development of self-advocacy skills and the transition to high school for 8th Grade students who have received Learning Resource services.Utilize current best practices in technology for instruction, student accommodations, presentation, and communication.Collaboration & Child Study TeamCollaborate with teachers consistently on student needs and progress, accessibility and differentiation of the curriculum and instruction, and accommodations.Collaborate weekly with the School Counselor, the Elementary and/or Middle School Teaching Teams, and attend weekly staff/faculty meetings.Coordinate and participate in Child Study Team meetings, gather information, participate in the development of action plans, and provide written follow-up summaries for teachers and parents.Present information to faculty during Staff Orientation Week in August on specific Elementary and Middle School students who are new to the school, have unique needs, learning differences, or neurodiverse traits.Family Partnership & Community LiaisonMaintain ongoing communication with families through meetings, email, and phone calls.Share resources and guide families to arrange for evaluations and support services with public schools, private agencies, or professionals in the community.Serve as a liaison between JDS and community professionals who provide evaluation, therapy, or tutoring services to students.Maintain confidential student records, evaluation reports, and Support/Accommodation Plans in accordance with school policy and applicable privacy laws (e.g., FERPA, HIPAA where applicable).Professional LearningEngage in professional learning with faculty and actively seek additional professional development specific to the Learning Specialist’s role.School Life & CommunityAttend Orientation Week, June Week, Parent-Teacher Conference Days, Back-to-School Night, In-Service Days, faculty meetings, Graduation, Open Houses, and other selected school events.Participate in Recess, Lunch, and Event Duties as assigned.Support school-wide events, holiday celebrations, and Jewish life programming as a member of the JDS faculty.Support admissions by participating in evaluations or conversations regarding prospective students with learning differences, as requested.GeneralEstablishes and cultivates community relations by maintaining open dialogue with all of the school’s constituenciesActively participates in the full life of the school, including admission, development, and community eventsVigorously engages in professional development; demonstrates a commitment to life-long learning by enhancing their skills, and embracing innovative technologies and creative thinkingIs familiar with and complies with all policies and regulations as put forth in the school’s documentsTakes all necessary and reasonable precautions to protect students, faculty, staff, equipment, materials, and facilitiesPerform other duties as assignedRequired Education & ExperienceBachelor’s Degree in Education from an accredited four-year college or university, with additional courseworkValid certification as a Special Education Teacher, Reading Specialist, Math Specialist, or related field (Academic Therapy, Learning Differences, Speech-Language Therapy)3 years or more of professional teaching experience or practice in a school settingExperience or familiarity with independent schoolsKnowledge and training in areas of neurodiversity including ADD/ADHD, Twice Exceptional Learners, Sensory Processing, Working Memory or Processing Speed, Dyslexia, Dysgraphia, Dyscalculia, Autism Spectrum, and AnxietyFamiliarity or training in a multi-sensory structured language approach to address reading and spelling, Social Thinking, Social-Emotional Learning, Responsive Classroom or Positive Discipline, Differentiated Instruction, Reader’s and Writer’s Workshop, Universal Design for Learning, and English Language LearningRequired Knowledge, Skills & AbilitiesExcellent written and verbal communication skillsAbility to communicate and work effectively with all school constituenciesData input skills for student report cards and internal documentsFlexibility, maturity, and a sense of humorAbility to keep information in the strictest of confidenceCommitment to diversity, equity, and inclusivityProficient at working in a Microsoft Windows environment, using Office; ability to master common automated systems for record keeping, and confidently learn new technologyAbility to stand multiple hours of the dayAbility to sit and keyboardAbility to talk on the phoneAbility to lift up to 40 poundsAbility to travel locallyAbility to work outside in any weatherStrong interpersonal skills and the ability to build trust with students, families, and colleagues on sensitive learning and developmental topicsStrong organizational and case-management skills to manage caseloads of students with varied needsPreferredMaster’s DegreeMaster’s Degree in Special Education, Reading, Educational Therapy, School Psychology, or a related fieldExperience in a Jewish day school or familiarity with Jewish day school culture and dual curriculumOrton-Gillingham, Wilson, or other multi-sensory structured language training certificationExperience administering and interpreting psychoeducational or academic assessments