Small Group Support and Aftercare Teacher

Jewish Day School of Metropolitan Seattle; Bellevue (WA); On-site; USD 35,000 - 71,000; Part time

Job summary

Jewish Day School of Metropolitan Seattle in Bellevue, WA seeks a Part Time Small Group Support and Aftercare Teacher to blend school-day instructional support for K–8 with supervision in aftercare.

You will develop Student Support Plans, collaborate with teachers and families, supervise aftercare activities, and help create a warm, inclusive environment that supports diverse learners and smooth transitions from dismissal to pick-up.

Qualifications

• Bachelor's Degree in Education from an accredited four-year college or university, with additional coursework.
• Valid certification as a Special Education Teacher, Reading Specialist, Math Specialist, or related field.
• 3+ years of professional teaching experience or practice in a school setting.
• Experience or familiarity with independent schools.
• Knowledge of neurodiversity including ADD/ADHD, Twice Exceptional Learners, Sensory Processing, Working Memory or Processing Speed, Dyslexia, Dysgraphia, Dyscalculia, Autism Spectrum, and Anxiety.
• Familiarity 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 Learning.

Responsibilities

• Plan and provide individualized and/or small-group instruction for K–8th Grade students, using curricular or specialized materials to address academic and/or executive function needs.
• Assess student progress on Student Support Plan goals throughout the year and share results with families and teachers via written reports and meetings.
• Develop Student Support Plans and Student Accommodation Plans based on observations, informal assessments, and professional evaluations (e.g., neuropsychological, psychoeducational, or therapist reports).
• Support 8th Grade students' self-advocacy skills and transition to high school.
• Utilize current best practices in technology for instruction, accommodations, and communication, and engage in ongoing professional learning specific to the Small Group Support Teacher's role.

Skills

Communication skills

Supervision

Classroom management

Interpersonal skills

Flexibility

Organization

Confidentiality

Education

Bachelor's Degree in Education

Special Education Certification

Job description

Job Details

Job Location: BELLEVUE, WA 98008

Position Type: Part Time

Education Level: 4 Year Degree

Salary Range: $35,000 – $71,456 (0.75 FTE), reflecting a blended role of Small Group Support Teacher (0.5 FTE, per the JDS faculty salary scale, commensurate with degree and years of teaching experience) and Aftercare Teacher (0.25 FTE, calculated at $25–$32/hour). Final salary within this range is determined by the candidate's qualifications and experience.

Job Category: Education

Position Title: Small Group Support and Aftercare Teacher

Reports To: Assistant Head of School

Department: Learning Resource Center and Aftercare

Employment Type (FTE): 0.75 FTE (approx. 12-6pm M-Th and 12-5pm F)

FLSA Status: Exempt

Supervisor(s): N/A

Position Summary

The Small Group Support and Aftercare Teacher is a blended position combining individualized instructional support during the school day with student supervision in aftercare. During the school day, this role provides individualized and small-group instruction to K–8 students with a range of learning needs, including neurodiverse profiles and specific academic skill gaps — developing Student Support Plans and Student Accommodation Plans, monitoring progress, coordinating Child Study Team work, and liaising with classroom teachers, the School Counselor, families, and community professionals. In the afternoon, the role shifts to aftercare, supervising and engaging students in a warm, safe, active environment from dismissal through pick-up, including homework time, snack, free play, and family pick-up. This is a key faculty role supporting a school culture that serves all learners.

Key Responsibilities

Instruction & Student Support

• Plan and provide individualized and/or small-group instruction for K–8th Grade students, using curricular or specialized materials to address academic and/or executive function needs.
• Assess student progress on Student Support Plan goals throughout the year and share results with families and teachers via written reports and meetings.
• Develop Student Support Plans and Student Accommodation Plans based on observations, informal assessments, and professional evaluations (e.g., neuropsychological, psychoeducational, or therapist reports).
• Support 8th Grade students' self-advocacy skills and transition to high school.
• Utilize current best practices in technology for instruction, accommodations, and communication, and engage in ongoing professional learning specific to the Small Group Support Teacher's role.

Collaboration & Child Study Team

• Collaborate consistently with teachers, the School Counselor, and Teaching Teams on student needs, curriculum accessibility, and accommodations; attend weekly staff/faculty meetings.
• Coordinate and participate in Child Study Team meetings, including action-plan development and written follow-up summaries.
• Present on new or unique-needs students to faculty during Staff Orientation Week.

Family Partnership & Community Liaison

• Maintain ongoing communication with families and serve as liaison to community professionals (evaluation, therapy, tutoring services).
• Guide families toward evaluations and support services as needed.
• Maintain confidential student records and plans in accordance with school policy and privacy laws (e.g., FERPA, HIPAA).

School Life & Community

• Attend Orientation Week, June Week, Conference Days, Back-to-School Night, In-Service Days, faculty meetings, Graduation, Open Houses, and other selected events.
• Participate in Recess, Lunch, and Event Duties as assigned, and support school-wide events, holiday celebrations, and Jewish life programming.
• Support admissions with evaluations or conversations regarding prospective students with learning differences, as requested.

Aftercare: Student Supervision & Engagement

• Supervise students from dismissal through pick-up, ensuring all children are accounted for at all times.
• Lead age-appropriate activities, games, crafts, and outdoor play, and support homework/quiet-work time.
• Manage transitions between activities, snack, free play, and pick-up smoothly and safely.
• Communicate with classroom teachers and the front office on student-specific information relevant to aftercare (e.g., pick-up changes, behavioral notes, health concerns), supporting a seamless transition into aftercare programming.

Aftercare: Health, Safety & Routines

• Supervise snack time in accordance with food-allergy and dietary protocols.
• Follow school policies for supervision, sign-out, and authorized pick-up, and maintain accurate attendance/sign-out records.
• Respond appropriately to minor injuries, illness, and behavioral situations per school policy, communicating with families and staff as needed.
• Maintain a safe, clean, organized aftercare space and support emergency drills/protocols during aftercare hours.

Aftercare: Family Partnership & Communication

• Serve as a warm, professional point of contact for families at pick-up, communicating any concerns or incidents as needed.
• Maintain confidentiality regarding students, families, and information learned in the course of duties.

Coordination Across the School Day

• Communicate with classroom teachers and the front office on student-specific information relevant to aftercare (e.g., pick-up changes, behavioral notes, health concerns), supporting a seamless transition into aftercare programming.

General

• Establishes and cultivates community relations by maintaining open dialogue with all of the school’s constituencies
• Actively participates in the full life of the school
• Vigorously engages in professional development; demonstrates a commitment to life-long learning by enhancing their skills, and embracing innovative technologies and creative thinking
• Is familiar with and complies with all policies and regulations as put forward in the school’s documents
• Takes all necessary and reasonable precautions to protect students, faculty, staff, equipment, materials, and facilities
• Perform other duties as assigned

Qualifications and Skills

Required Education & Experience

• Bachelor's Degree in Education from an accredited four-year college or university, with additional coursework
• Valid 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 setting
• Experience or familiarity with independent schools
• Knowledge 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 Anxiety
• Familiarity 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 Learning
• Ability to complete required background checks and any state-mandated clearances for school staff
• Current CPR and First Aid certification, or willingness and ability to obtain prior to start date

Required Knowledge, Skills & Abilities

• Excellent written and verbal communication skills
• Ability to communicate and work effectively with all school constituencies, including strong interpersonal skills with children, families, and colleagues
• Patience, warmth, and genuine enjoyment of working with school-aged children across age groups
• Strong supervision and classroom-management skills, including in less-structured (after-school) settings
• Reliability and punctuality
• Flexibility, creativity, maturity, and a sense of humor
• Data input skills for student report cards and internal documents
• Ability to keep information in the strictest of confidence
• Commitment to diversity, equity, and inclusivity
• Proficient at working in a Microsoft Windows environment, using Office; ability to master common automated systems for record keeping, and confidently learn new technology
• Strong interpersonal skills and the ability to build trust with students, families, and colleagues on sensitive learning and developmental topics
• Strong organizational and case-management skills to manage caseloads of students with varied needs
• Ability to stand multiple hours of the day
• Ability to sit and keyboard
• Ability to talk on the phone
• Ability to lift up to 40 pounds
• Ability to travel locally
• Ability to work outside in any weather

Preferred

• Master's Degree in Special Education, Reading, Educational Therapy, School Psychology, or a related field
• Experience in a Jewish day school or familiarity with Jewish day school culture, dual curriculum, and Jewish life and traditions
• Orton-Gillingham, Wilson, or other multi-sensory structured language training certification
• Experience administering and interpreting psychoeducational or academic assessments
• Prior experience in aftercare, summer camp, or extended-day programming