Learning Support Teacher

Role Overview

The Learning support teacher support the scholars and professionals in providing the tools for success for each scholar. As the individual needs differ the learning support teacher will be in charge of creating a yearly Individualized Learning Profile for each scholar on their caseload. The learning support teacher will assist teachers in following through with the accommodations in the classroom and collaborating with teachers for a shared responsibility. Learning support teachers may teach small pull out classes for targeted intervention as needed. As a model for differentiation and inclusion, learning support teachers serve as mentor for teaches in the general education setting.

Job Responsibilities

Planning and Preparation for Learning

Demonstrates planning with consideration of differentiation needs, scholar engagement, and anticipates scholars’ misconceptions and confusions

Collaborate and empower classroom teachers to feel capable of meeting the needs of all scholars within their class

Create a snapshot, a brief document of each scholar prior to the start of the school year and/or within 10 days’ time of LS enrollment 

Create an Individualized Learning Plan (ILP) for each scholar with the first 6 weeks of school or within 10 days of time of LS enrollment

Providing teachers with strategies for engagement, representation, and expression that decrease barriers for learning and increase access for all Matching the interventions and plans with the scholar profiles

Demonstrates content knowledge in the areas of reading, writing, math, science, and social studies

Monitoring Assessment & Follow-up

Create and interpret educational psychological assessments and academic assessments 

Utilize various assessment tools to regularly obtain and monitor individualized goals.

Frequently check for understanding and adjusting teaching, re-teaching and follow-up from the data

Analyze and reflect on collected data to continuously ensure lesson, unit, and behavior plans are designed to meet scholar needs

Gives scholars a well-constructed diagnostic assessment up front, and uses the information to fine-tune instruction.

Classroom Management

Is direct, specific, consistent, and tenacious in communicating and enforcing very high expectations

Shows warmth, caring, respect, and fairness for all scholars and builds strong relationships

Successfully inculcates class routines up front so that scholars maintain them throughout the year

Classroom expectations are posted in the classroom and continually referred to on a daily basis

Utilizes visuals for class and/or individual schedule as needed

Collects data on classroom and or individual behavior

Gets all scholars to be self-disciplined, take responsibility for their actions, and have a strong sense of efficacy

Alert, poised, dynamic, and self-assured and nips virtually all discipline problems in the bud

Identifies potential reasons of the occurrence behaviors and can match interventions to increase or decrease a given behavior

Delivery of Instruction

Incorporating up to date interventions, practices, and support in and out of classes

Offer various co-teaching models to teachers to help facilitate success for all scholars

Groupings to involve and motivate all scholars

Gets all scholars highly involved in focused work in which they are active learners and problem-solvers

Successfully reaches all scholars by skillfully differentiating and scaffolding

Pace of the lesson allows processing time

Lessons entail a variety of materials to address learner variability

Accommodations are evident for those scholars who require them

Ability to meet each scholar at their specific level needs

Has scholars set ambitious goals, continuously self-assess, give feedback, and take responsibility for improving performance.

Data based decision in regard to placement, intervention, and supports

Individualized data collection tools to inform multidisciplinary team

Create progress reports for parents on goals and achievements utilizing objective, asset-based language 

Collaboration

Assist in screening tools for admissions and assessments relevant to special education

Collaborate through a multidisciplinary team-based approach with educational psychologists, counselors, Occupational Therapists, Speech and Language Pathologists, parents and administrators

Working with colleagues to analyze data for placements and reflect on interventions what worked and what did not work

Seeking and accepting feedback from colleagues to improve student growth

Capitalizing on each other’s strengths and working with each other’s areas of growth

Continually meet, model, and provide feedback for other teachers, personalized learning assistants, and classroom assistants for fidelity of plans

Updates parents on the unfolding curriculum and suggests ways to support learning at home

Responds promptly to parents' concerns and make parents feel welcome in the school

Work collaboratively with parents to ensure that they are an informed, participating part of the support process, goals, and responsibilities

Collaborate with companies and the community to generalize skills outside of AISJ

Family and Community Outreach

Communicates respectfully with parents and is sensitive to different families’ cultures, diverse abilities, and values

Shows parents a genuine interest and belief in each child’s ability to reach standards.

Gives parents clear, objective expectations for scholar learning and behavior for the year

Promptly informs parents of behavior and learning areas of growth, and also updates parents on good news

Professional Responsibilities

Advocate for the scholars in learning support by informing professionals accommodations and best fit interventions for success

Designs each lesson with clear, measurable goals closely aligned with standards and unit outcomes.

Collaborates with colleagues to for plan units, ILP’, share teaching ideas, and look at scholar work.

Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well.

Write and maintain an Individualized Learning Plan (ILP), yearly, for each scholar on the teachers caseload

Work collaboratively with LS and classroom teachers to assign grades and craft report card comments

Other Responsibilities

Communicate and receive feedback on goals with classroom teachers

A list of scholars will be provided on the LS teachers caseload, this needs to be continually reviewed

Create a snapshot, a mini profile of each scholar on the caseload prior to the start of the year

Know and understand the scholar’s profile (academic, social, emotional, medical)

Seeks out effective teaching ideas from colleagues, workshops, and other sources and implements them well

Engage with community in after-school activities

Engage with community in open communication

Supervision duties will be assigned

After School Activity 1week and office hours 2 week