NEOM Community School
Learning Support Teacher (Early Childhood)
Role Overview
The Learning support teacher supports students 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.
Important Note: This role necessitates an individual who is comfortable with relocating to NEOM independently.
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.
● 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.
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
Professional Responsibilities
● Advocate for the scholars in learning support by informing professionals of 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
Job Requirements
Let our experts design a Professional CV for you.
