Learning Resource Center Teacher (86460)

Job DetailsJob Location: BELLEVUE, WA 98008Position Type: Full-Time/Part-TimeEducation Level: 4 Year DegreeSalary Range: $35,000.00 - $117,312.00 Salary/yearTravel Percentage: NoneJob Shift: DayJob Category: Education

Position Title

Learning Resource Center Teacher

Reports To

Assistant Head of School

Department

Learning Resource Center

Employment Type (FTE)

0.5 FTE

FLSA Status

Exempt

Supervises

N/A

Salary 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 Summary

The 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 Responsibilities

Instruction & Student Support

Plan 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 Team

Collaborate 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 Liaison

Maintain 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 Learning

Engage in professional learning with faculty and actively seek additional professional development specific to the Learning Specialist’s role.

School Life & Community

Attend 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.

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, including admission, development, and community events
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 forth 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

QualificationsRequired 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

Required Knowledge, Skills & Abilities

Excellent written and verbal communication skills
Ability to communicate and work effectively with all school constituencies
Data input skills for student report cards and internal documents
Flexibility, maturity, and a sense of humor
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
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
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

Preferred

Master’s Degree

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 and dual curriculum
Orton-Gillingham, Wilson, or other multi-sensory structured language training certification
Experience administering and interpreting psychoeducational or academic assessments