EC/ES Learning Support Specialist

3 hours ago

Shanghai, Shanghai, China High School Full time

Position Title:     EC/ES Learning Support Specialist
Division: Early Childhood & Elementary School 
Supervisor: Director of Student Support Services
 
Position Summary: 
The Learning Support (LS) Specialist will work collaboratively with EC/ES Faculty to support the learning of all students and directly support students who exhibit learning differences at the mild to moderate level. Experience to help identify and support highly-able students is also preferred. The successful candidate will maintain a holistic approach towards all learners and will empower students and staff with tools and strategies to increase successful student engagement and equitable access to learning of the curriculum. Successful candidate must have experience assessing children's skills and learning requirements, designing Individualized Educational Plans (IEPs) and Accomodation Support Plans (ASPs), and collaborating with parents and stakeholders, and monitor and track students' progress.  (Note: ILPS=IEPS & ASPs=504s). 
 
The successful candidate will monitor behavioral plans and arrange appropriate interventions when necessary, and communicate and collaborate between multiple stakeholders including grade level teams, English language specialists, curriculum leads, parents, counselors, etc.
 
We are looking for teachers skilled in MTSS and UDL, who can collaborate with classroom teachers to provide tiered supports and differentiated instruction tailored to individual student needs.
 
Requirements:
Education
  • Bachelor's Degree in relevant subject area.
  • A certification in education
  • Advanced degree or specialization training that supports the teaching role.     
Experience
  • Minimum 2 years successful teaching in a school setting as a learning support specialist or a special education teacher.
  • Experience working with students with learning differences is required.
  • Experience co-teaching with grade level teachers.
  • Teaching in the subject area and with the age of students assigned.
  • Working successfully with an ethnically diverse population.
  • Working with students who are English Language Learners (ELL).
  • Working in an international school setting and familiarity with the American educational system, preferred.
  • Experience in MTSS and UDL is highly desired.
Skills
  • Comprehensive knowledge of the developmental needs and milestones of students in the age group you are teaching.
    • Develop and monitor student ILP
    • Knowledge of MTSS and UDL
    • Skilled at data collection and analysis to drive instructional planning
  • Effective collaborator and communicator – communicates well with a diverse community of parents, staff, and leaders.
  • Knowledge of school wide technology systems to track student monitor and progress (e.g. Power School or Infinite Campus), and experience using technology for instruction and accommodations for students with learning differences.
  • Strong organizational and time management skills.
Responsibilities
  • Collaborates with and supports instructional staff in developing, differentiating, and implementing curriculum, including standards-based and adapted programs, to meet the diverse learning needs of students.
  • Provides instructional coaching, modelling, and feedback to promote high-quality inclusive teaching practices across various classroom settings.
  • Supports teachers in implementing effective classroom management strategies and fostering a positive, inclusive learning environment.
  • Ensures that students with learning differences receive appropriate, evidence-based instruction within the Least Restrictive Environment (LRE).
  • Assists teachers in designing and adapting instructional strategies and materials for students with identified learning needs.
  • Collaborates with teachers, specialists, and parents in making informed instructional and programmatic decisions for students receiving learning support services.
  • Maintains regular communication with parents, teachers, counselors, and support staff regarding student progress, referrals, and individualized support plans.
  • Provides guidance on the development and implementation of Accommodation Support Plans (ASP), Individualized Education Programs (IEPs), behavioral interventions, and transition planning.
  • Ensures the confidentiality and integrity of student records, including support documentation, evaluations, and reports.
  • Oversees timely documentation and data entry related to student support services, referrals, eligibility processes, and program monitoring.
  • Facilitates and participates in meetings related to student support, including eligibility reviews, parent-teacher conferences, and student support team (SST) meetings.
Teacher Expectations
  • As a school grounded in the Christian faith, we hire Christian teachers and administrators. Concordia seeks to hire candidates who are able to model Christ's teachings through interpersonal skills, respectful relationships and problem solving, are interested in the complex questions of faith and spirituality, and are keen to learn and interact with others of different faith traditions.
  • Establish collaborative relationships with all staff, students, and parents.
  • Engage parents and students in meaningful discussions about student growth and achievement.
  • Commit and contribute to the school community—play an active, positive, and supportive role in addressing the needs of the whole child and the ethos of Concordia beyond the classroom.  This includes, but is not limited to:
    • Leading extra-curricular activities (ECAs) during the school year
    • Leading a student club
    • Leading a service project
  • Integrate the school curriculum with the Schoolwide Learner Outcomes (SLOs).
    • Insightful Learners
    • Effective Communicators
    • Reflective Spiritual Beings
    • Principle-Centered Leaders and Team Members
    • Active Global Citizens
  • Teach the curricula established by the school.
    • Complete all aspects of the standard-based curriculum for the current teaching assignment.
    • Select and use school-approved teaching strategies and classroom resources.
    • Work collaboratively in refining curriculum.   
  • Set continuing professional growth goals and take advantage of opportunities for personal and professional development.
  • Additional employment expectations: 
    • Collaborate with Teaching Assistants/Support Staff in working with or monitoring children and managing clerical tasks. Establish expectations and guidelines for these adults in the learning environment and help them understand their roles/responsibilities. 
    • Undertake additional duties that may reasonably be assigned or requested by the Supervisor such as leading student trips, serving as chaperon roles as needed.
  • Other duties as assigned.
 

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