ELEMENTARY SCHOOL LEARNING SUPPORT & EAL TEACHER
Our vision at SAS explains why we exist. We aspire to be a world leader in education, cultivating exceptional thinkers prepared for the future. We are committed to our mission that has been at the heart of our 65-year history: to provide each student an exemplary American educational experience with an international perspective.
If there is one thing we know about the future, it is that our students will graduate into a rapidly changing, increasingly global world where their success will depend to a large degree on their ability to learn new skills, take on new challenges, and work with a diverse range of people. We aim to build a strong sense of joy and purpose in learning among our students to enable them to do so.
We know that our students’ future success will depend on their ability to develop skills such as critical thinking, creativity, and cultural competence. And, it will depend on the quality of the moral character they develop. We seek to personalize learning for every child to meet their unique learning needs. We know that supporting them in their social-emotional growth is as important as their academic growth. And, we seek to stimulate that growth in a community as rich in equity and inclusion as it is in the extraordinary diversity of our students. Our ability to attract, retain, and develop diverse talented educators, working collaboratively in teams, is vital to our success.
We welcome your application if you would like to join us on this meaningful culturally responsive journey in cultivating exceptional thinkers prepared for the future.
Position Qualifications
- Bachelors degree with a valid ELL/EAL teaching credential (higher degree preferred);
- A certification in special education
- Extensive experience working with students with a variety of learning differences, and elementary-aged Multilingual Learners of English
- Experience developing EAL programming including curriculum, instruction, and assessment
- Two to five years of current teaching experience providing small group research-based interventions in an educational environment (Preschool through Grade 5)
- Experience with collaborative planning, differentiating instruction, and co-teaching in a homeroom classroom
- Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation
- Experience with the Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
- Training and experience with science of reading-aligned early literacy approaches
- Must be confident in their ability to teach any student, and have a willingness to provide intervention that meets the needs of students with a range of learning needs
- Experience differentiating instruction and assessment based on student learning needs
- Experience tracking effectiveness of teaching strategies or interventions with the use of progress monitoring documentation
- Experience with Response to Intervention (RTI) framework or Multi-Tiered Systems of Support (MTSS)
- Comprehensive knowledge of current best practices in teaching early literacy and numeracy skills
- Demonstrate proficiency in implementing strategies and interventions to support the development of executive function skills.
- Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention
- Thorough knowledge and experience with current instructional strategies and current teaching materials, as well as evidence of recent professional growth participation
- Extensive experience in collaborating in Professional Learning Communities to review data and share progress monitoring documentation
- Must be confident in their ability to teach any student, and have a willingness to provide intervention regardless of the significance of disability or learning need(s)
- General knowledge of American curricula and education systems. A working knowledge of United States Common Core State Standards and WIDA standards is preferred
- Models SAS Core Values (Compassion, Honesty, Fairness, Responsibility, Respect).
Specific Responsibilities
- Provide a classroom environment that is conducive to learning
- Effectively teach the curriculum
- Effectively manage each group of students while providing for a variety of learning styles, ability levels, and educational backgrounds
- Individualize the content when necessary to meet each student’s learning needs.
- Maintain rigorous and appropriate learning expectations of all students at all times.
- Accurately and regularly assess student progress
- Continuously monitor student progress and make appropriate modifications of goals and strategies to meet students’ needs
- Maintain up-to-date and accurate records of student progress and attendance and classroom supplies and materials
- Engage parents and students in the learning process through frequent and meaningful communications about student progress
- Be available to parents and students during the outside of school hours
- Engage in department/team planning, curriculum review, budgeting and other activities.
- Interact cooperatively with other staff members in the development of cohesive curriculum materials and the establishment of instructional goals
- Co-operate with and participate in the planning and evaluation of the school program.
- Keep current in education through coursework, in-service programs, and by attending professional meetings and conferences
- Employ technology (computer, video, internet, etc) as appropriate to enhance instruction.
- Remain proficient in school related technologies
- Engage with students in meaningful activities beyond the classroom which extend learning experiences for students (coaching, organizing field trips, sponsorship of clubs, events, or community service projects, etc)
Other Responsibilities
- Engage with the administration in a committed effort to improve one’s own instructional skills
- Openly support and abide by all school policies and procedures
- Model the ‘Core Values’ in your interactions with the school community
- Liaise with the Principal, taking on tasks as assigned, including all school goals
In addition to the above school-wide expectations, SAS has developed division faculty profiles to provide the greatest opportunity for the best match between our classroom needs and faculty strengths in order to be able to deliver an exemplary educational program for all students at each division. We encourage your thoughtful reflection on the following faculty profile for the Elementary School in determining whether your strengths provide a good match with the SAS division programs and expectations.
- Collaborate with other teachers in Professional Learning Communities (PLCs) that are focused on building clarity, consistency and coherence among team members for improved learning for ALL students
- Differentiates instruction and assessment based on student abilities, interests,
and learning styles
- Passionate about learning
- Eager to remain current on best practices in teaching field
- Enjoys collaboration with colleagues and is an excellent team member
- Communicates effectively and efficiently with students, parents and colleagues
- Experience in teaching students from a wide range of abilities and cultural backgrounds
- Positively contributes to school culture through support and sponsorship of school activities
- Integrates technology in innovative ways in daily instruction
- Actively strives for self improvement as a life-long learner
Terms of Employment
Salary and benefits shall be paid consistent with the SAS approved compensation plan for Teachers.
Evaluation
Performance of this job will be evaluated in accordance with the provisions of the
Board’s policy on evaluation of personnel.
