SUMMARY: Under the supervision of the Director of Upper Elementary, the Learning Specialist provides resources and support for classrooms teachers, fourth through sixth grade, as they plan programs, set goals, and modify the curriculum for students.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
- Provide direct instruction and support for students who have special academic needs, which may include enrichment. Re-teach, reinforce and consolidate specific learning skills.
- Address perceptual skills, organization/study skills, language development, and provide remedial work as needed, while being mindful of issues of self-esteem for children with learning needs.
- Establish goals for students' work and regularly review those goals through written action items and objectives.
- Suggest and select individualized materials and provide them to the teachers for those students who require them.
- Meet regularly with teams of teachers and other Learning Specialist to discuss children, programs, and progress and to coordinate the resource goals with the classroom teachers.
- Provide support and assistance for students before school to address specific classroom goals.
INDIVIDUAL PREREQUISITES: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
BEHAVIORAL SKILLS: Demonstrates personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.
LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature and material pertinent to elementary education, curriculum and child development. Ability to write reports, academic and developmental evaluations, curricular plans, letters to parents and others. Ability to verbally articulate present information and respond to children, parents, colleagues, and administrators in the areas of curriculum, instruction and child development. Ability to speak and write from a child-specific perspective.
MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide using whole numbers, fractions and decimals; create and interpret graphs; compute ratio and percent and use a calculator.
TECHNICAL SKILLS: Ability to use simple tools and machines, such as copiers, laminators, telephones. Ability to use a computer, minimum level requiring word processing programs to write reports, compose letters.
REASONING ABILITY: Ability to solve practical problems and apply common sense in dealing with everyday and emergency situations. Ability to interpret a variety of instructions furnished in written, oral, diagram and schedule form.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by a teacher to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions:
While performing the duties of this job, the employee is regularly required to talk and hear. The employee is required to stand, walk, sit, climb, use hands to finger, handle, or feel objects, tools, or controls, reach with hands and arms, stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move children of all sizes in the classroom. Specific vision abilities required include close vision, distance vision, peripheral vision and ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy.