| Learning Support Specialist Western Reserve Academy, one of the nation’s premier boarding schools, invites experienced, dynamic and collaborative educators who are passionate about working with adolescents. Candidates should have the ability to inspire students and colleagues and the willingness to participate fully in all that is associated with a vibrant boarding school community. DUTIES and RESPONSIBILITIES
1. Demonstrating knowledge of content and pedagogy:
a. Aligning student goals and objectives to student’s individual profile and school curriculum
b. Modelling and supporting best practices in teaching and learning
2. Demonstrating knowledge of students:
a. Using formal and informal assessments and observations to determine students’ learning profiles, strengths, challenges and interests
3. Selecting instructional goals:
a. Using understanding of development and learning to select developmentally appropriate instructional goals
b. Identifying objectives that support goal achievement
c. Documenting goals using agreed school proformas
4. Demonstrating knowledge of resources:
a. Demonstrating familiarity with a range of resources, including technological, to enhance student learning
5. Designing coherent instruction:
a. Implementing methodology supportive of a student’s individual learning profile
b. Providing specific instruction/intervention for dyslexia, dyscalculia, dysgraphia, or other needs
c. Designing learning experiences that are developmentally sequential, authentic and integrated to enable students to meet personal goals to achieve designated Standards and Benchmarks
d. Documenting and sharing planned instructional experiences
e. Ability to document using anecdotal notes, amongst other data collection systems
6. Assessing student learning:
a. Conducting assessments to provide feedback to students, teachers and parents to inform further learning experiences
b. Sharing assessment results/information with teachers and parents
c. Documenting assessment information
7. Creating an environment of respect and rapport:
a. Be supportive and respectful of students’ needs
b. Supporting student and advocating for each individual, teaching child advocacy skills
8. Establishing a culture for learning:
a. Teaching students to understand their learning strengths and challenges and supportive strategies to become self-directed learners
b. Developing a purpose for learning
c. Teaching meta-cognition of skills
9. Managing classroom procedures:
a. Maintaining transparent schedules and routines
b. Notifying students and colleagues of planned changes to schedules and routines - Managing student behavior:
a. Be aware of students’ needs
b. Modeling and reinforcing appropriate behavior
c. Implementing appropriate approaches and interventions for social/emotional and behavioral needs
11. Communicating clearly and accurately:
a. Clearly articulating purposes of learning experiences
b. Providing explicit instructions/directions
12. Maintaining accurate records:
a. Using school systems to maintain student and school records
b. Maintaining records with a professional tone
c. Creating Individual Learning Plans and/or Accommodation Plans within time frame
d. Updating learning plans and communication tools/files on individual students
13. Communicating with families and colleagues:
a. Establishing and maintaining communication with families
b. Collaborating with colleagues
c. Involving parents and teachers (and students) in the development of Individual Learning Plans
d. Providing parents and teachers with appropriate documents
e. Holding regular meetings with parents and external professionals as needed for each child
f. Communicating with teachers and adults in support of individual student needs
14. Contributing to the school:
a. Sharing expertise with colleagues and community
15. Growing and developing professionally:
a. Striving to improve expertise
b. Continuing to maintain an understanding of best practices and research
c. Attending professional development that support student learning and school initiatives
d. Providing in-service and workshops to faculty, parents and community as appropriate
16. Showing professionalism:
a. Interacting with colleagues and parents in a professional manner
b. Maintaining confidentiality
c. Building relationships with parents and other adults in the community
d. Making connections with external professionals
17. Performing other related duties and assuming other responsibilities as assigned by the school |