HS Learning Support Teacher

Objective

The student learning support (SLS) teacher provides instructional and behavioral support for students identified with learning disabilities or challenges through current, evidence-based practices. This role is highly collaborative, requiring high levels of communication with divisional administration, parents, and teachers to ensure meaningful inclusion and access to grade-level curriculum for all learners.

In addition to providing direct support through small-group and individualized interventions, the SLS teacher actively supports the professional growth of other teachers by offering guidance, resources, and training. They model teaching approaches that are effective for students with different learning needs and help create classroom environments that are inclusive and respectful of diversity, aligning with the school's values of truth, excellence, and diversity.

Minimum Qualifications

• Bachelor’s degree and valid teaching certification in Special Education (Master’s Degree preferred)
• Demonstrated success supporting students with learning differences
• Strong interpersonal, collaboration, and communication skills
• Excellent organization and attention to detail
• Familiarity with MTSS, RTI, and PBIS frameworks preferred
• Commitment to the Vision, Mission, and Philosophy of YISS

Duties and Responsibilities

• Engage in professional learning to remain current in special education best practices and inclusive teaching strategies.
• Develop and maintain Student Learning Support Plans (SLS plans) and progress reports that accurately reflect student learning profiles, goals, and growth.
• Maintain communication with parents regarding student progress and ongoing needs.
• Use recognized assessment tools, including teacher feedback, MAP, and WIDA, to monitor, document, and report progress each quarter, informing instructional decisions.
• Facilitate and maintain data collection of student progress and teacher feedback.
• Maintain up-to-date records, assessing student needs and progress toward exiting support programs when appropriate.
• As needed, participate in student team meetings, faculty meetings, and parent-teacher conferences.
• Annually, plan and facilitate BOY and EOY meetings with parents and members of the Student Success Team.
• Partner with classroom teachers to design and implement effective instructional strategies, small group interventions, and scaffolded lessons that promote student success.
• Deliver targeted small-group and one-on-one instruction on skill development, learning strategies, and executive functioning skills, in alignment with SLS plans.
• Provide inclusion-based and self-contained learning support for students with identified learning needs.
• Collaborate with the Student Support Team (principals, counselors, and the Director of SLS) and classroom teachers to identify and address areas of greatest academic and behavioral need.
• Support best practices for students by modeling differentiation strategies and ensuring accommodations and modifications are implemented with fidelity.
• Participate as an active member of the Student Support Team to address students’ social, emotional, behavioral, academic, and physical needs.
• Create a supportive, safe, and encouraging environment where students can self-advocate, take risks, and grow in confidence and independence.
• Contribute to co-curricular programs and/or serve on school committees as assigned.
• Uphold the confidentiality of all student and family information.
• Participate in Grade 8 transitions planning with the Grade 9-10 Counselor.
• Perform other duties as assigned by the high school principal or assistant principal (e.g., supervision, study hall, substitute coverage)

Mission Mindedness

• Supervise extracurricular activities and outings as assigned.
• Attend and participate in devotions, teachers’ meetings, evening programs involving the teacher’s students, or as requested by the administration, and other meetings as assigned.
• Model Christ’s teachings through interpersonal skills, respectful relationships, and a willingness to learn and interact with others of different faith traditions.
• Meet everyday stress with emotional stability, objectivity, and optimism.
• Fosters relationships with parents, students, staff, and the community that support the academic and spiritual aspects of the school’s ministry in both in-class and out-of-class environments.

Community Responsibilities

• Follow school policies, procedures, rules, regulations, guidelines, and the provisions of the contract, as outlined in the Faculty and Staff Handbook, and other school publications.
• Perform assigned supervisory duties and responsibilities (before school, break, lunch, after school, etc.) and inform the proper administrator in advance if unable to fulfill any assigned duty.
• Prepare adequate information and materials for a substitute teacher.
• Maintain and submit regular and accurate attendance, grades, and other records on a timely basis.
• Cooperate with YISS administration in implementing all policies, procedures, and directives governing the operation of the school.
• Safeguard the interests and mission of the school.
• Respectfully submit and demonstrate cooperativeness to constituted authority.
• Demonstrates timeliness in submissions for deadlines, willingness to be proactive in his/her responsibilities, and sensitivity to living and working in a community that relies upon each other for effective ministry.

All employees and associates are required to adhere to a Safeguarding Code of Conduct that contains expectations about their relationships with children, social media use, and the use of children’s photographs and identifying information.