Learning Support Teacher

Responsibilities

• The willingness to collaborate with teachers and parents in the development of Individualized Learning Plans for students with learning disabilities.
• The ability to observe students within the classroom and problem-solve strategies to help support them if they are experiencing difficulties.
• Knowledge in screening tools for grades K-8 in the areas of reading, math, and writing.
• Collaborating with classroom teachers on a push-in or pull-out schedule to support students with learning differences, English language learners, students with attention issues and/or other needs.
• Brainstorming with classroom teacher on appropriate materials for modifications/accommodations within the regular classroom.
• Monitor accommodations on benchmark tests for students with special needs.
• Qualify students and monitor usage of Learning Ally.
• Collaboration with learning support coordinators within the Diocese of Orange at scheduled meetings throughout the school year.
• Training in Wilson Reading Program or other dyslexia remediation system.
• Experience in special education and/or the willingness to meet with public school personnel for SELPA meetings and IEP (Individualized Educational Plan) meetings (at the parents’ request).

Work Conditions

• Work primarily in a classroom and school campus environment using standard educational technology and office equipment, including computers, telephones, projectors, and printers.
• Interact regularly with students, parents, staff, faculty, and visitors in a professional, faith-based setting.
• Follow the school schedule, with occasional additional hours before or after school for lesson preparation, grading, meetings, school events, and other assigned responsibilities.
• May travel locally for meetings, training, and other school-related activities.

Physical Requirements

• Stand and walk for extended periods throughout the classroom, campus, or office.
• Communicate clearly and effectively with students, parents, colleagues, and visitors in individual and group settings.
• Use hands and fingers to operate office equipment, prepare instructional materials, and complete administrative tasks.
• Visual and auditory ability to monitor students, read documents, communicate in person, by phone, and electronically, and respond appropriately to classroom and workplace situations.