Elementary School Support Teacher

*Summary:* Rambam Day School at Temple Beth Am teachers are experienced champions of children with proven track record of success in the classroom.
Rambam Day School teachers are responsible for creating warm and nurturing classroom environments that foster their students' learning, ensuring that they reach their maximum potential for intellectual, emotional, physical, spiritual, and social growth.
Rambam Day School Educators approach their work with respect for children and families, they demonstrate patience and a sincere willingness to accept parents as partners in the education of their students.
A Rambam Day School teacher is not a knowledge giver but one who imparts to students learning skills, thinking skills, life skills and helps students face the future with resilience, confidence, and a sense of commitment.
A great teacher is always ready to go the extra-mile to achieve results.
A Rambam Day School teacher has poise and confidence.
They are a role model of continuous learning, possess adequate levels of energy and recognize the power of enthusiasm.
They have excellent communication skills and a positive disposition.
They keep the larger picture in mind; accountability and adaptability are their main forte.
Rambam educators are responsible for designing dynamic environments that invite children to be curious, support student learning, and allow them to learn by doing.
Our team has a deep understanding of child development and the ability to support children at all levels academically, socially, emotionally, and physically.
They connect this understanding with curriculum development by designing thoughtful integrated projects that are interdisciplinary, build skills and knowledge.
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Throughout the year, educators are responsible for assessing student learning and using the data to support student learning.
Elementary Educators incorporate Jewish values into daily lessons and embrace Jewish culture, customs and traditions.
*Specific Responsibilities Include, But Are Not Limited To: * *Curriculum and Instruction:* * Assess and identify the academic strengths and weaknesses of students in need of academic support instruction by conducting formal and multiple assessment measures, evaluating multiple assessment and observational data, consulting with teachers and staff members, and reviewing recommendations made by personnel.
* Analyze student achievement and observational data to create instructional intervention plans and make instructional decisions to address student needs (i.
e.
benchmarks, MAP testing, progress monitoring, running records, formative assessments, teacher recommendations, report card grades/comments, etc.
) * Work closely with classroom teachers to determine the most effective strategies to support student learning, design the appropriate instructional interventions for identified students in need and share student progress over the course of the school year.
* Maintain joint responsibility with classroom teachers to plan daily instructional intervention strategies that support student learning objectives.
* Maintain joint responsibility with classroom teachers to formally and informally assess student progress toward meeting academic standards.
* Take a leadership role in developing a collaborative teaching environment that supports open communication resulting in a strong and productive working relationship between the classroom and academic support teacher.
* Integrate daily lesson plans to maintain congruence and adequate pacing for students.
* Meet regularly as a team to share successes and brainstorm solutions to shared problems throughout the academic year.
* Monitor program effectiveness by gathering, manipulating and analyzing assessment results at the school level and provide support to teachers as needed.
* Consistently monitors ongoing performance of students in math/literacy/classroom.
* Monitor and maintain accurate records on student achievement, articulating theprogress and success of each student to parents, teachers, Support Services Coordinator and Elementary School Director * Develop and monitor instructional goals and specific instructional objectives for each student selected for academic support.
* Select appropriate instructional materials and media to achieve the goals and objectives specified for each student under his/her care.
* Design a model push-in/pull-out program that aligns closely with regular classroom instruction in terms of pacing and content.
* Strive to maximize the educational achievement of each student by motivating, stimulating and encouraging higher order thinking at the appropriate grade level as reflected in all intervention instruction/lesson plan design.
* Related relevant examples, unexpected situations, or current events to the content.
* Maintain the confidentiality of school and student records.
* Provide clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning.
* Encourage parents/caregivers to become active partners in their children’s educationand to become involved in school and the classroom.
* Write an Individual Action Plan for each student served which has specific goals, benchmarks and evidence of progress.
IAP needs to be completed and approved by the second week of school.
* Maintain an Individual Action Plan for each student served which has specific goals, benchmarks and evidence of progress.
Updates should be made before parent-teacher conferences and report card distribution.
* Believe all students can find academic success as demonstrated by grade level instructional design and the implementation of appropriate academic interventions.
* Strive to maintain and enhance professional learning through professional reading as well as participation in and leading workshops, conferences and appropriate staff development programs.
* Remain current on best practices and scientifically based research strategies on tiered intervention strategies, flexible grouping, motivating struggling students, strategies that work for reading, writing and math, and developing higher order thinking skills.
* Performs other duties as may be assigned by supervisors.
*Professional Disposition and Expectations: * * Maintains a growth mindset toward student learning, teaching practice, and personal/collective professional development by holding themselves and the students to a high degree of self-efficacy (agency); holding themselves and learners accountable while advocating for their students well-being.
* Serves as a role model and an innovative and creative learner with an insatiable thirst for knowledge, personal growth, and being on the cutting edge of instructional practice and pedagogy.
* Prepares and maintains a current dedicated folder for Substitute Teacher(s).
This will include a 3-day supply of stand alone (but relevant) Emergency Plans and all items on _Substitute Teacher Checklist Form.
_ * Fulfills all duties and responsibilities including morning duties, AM and PM carpool, lunch coverage, etc.
*Teacher Qualifications/Skills:* * Valid and appropriate teacher’s certificate.
* Special Education certification and/or Masters Degree * Demonstrated expertise in Reading/Mathematics Instruction and remediation * Ability to differentiate units of study and individual lessons to ensure student success * Expertise in different instructional modalities to ensure that students in need of support learn according to their learning styles and strengths.
* Successful experience with research based Intervention and instructional strategies.
* Success with improving student achievement as demonstrated by summative & formative assessments.
* Ability to communicate effectively with students, school personnel, and parents, and an ability to work cooperatively with others.
* Ability to motivate students and get them excited about learning.
* Demonstrated ability to use data to drive instruction.
* Experience with effective Tiered Instruction * Knowledge of instructional methods appropriate for students at the respective grade level.
* Desire and ability to work with students at the specified age level with diverse backgrounds and levels of ability toward accomplishing their educational goals.
* Ability to organize tasks and manage time to meet many and varied deadlines; manage small and large groups of students in a classroom environment; and communicate effectively with students, parents, school administrators and other staff, including the ability to discuss topics which may be sensitive.
* Working familiarity with assistive technologies; internet and email systems; and word processing, presentation, and spreadsheet software.
* Familiarity with computers (PC and Apple) and their use in instruction to enhance student learning.
* Working knowledge of various office and video equipment.
* Knowledge of educational software (Veracross, Homeroom, Google Classroom, SeeSaw etc).
*General Job Performance Standards* Employees must meet the following general job performance standards: *Physical Demands and Work Environment* Physical demands and work environment characteristics described here are representative of those that must be met (or may be encountered) by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
*Physical Demands:* While performing the duties of this job, the employee is regularly required to talk or hear.
Frequently required to sit; stand; walk; use hands to finger, handle, or feel objects, tools, or controls.
Occasionally required to reach with hands and arms; climb or balance; stoop, kneel, or crouch.
Must occasionally lift and/or move up to 20 pounds.
Specific vision abilities required include close vision, distance vision, peripheral vision, depth perception, & the ability to adjust focus.
The requirements of this job include extensive use of the computer and telephone.
*Work Environment:* While performing the duties of this job, the employee occasionally works near moving mechanical parts and is rarely exposed to the risk of electrical shock.
Noise level in the work environment is usually moderate.
Job Type: Full-time Pay: $45,000.
00 - $55,000.
00 per year Benefits: * 401(k) * 401(k) matching * Dental insurance * Health insurance * Life insurance * Paid time off * Parental leave * Professional development assistance * Retirement plan * Vision insurance Grade levels: * 1st grade * 2nd grade * 3rd grade * 4th grade * 5th grade * Kindergarten Schedule: * 8 hour shift * Monday to Friday School subjects: * English * Math * Reading * Science School type: * Private school Ability to Relocate: * Pinecrest, FL 33156: Relocate before starting work (Required) Work Location: In person