Upper School Academic Support Teacher (Part Time) (2024-2025 School Year)

The Well School population includes a small number of students who benefit from more focused support on their specific academic challenges. The guiding principles for this position are as follows:

Essential Duties and Responsibilities:

In this position, the US Academic Support Teacher will provide specific academic support(s) to students within the structure and pedagogy of the classroom environment. At times, a small group setting and/or short-term individual session might be needed to teach or reinforce a particular concept.

The role of the Academic Support Teacher (AST) is designed to focus on providing exceptional academic and organizational supports (i.e. Executive Functioning) for students with learning challenges. Identifying those students who have exceptional needs for meeting with the AST, will be determined by the Primary Teachers and the Assistant Head of School.

Two general types of academic support are relative to the role of the Academic Support Teacher:

• Short-term is defined as a support needed to help a child master a skill, generally a support that needs to be in place for no longer than a year.

• Long-term is when a multi-year plan is required to support a child with a specific, exceptional academic challenge that will need to be tracked through the child’s progression through the school’s program.

The overall goal of these supports is to allow the student to achieve academic success as he or she becomes an independent learner.

Guidelines and Boundaries of the position:

• Identify the students who would benefit from this program, especially students who require a long-term plan to enable their academic progress. These are best identified as those students who are not meeting established learning goals even with Primary Teacher accommodations in place. For these students, the AST will take the long-term view of the child’s development, specifically:

• Research and develop strategies to support the child’s learning.

• Define success milestones for the child.

• Collaborate with the Primary Teacher on how the strategies could be implemented in the classroom.

• In many cases, the AST will work in a co-teaching position to deliver specific support in the classroom.

• Document the strategies, successes, and progress that were effective (and ineffective) for the child.

• Identify pertinent areas where a short-term intervention would help overcome a missing piece in a child’s academic capability. This could mean a small group of students in a class that needs intervention or the review of a particular concept.

• If a child should join our school with an existing IEP, the AST will determine what we as a school will be able to provide to best educate the child. With respect to IEPs, the school is not in a position to agree to honor the requirements. As with all children, we educate the child to the best of our abilities. We are not a school with a Special Education program, but one that is attempting to meet the needs of all our students with our available resources.

• The problem-solving process remains the process for dealing with the social/emotional development of the child.

• This includes work done in the classroom and with the administration.Addressing the individual learning styles of all students remains an important focus for all classroom teachers. The expectation is that most accommodations and extra help will continue to be handled by the Primary Teacher. As part of his/ her role, the AST informs staff of current methodologies and supports for accommodations in the classroom.

• Communication and management of concerns with a child’s education remains the responsibility of the child’s Primary Teacher. The AST works in partnership with the Primary Teacher within the structure of the school.

• Attend and participate in weekly faculty meetings.

Qualification Requirements:

• Bachelor’s degree in elementary school education or similar, Master’s degree preferred

• Proficient knowledge of teaching strategies and methods

• Experience in a school or youth-serving organization

• Outstanding organizational skills

• Proficient computer skills

• Valid driver’s license

• Availability to work extended hours on occasion

• Outstanding interpersonal and communication skills, with a professional and empathetic approach

• Able to work well collaboratively

• Excellent oral and written communication skills

• Detail-oriented

• High-energy and enthusiastic about working in an academic atmosphere

• Self-starter

The Well School is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees.

If interested, please send a resume and cover letter to tjmackey@wellschool.org