Academic Support Coordinator jobs in Pittsfield, MA

WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

JOB TITLE: Academic Support Teacher

REPORTS TO: Superintendent of Schools

APPROVED BY: Superintendent of Schools

UPDATED: 5/2021

FLSA STATUS: Exempt

POSITION OBJECTIVES: The job of an academic support teacher (AST) in Windham Central Supervisory Union has many components. It is the expectation that the academic support teacher will work with classroom teachers and the administration to plan and provide intervention and remediation to students. Academic support teachers report directly to the Director of Curriculum & Instruction, but also work closely with building administrators to support student learning.

Core responsibilities for this position include working with students to provide intervention in literacy and mathematics and working with classroom teachers to support their professional learning. The academic support teachers will work and plan together as a team to provide services to students in the SU. Data about students’ literacy and math skills will be the primary driver for the development of plans for academic intervention and support.

ESSENTIAL DUTIES AND RESPONSIBILITIES are found in the Teacher job description. In addition, duties specifically related to the Title I Program are listed below. Other duties may be assigned.

INTERVENTION

• Using a diagnostic and prescriptive approach, provide instruction for students who are struggling to meet the standards
• Provide instruction that will help students meet or exceed grade level standards
• Provide direct instruction and intervention in the areas of math and literacy, as based on skill deficits identified through assessment data (flexible grouping in classroom, small group, co-teaching)
• Provide diagnostic assessments to students who are not reaching the benchmark
• Plan for prescriptive interventions based on diagnostic assessment data

INSTRUCTIONAL COACHING

• Assist with embed professional development in work with teachers both within and outside focus content area, as well as continue with sharing resources
• Support the implementation of best practice and assessment
• Provide leadership in the area of literacy & math, especially sharing expertise about needs of and learning tools for struggling students
• Work with classroom teachers to plan tier I & II instruction to support struggling learners. Collaborate with classroom teachers on differentiated instruction. Partner with teachers to scaffold and differentiate lessons for students.
• Work with classroom teachers to provide diagnostic assessments to target skill deficit areas identified by benchmark screeners
• Work one-on-one and in small groups with teachers to provide instructional support. (Coaching strategies will vary but may include observation, model teaching and side-by-side teaching, etc.)
• Schedules instructional intervention, programs, and delivery models jointly with teachers and paraeducators where appropriate.
• Support teachers in establishing progress monitoring schedules and goals
• Collaborate with classroom teachers to prepare information for report cards or academic plans (i.e. overview of skills, concepts and individual student progress)
• Participate in student-focused meetings, when applicable

DATA ANALYSIS

• Lead the planning, administration and interpretation of literacy and math assessments
• Provide technical support to teachers to collect and analyze data
• Work with teachers to set up progress monitoring goals and academic intervention plans to ensure students are able to reach grade level standards by year end
• Support the implementation of the local comprehensive assessment system (LCAS)
• Maintain the confidentiality of all student data
• Maintains accurate records which document student progress, assessment information, recommendations for further service or instructional strategies, effective teacher/parent communication, and program evaluation data.
• Work with the AST team to build a WCSU Assessment Guide

ACADEMIC SUPPORT TEACHERS TEAM

• Meet regularly with the AST team and the Director of Curriculum & Instruction to assess data and plan for intervention to be scheduled throughout the SU
• Work as a team to explore and learn current research-based instructional practices, best practices, research findings, programs and assessments.

• Seek out and actively participate in opportunities for professional learning to enhance content knowledge and teaching skills, to support district goals, and/or as directed by the Director of Curriculum & Instruction.

• Participate in the development of the SU Assessment Guide
• Lead school-based data-driven meetings, as appropriate

• Help identify staff development needs

• Complete necessary paperwork for grant funding, as requested
• Other duties, as assigned

SUPERVISION RECEIVED:

Reports to, evaluated by, and receives technical direction and oversight from the Director of Curriculum and Instruction in collaboration with school Principals.

SUPERVISORY RESPONSIBILITIES: This position does not include supervisory duties.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Have experience and demonstrate proficiency in pedagogical understanding of best teaching practices and best learning strategies that engage all students in learning; in-depth knowledge of instructional methodologies that combine content instruction and literacy instruction for all students of all abilities; a strong background in reading, writing, and other literacy skills; experience in leading teacher groups, individualized teacher instruction, and providing a wide range of classroom supports; ability to model instructional techniques, to observe classes, and to provide feedback in a collaborative and supportive manner.
• Education and Experience. Bachelor’s degree in education or other appropriate discipline plus three years of relevant experience, or a combination of education and experience from which comparable knowledge and skills are acquired is required.

• Certifications and Licenses. Holds or is eligible to hold a Vermont Professional Educator’s License. Holds or is eligible for the appropriate endorsement(s) for assignment.

• Language Skills. Ability to read, analyze, and interpret professional periodicals, professional journals, technical procedures, or governmental regulations and standards. Ability to write reports, correspondence, and procedures. Ability to effectively present information and respond to questions from groups of administrators, teachers, staff, parents, students, and the general public.

• Mathematical Skills. Ability to calculate figures and amounts such as trends, proportions, percentages, area, averages, mean, median, mode and other data calculations. Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

• Computer Skills and Experience. Excellent basic computer skills and understanding of the integration of academic technology strategies required.
• Reasoning Ability/Mental Requirements. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

• Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.

• Additional Competencies. The individual in this position must possess the following:

• Dependability – being reliable, punctual, responsible and fulfilling obligations.
• Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail – being careful about detail and thorough in completing work tasks.
• Integrity – being honest and ethical.
• Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
• Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.

Social Orientation – preferring to work with others rather than alone, and being personally connected with others on the job.