POSITION TITLE: Teacher - Multi-Tiered Systems of Support
DEPARTMENT: Secondary Education
REPORTS TO: Principal
FLSA STATUS: Exempt
WORK SCHEDULE: 190 days
DATE REVIEWED: 09/2022
TERMS OF EMPLOYMENT: Maintains an up-to-date, in-field certificate issued by the Georgia Professional Standards Commission; salary and length of contract to be established by the Board of Education.
PRIMARY FUNCTION: To plan for and provide instructional support via professional learning, coaching, modeling, technical guidance, and best practice resources and materials in the area of GA’s Tiered Systems of Support.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
Serves as primary intervention specialist and school contact for academic and behavioral systems of support
Supports and monitors school’s implementation of GA’s Tiered Systems of Supports to increase overall student achievement and reduce disproportionate outcomes in achievement and discipline.
Provides training and support on effective use of school-based intervention teams, including collaboration, communication, and cohesion across various team members, collaborates, and cooperates with colleagues, supervisors, and students
Ensures that meetings are scheduled regularly to review student academic support plans, interventions, and progress monitoring data
Maintains records and ensures compliance with federal, state, and local guidelines and policies
Trains all school staff on expectations surrounding academic and behavioral interventions, progress monitoring, and documentation
Liaison between grade and team level leads, REP teachers, and central office support staff
Serves as the 504 Coordinator and primary point of contact for families seeking IEP and/or 504 accommodation plan
Provides training and ongoing support for data systems that provide critical student achievement data and information, including universal screening, diagnostic, and progress monitoring tools
Meets with teachers individually or in grade-level teams to help interpret data, determine intervention efficacy and plan next steps of support
Plans, schedules, and leads as appropriate data-based problem solving and Student Support Teams in coordination with teachers, support staff, parents, and administration
Assists with the monitoring of reading and math Remedial Education Program instruction to ensure program fidelity and use of evidence-based practices
Models and assists teachers in the use of data to place students in intervention groups and define focus of instruction for each group
Participates in professional development to stay current in best practices for multi-tiered systems of support
Leads collaborative efforts to evaluate, select, and modify resources and activities to match learners’ needs and meet the curriculum standards.
SUPERVISORY RESPONSIBILITIES: Supervises classroom, students, paraprofessional (if applicable), and volunteers.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions
REQUIRED EDUCATION and/or EXPERIENCE:
A minimum of 5 years classroom teaching experience
Valid Georgia Educators Certificate in secondary content area, special education, counseling, school psychology, or educational leadership
Knowledgeable about the MTSS/RTI framework and implementation process
Experience implementing Tier 2 and Tier 3 interventions and collecting progress monitoring data for students
Experience conducting professional learning experiences around instruction and evidenced- based interventions
Experience with a wide variety of curriculum structures and instruction and assessment strategies that reflect current research on best practices
A working knowledge and understanding of the Georgia Tiered Systems of Support and GA State Curriculum Standards
PREFERRED EDUCATION and/or EXPERIENCE:
Experience working with racially and economically diverse student population
Experience with a behavior/discipline framework for secondary students
Experience effectively addressing the achievement/opportunity gap via interventions and other classroom and/or school-wide supports
Experience as an educator in an International Baccalaureate School
Strong mediation and conflict resolution skills
EVALUATION: Performance of this job shall be evaluated annually in accordance with provisions of the board's policy on evaluation of certified personnel.
PHYSICAL DEMANDS: To perform the duties of this job, the employee is required to stand, walk, sit, or hear. Lifting up to 30 pounds may be required on an occasional basis. The employee is occasionally required to stoop, kneel, crouch or crawl. Specific vision abilities required of this job include close vision and distance vision.