<strong>Position Responsibilities<br><br></strong><strong>Middle School Educator Responsibilities<br><br></strong><ul><li>Foster a sense of student belonging by cultivating joy and purpose throughout the Middle School.</li><li>Cultivate a caring and culturally responsive learning community in Advisory, as well as the classroom, taking into account physical, emotional, and intellectual well-being of students.</li><li>Experience and/or demonstrated skills facilitating restorative conversations when supporting student behavior in the learning environment.</li><li>Collaborate with subject area teachers to co-identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.</li><li>Co-design quality formative, summative and self-guided assessments that provide students with appropriate scaffolds in order to provide opportunities for frequent feedback and communicate students’ growth and achievement.</li><li>Plan and implement engaging learning experiences that are inquiry-based, collaborative, culturally responsive, and differentiated.</li><li>Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.</li><li>Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.</li><li>Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.</li><li>Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.</li><li>Experience with or interest in co-teaching in a flexible learning environment.</li><li>Demonstrate an understanding of interdisciplinary teaching and learning.</li><li>Integrate technology in innovative ways in daily instruction to enhance learning.</li><li>Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).</li><li>Strive for continuous self-improvement as a life-long learner.</li><li>Model the Core Values in your interactions with all members of the school community.</li><li>Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (supervision, overnight Classroom Without Walls trips, sports coaching, field trips, sponsorship of clubs, events, TRi Time, community service projects, etc.)</li><li>Connect with and be available to parents and students during and outside of school hours (in person and via email communication)<br><br></li></ul><strong>Multi-Tiered Systems Of Supports (0.3) Overview<br><br></strong>The Middle School Multi-Tiered System of Supports (MTSS) Coordinator is responsible for leading and coordinating the systems, processes, and practices that ensure every student receives the right level of academic, behavioral, and social-emotional support to thrive. The MTSS Coordinator works with leaders to develop and sustain a responsive, data-driven, tiered system of academic and behavioral supports for students in the Middle School. This includes coordinating universal screening, progress monitoring, intervention planning, and data-based decision-making processes across Professional Learning Communities (PLCs) and student support teams.<br><br><strong>NOTE: This is a new position, and the job description is aspirational – the successful candidate will work with the leadership to plan a scope of work that is reasonable within the time allocated.<br><br></strong><strong>MTSS-Specific Responsibilities<br><br></strong><ul><li> Screening and Early Identification</li><li>Manage the middle school’s screening process to systematically identify students who may be at risk for poor learning, behavior, or engagement outcomes.</li><li>Ensure screening tools are valid, reliable, and aligned with SAS desired outcomes (academics, well-being, and belonging).</li><li>Lead staff training to ensure consistent understanding and fidelity of administration and data entry.</li><li>Work collaboratively to analyze screening data to identify students in need of support, evaluate Tier 1 instruction, and guide schoolwide improvement planning.</li><li> Progress Monitoring and Data-Based Decision Making</li><li>Develop clear systems for progress monitoring across tiers, clarifying frequency, storage, and analysis expectations.</li><li>Support PLCs and intervention teams in developing student progress plans that include baseline data, measurable goals, decision rules, and review cycles.</li><li>Lead professional learning to build educator capacity to use progress monitoring data effectively.</li><li>Facilitate data-driven problem-solving meetings, helping teams interpret results and determine next steps for instruction or intervention.</li><li>Use school and system-level data to evaluate the effectiveness of interventions and supports over time.</li><li> Multi-Level Prevention System</li><li>Coordinate and align Tier 1, Tier 2, and Tier 3 supports for academics, behavior, and well-being.</li><li>Collaborate with counselors, learning support specialists, deans, school psychologists and PLCs to ensure timely and appropriate access to interventions.</li><li>Work with appropriate departments and leaders to ensure Tier 2 interventions are delivered with fidelity, appropriate group size, and sufficient dosage.</li><li>Support design and documentation of intensive (Tier 3) interventions that are individualized, data-driven, and sustainable.</li><li> Leadership and Collaboration</li><li>Serve as a core member of the Middle School Student Support Leadership Team in collaboration with the Office of Learning.</li><li>Collaborate with counselors, psychologists, and deans to ensure cross-departmental coordination of academic, behavioral, and attendance interventions.</li><li>Coordinate with ES and HS divisional teams to ensure vertical alignment and continuity of supports.</li><li> Professional Learning and Capacity Building</li><li>Facilitate professional learning related to screening, progress monitoring, and data-driven decision making.</li><li>Develop practical tools and resources (e.g., checklists, templates, dashboards) that help teams sustain effective MTSS practices.<br><br></li></ul><strong>Learning Support (0.7) Specific Responsibilities<br><br></strong><ul><li>Use diagnostic assessment to determine students’ strengths and needs in literacy, numeracy, and/or executive function.</li><li>Plan data-informed interventions to support the development of reading, writing, math, and executive function skills.</li><li>Use a variety of progress monitoring strategies to monitor student progress toward their goals</li><li>Collaborate in Professional Learning Communities to review data and share progress monitoring documentation and planning for next steps for a plan of intervention.</li><li>Collaborate with PLC members, students, and parents to write & implement Individual Education Support Plans with IESP goals as well as Individual Accommodation Plans.</li><li>Collaborate with subject-area teachers and implement a broad range of strategies to support students in a co-taught, inclusive classroom.</li><li>Participate regularly in professional development to enhance knowledge of best practices for supporting diverse learning needs and delivering targeted interventions in reading, writing, mathematics, and executive functioning.</li><li>Partner with and assist subject-area teachers in developing and utilizing educational resources to facilitate differentiated student access within the classroom.</li><li>Collaborates with administrators, counsellors, and specialists to support student well-being and to address social-emotional, executive functioning, behavioral, and academic goals.<br><br></li></ul><strong>Position Requirements & Qualifications<br><br></strong><ul><li>Bachelor’s Degree in a relevant field</li><li>Master’s Degree in relevant field preferred</li><li>Teaching license or a degree in education</li><li>At least two years of full-time teaching experience preferred</li><li>Standards-based curriculum experience preferred</li><li>Excellent verbal and written English language skills</li><li>Confident technology skills for teaching and administrative tasks<br><br></li></ul><strong>Working Requirements<br><br></strong><ul><li>Sponsoring and/or coaching after-school activities are part of the responsibility of the professional educator. Therefore, faculty shall be available to coach and/or sponsor an athletic team or other extracurricular activity. Each faculty member is expected to do a minimum of one Category 1 activity or sport per year.</li><li>Required attendance at school professional learning days</li><li>Chaperone and participate in evening and/or weekend school activities each year, as assigned (including “Back-to-School Night”).</li></ul>
