Upper Elementary Learning Support Teacher (Long-Term Substitute)

AMERICAN SCHOOL OF DOHA
JOB DESCRIPTION

Position:

Learning Support Teacher

Department:

Assigned Division (LE, UE, MS or HS)

Reports:

Divisional Principal

Interfaces With:

Students, Parents, Teachers and Staff

Job Classification:

Overseas or Local Hire

Status:

Non-Exempt

Position Summary:

The Learning Support Teacher is integral to the implementation of the Multi-Tiered System of Supports (MTSS) framework at the American School of Doha. The LS Teacher places a pivotal role in ensuring equitable access to learning by providing targeted interventions and accommodations for students with diverse needs. This includes collaborating with classroom teachers to deliver differentiated instruction, monitoring student progress, and contributing to a culture of data-driven decision-making. The LS Teacher also works closely with families, specialists, and school leadership to promote student success and wellbeing in line with the school’s mission to empower students and develop their talents.

An ASD teacher shall render services as a teacher at ASD, under the supervision of the Divisional Principal and/or the Department Head. The teacher shall accept all responsibilities for curricular and extracurricular activities, attend faculty meetings, and conduct himself/herself in a manner that will reflect favorably on ASD. The teacher will prioritize, promote and safeguard the welfare of all ASD students and show commitment to the principles of diversity, equity, inclusion, and social justice.

Learning Support Responsibilities

1. Demonstrate a commitment to safeguarding children as a priority and be aware of and comply with relevant policies and procedures comprising but not limited to:
   • Child protection
   • Code of conduct
2. Gather, analyze, and monitor data on student development and progress, including conducting regular assessments and progress monitoring, to inform teaching and learning and adjust interventions and instructional strategies as needed.
3. Act as Case Manager for students with identified needs, including conducting and administering diagnostic assessments, interpreting psychological and academic testing reports, and using this data to develop goals and implement support plans.
4. Actively participate in Professional Learning Communities (PLCs) to enhance instructional practices and contribute to the development of strategies that support student success. (ASD follows the “PLC @ Work” framework).
5. Consult with classroom teachers to support the effective implementation of Tier I strategies and support to ensure classroom strategies are accessible to all students.
6. Deliver intensive Tier 3 support through small-group or one-on-one instruction tailored to specific student needs.
7. Develop and monitor Accomodation Plans and Individualized Support Plans (ISPs) in collaboration with teachers, parents, and specialists.
8. Contribute to admissions evaluations by assessing new or prospective students as needed.
9. Facilitate professional development opportunities for faculty on best practices in inclusive education, MTSS, and other relevant topics to enhance instructional practices.
10. Collaborate with families to ensure they are informed partners in the learning process, communicating progress and providing resources to empower them in supporting their children's success.

Duties and Responsibilities:

General Teaching Responsibilities

1. Take responsibility for curricular and extracurricular activities, including sponsoring a minimum of 20 after-school sessions, and participating in school events and activities as assigned by the Divisional Principal.
2. Be available for all scheduled teaching assignments during the regular school day, and attend faculty, departmental, and parent meetings, both during and after school hours, as directed by the Divisional Principal or their designee.
3. Take assigned turns serving as sponsor, chaperone or both for any school-sponsored activities requiring supervision during or after the regular teaching day.
4. Model professional learning aligned with the school’s strategic goals and actively seek opportunities for growth to enhance teaching practices and content knowledge.
5. Organize and execute teaching assignments in a professional, effective, and impactful manner.
6. Participate in using student feedback as part of the ASD evaluation and professional growth process.
7. Maintain accurate records of student performance to report progress at the end of the reporting period.
8. Prioritize and safeguard the welfare of all students, promoting an environment of safety and belonging.
9. Model equity and inclusion in all interactions with students, staff, and families and actively contribute to school improvement initiatives and strategic goals.

Knowledge & Skills:

1. Demonstrated ability to plan and prepare effectively, with strong organizational and time management skills
2. Ability to work collaboratively as part of a multidisciplinary team
3. Proficient in the use of technology to support instruction in classroom and distance learning contexts
4. Skilled in communicating with a diverse student population both inside and outside the classroom
5. Proficiency in data collection, analysis, and interpretation to inform instructional decisions and monitor student progress
6. Ability to interpret educational psychological assessments and academic assessments to guide individualized plans
7. Knowledge of screening tools for admissions and assessments relevant to special education
8. Understanding of learning disabilities, learning disorders, and behavioral/emotional disorders, and their implications for instruction and intervention
9. Knowledge of evidence-based interventions within an MTSS framework
10. Committed to continuous professional learning and growth
11. Computer literate for Mac and/or PC
12. Ability to work as a team player
13. Demonstrated excellent level of organizational, administrative and interpersonal skills
14. Ability to work independently and safeguard confidential information

Qualifications:

1. Bachelor’s degree in Education, Special Education, or a related field (Master’s degree preferred).
2. Certification in Special Education or equivalent credentials required.
3. Teaching certification required. Additionally, the following academic training is preferred:
   • Elementary School - A teaching degree with a breadth of knowledge across all subject areas and either early childhood or elementary education certification and/or appropriate levels of experience
   • Middle School – Secondary or middle level certification OR appropriate levels of experience
   • High School - A major with breadth and depth in subject to be taught, secondary certification or appropriate levels of experience
4. Minimum of 3 years of school-based experience is required; experience in a similar international and/or regional environment is an advantage

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