Under the auspices of the United Nations and guided by its ideals, The United Nations International School (UNIS) provides an inclusive and diverse learning environment in which rigorous international programs foster academic excellence, innovation, creativity and cross cultural communication to educate and inspire its students to become an active force in shaping a better world: peaceful, compassionate and sustainable.
UNIS fosters a collaborative culture where all members of the community work to collectively meet the mission and goals of the school. At the heart of the school’s mission and the driving force in its institutional and instructional decisions is the belief that all students are provided the opportunity to learn with the most inclusive learning experience with educational excellence and equity. Faculty and staff use a whole-child approach to ensure students’ social, emotional, and academic needs are met for student success.
The Middle School Learning Success Specialist and Instructional Coach is a teacher-leader who will work closely with the members of the Student Success and Support Team (SST), middle school curriculum coordinator and administration, and middle school faculty members to bring the ideals of inclusion, collaboration, equity, and academic excellence alive within the school. Additionally, he or she will be an educational resource to the all members of the middle school community: the students, faculty and staff, and parents. The overarching goal of the specialist & coach is to assist with providing students with experiences that optimize their learning, in all situations, and result in student success that exemplify: self-awareness of their learning profiles; efficacious and goal-directed behavior; perseverance and flexibility; and self-advocacy where seeking guidance is welcomed.
Possible teaching of full, general education class depending on specialty in either English, Math, or specific discipline.
Strong knowledge of co-teaching/collaboration, assessment, and differentiation practices and methods of their implementation in the general education classroom to allow for greater innovation and creativity in the classroom, drive instruction that uses data and utilized evidence based practices
Willingness, interest in, and ability to roll out a coaching/co-teaching model within the middle school.
Develop a strong understanding of the UNIS curriculum and the underlying skill taught to effectively collaborate with teachers.
Ability to create systems where student data is tracked and used to make appropriate instructional decisions.
Facilitate life long learners amongst faculty and staff through a variety of ways including, but not limited to: organization of Professional Learning Communities (PLCs); implementation of action research; support of data collection and analysis; publishing instructional approaches and their results; organizing, implementing, and running embedded professional development at faculty meetings and during the school day.
Introduce and implement practices to cultivate more reflective practices to allow teachers to meet student needs in the most inclusive setting.
Create and maintain appropriate records on coaching initiatives and responsibilities provided to faculty members.
Learning Specialist Responsibilities:
Strong knowledge of strength and solution based framework that focuses on: collaboratively identifying the problem, highlighting student’s strengths, and developing an intervention plan.
Teaching of students with learning differences. Teaching structure will be a combination of co-taught, small group, in class or individualized.
Identifies those students who are in need of strategies, interventions, or challenge and enrichment through observation, analysis of testing, and review of files.
Case managing students with learning difference which includes facilitating grade level, multi-disciplinary and parent team meetings; writing and implementing Individualized Learning Plans (ILP), and student advocacy.
Administers informal assessments and provides written summaries evaluating math, literacy, and executive functioning skills of students of concern.
Manage the implementation of formal accommodations, modifications, and accelerations/extensions and provide support to teachers who create appropriate, differentiated learning experiences in the classroom.
Facilitates the administration, analyses, and instructional recommendations for faculty of standardized tests (MAP assessments).
Facilitate grade level meetings around student success.
Facilitate data-driven instruction through a variety of approaches and professional development.
Strong knowledge of current Evidence Based Practices, strategy instruction and other interventions in literacy/math/science/executive functioning.
Strong knowledge of and ability to implement the RTI framework (or a similar approach) in the middle school.
Specific Qualifications and Skills:
The successful candidate should have or be able to demonstrate:
3-5 years classroom or small-group teaching experience
Degree in special education, preferably mathematics and a knowledge of a constructivist math curriculum, though reading/literacy and/or gifted and talented education is acceptable.
Expertise with interpreting data to drive instruction and communicating that information to classroom teachers.
Strong interpersonal and communication skills
Ability to be flexible
An excellent relationship with colleagues and strong ability to work collaboratively and proactively with initiative and innovation
Excellent organizational and classroom management skills
Strong problem solver
A commitment to his or her own professional learning