Small Group Support and Aftercare Teacher The Jewish Day School of Metropolitan Seattle - 2.0 Bellevue, WA Job Details Part-time $35,000 - $71,500 a year 17 hours ago Qualifications School experience CPR Certification Experience working with children with ADHD Confidential information handling Relationship building (classroom management strategies) Experience working with children with autism spectrum disorder (ASD) Experience working with individuals with neurodevelopmental disorders Student caseload management Student report writing Caseload management Experience working with individuals with autism Windows Learning styles adaptability First Aid Certification Working with students Desktop applications Data entry Teaching students with autism spectrum disorder Bachelor's degree in education Teaching reading in special education Community relationship building Language development (child development components) Social-emotional learning (SEL) programs Positive guidance disciplinary approach Full Job Description Position Title Small Group Support and Aftercare Teacher Reports To Assistant Head of School Department Learning Resource Center and Aftercare Employment Type (FTE) 0.75 FTE (approx. 12-6pm M-Th and 12-5pm F FLSA Status Exempt Supervises N/A Salary Range $35,000 - $71,456 (0.75 FTE), reflecting a blended role of Small Group Support Teacher (0.5 FTE, per the JDS faculty salary scale, commensurate with degree and years of teaching experience) and Aftercare Teacher (0.25 FTE, calculated at $25-$32/hour). Final salary within this range is determined by the candidate's qualifications and experience. Position Summary The Small Group Support and Aftercare Teacher is a blended position combining individualized instructional support during the school day with student supervision in aftercare. During the school day, this role provides individualized and small-group instruction to K-8 students with a range of learning needs, including neurodiverse profiles and specific academic skill gaps — developing Student Support Plans and Student Accommodation Plans, monitoring progress, coordinating Child Study Team work, and liaising with classroom teachers, the School Counselor, families, and community professionals. In the afternoon, the role shifts to aftercare, supervising and engaging students in a warm, safe, active environment from dismissal through pick-up, including homework time, snack, free play, and family pick-up. This is a key faculty role supporting a school culture that serves all learners. Key Responsibilities Instruction & Student Support Plan and provide individualized and/or small-group instruction for K-8th Grade students, using curricular or specialized materials to address academic and/or executive function needs.

Assess student progress on Student Support Plan goals throughout the year and share results with families and teachers via written reports and meetings. Develop Student Support Plans and Student Accommodation Plans based on observations, informal assessments, and professional evaluations (e.g., neuropsychological, psychoeducational, or therapist reports). Support 8th Grade students' self-advocacy skills and transition to high school. Utilize current best practices in technology for instruction, accommodations, and communication, and engage in ongoing professional learning specific to the Small Group Support Teacher's role. Collaboration & Child Study Team Collaborate consistently with teachers, the School Counselor, and Teaching Teams on student needs, curriculum accessibility, and accommodations; attend weekly staff/faculty meetings. Coordinate and participate in Child Study Team meetings, including action-plan development and written follow-up summaries. Present on new or unique-needs students to faculty during Staff Orientation Week. Family Partnership & Community Liaison Maintain ongoing communication with families and serve as liaison to community professionals (evaluation, therapy, tutoring services). Guide families toward evaluations and support services as needed. Maintain confidential student records and plans in accordance with school policy and privacy laws (e.g., FERPA, HIPAA). School Life & Community Attend Orientation Week, June Week, Conference Days, Back-to-School Night, In-Service Days, faculty meetings, Graduation, Open Houses, and other selected events. Participate in Recess, Lunch, and Event Duties as assigned, and support school-wide events, holiday celebrations, and Jewish life programming. Support admissions with evaluations or conversations regarding prospective students with learning differences, as requested.

Aftercare:

Student Supervision & Engagement Supervise students from dismissal through pick-up, ensuring all children are accounted for at all times. Lead age-appropriate activities, games, crafts, and outdoor play, and support homework/quiet-work time. Manage transitions between activities, snack, free play, and pick-up smoothly and safely. Communicate with classroom teachers and the front office on student-specific information relevant to aftercare (e.g., pick-up changes, behavioral notes, health concerns), supporting a seamless transition into aftercare programming.

Aftercare:

Health, Safety & Routines Supervise snack time in accordance with food-allergy and dietary protocols. Follow school policies for supervision, sign-out, and authorized pick-up, and maintain accurate attendance/sign-out records. Respond appropriately to minor injuries, illness, and behavioral situations per school policy, communicating with families and staff as needed. Maintain a safe, clean, organized aftercare space and support emergency drills/protocols during aftercare hours.

Aftercare:

Family Partnership & Communication Serve as a warm, professional point of contact for families at pick-up, communicating any concerns or incidents as needed. Maintain confidentiality regarding students, families, and information learned in the course of duties. Coordination Across the School Day Communicate with classroom teachers and the front office on student-specific information relevant to aftercare (e.g., pick-up changes, behavioral notes, health concerns), supporting a seamless transition into aftercare programming. General Establishes and cultivates community relations by maintaining open dialogue with all of the school's constituencies Actively participates in the full life of the school Vigorously engages in professional development; demonstrates a commitment to life-long learning by enhancing their skills, and embracing innovative technologies and creative thinking Is familiar with and complies with all policies and regulations as put forth in the school's documents Takes all necessary and reasonable precautions to protect students, faculty, staff, equipment, materials, and facilities Perform other duties as assigned Qualifications and Skills Required Education & Experience Bachelor's Degree in Education from an accredited four-year college or university, with additional coursework Valid certification as a Special Education Teacher, Reading Specialist, Math Specialist, or related field (Academic Therapy, Learning Differences, Speech-Language Therapy) 3 years or more of professional teaching experience or practice in a school setting Experience or familiarity with independent schools Knowledge and training in areas of neurodiversity including ADD/ADHD, Twice Exceptional Learners, Sensory Processing, Working Memory or Processing Speed, Dyslexia, Dysgraphia, Dyscalculia, Autism Spectrum, and Anxiety Familiarity or training in a multi-sensory structured language approach to address reading and spelling, Social Thinking, Social-Emotional Learning, Responsive Classroom or Positive Discipline, Differentiated Instruction, Reader's and Writer's Workshop, Universal Design for Learning, and English Language Learning Ability to complete required background checks and any state-mandated clearances for school staff Current CPR and First Aid certification, or willingness and ability to obtain prior to start date Required Knowledge, Skills & Abilities Excellent written and verbal communication skills Ability to communicate and work effectively with all school constituencies, including strong interpersonal skills with children, families, and colleagues Patience, warmth, and genuine enjoyment of working with school-aged children across age groups Strong supervision and classroom-management skills, including in less-structured (after-school) settings Reliability and punctuality Flexibility, creativity, maturity, and a sense of humor Data input skills for student report cards and internal documents Ability to keep information in the strictest of confidence Commitment to diversity, equity, and inclusivity Proficient at working in a Microsoft Windows environment, using Office; ability to master common automated systems for record keeping, and confidently learn new technology Strong interpersonal skills and the ability to build trust with students, families, and colleagues on sensitive learning and developmental topics Strong organizational and case-management skills to manage caseloads of students with varied needs Ability to stand multiple hours of the day Ability to sit and keyboard Ability to talk on the phone Ability to lift up to 40 pounds Ability to travel locally Ability to work outside in any weather Preferred Master's Degree in Special Education, Reading, Educational Therapy, School Psychology, or a related field Experience in a Jewish day school or familiarity with Jewish day school culture, dual curriculum, and Jewish life and traditions Orton-Gillingham, Wilson, or other multi-sensory structured language training certification Experience administering and interpreting psychoeducational or academic assessments Prior experience in aftercare, summer camp, or extended-day programming