Learning Support Teacher

JobID:

1389

Position Type:

Teaching/Teacher Date Posted:

5/1/2026

Location:

Spring Grove Area High School Date Available:

Upon Board Approval Closing Date:

05/15/2026 JOB

DESCRIPTION

Learning Support Teacher –

High School Job Family:

Professional Staff Professional Employee / Per Contract / 180 days per year PURPOSE To provide specialized instruction and support to students with identified learning disabilities in accordance with their Individualized Education Programs (IEPs). The Learning Support Teacher works collaboratively with general education staff to ensure students access the general education curriculum and develop the academic, social, emotional, and organizational skills necessary for success.

QUALIFICATIONS TRAINING AND EXPERIENCE

Bachelor's Degree or higher in Special Education or a related field. Valid Pennsylvania Instructional Certificate in Special Education (appropriate grade level). Certification in Learning Support or Special Education PK–12 preferred. Knowledge of IDEA, Chapter 14 and Chapter 15 regulations. Experience working with students with learning disabilities and diverse academic needs (preferred). GENERAL Ability to collaborate effectively with administrators, general education teachers, support staff, families, and outside agencies. Ability to maintain confidentiality and exercise sound professional judgment. Strong organizational, instructional, communication, and interpersonal skills. Ability to manage multiple responsibilities and meet compliance-related timelines. Knowledge of differentiated instruction, accommodations, and evidence-based interventions. Willingness to follow district policies, procedures, and special education compliance requirements.

Required Clearances:

Pennsylvania State Criminal History (Act 34) Federal Criminal History (FBI Fingerprinting – Act 114) Pennsylvania Child Abuse History (Act 151) Sexual Misconduct and Abuse Disclosures (Act 168)

REPORTABILITY

Reportable to the Building Administrator / Director of Pupil Services or the Designee.

EVALUATION

Performance is evaluated by the Building Administrator in accordance with district and state evaluation procedures.

PERFORMANCE RESPONSIBILITIES

Provide direct instruction in individual, small-group, and/or co-taught settings aligned to students' IEP goals and present levels of academic achievement and functional performance. Develop, implement, and manage IEPs in compliance with federal, state, and district requirements. Collaborate with general education teachers to support inclusive practices, differentiated instruction, accommodations, and curriculum modifications. Deliver targeted instruction in areas such as reading, writing, mathematics, study skills, executive functioning, and learning strategies. Monitor, collect, analyze, and document student progress toward IEP goals; complete progress monitoring and reporting as required. Participate in and facilitate IEP meetings, re-evaluations, and Multi-Disciplinary Team (MDT) meetings. Provide consultation and instructional support to staff regarding strategies to meet diverse learner needs. Develop and implement behavioral and academic interventions, including Positive Behavior Supports and Response to Instruction and Intervention (RtII/MTSS) strategies. Adapt instructional materials, curriculum, and assessments to support student access and growth. Maintain accurate, timely, and confidential special education documentation and student records. Communicate effectively and professionally with parents/guardians regarding student progress, services, and concerns. Coordinate services with related service providers (e.g., speech-language pathologists, school psychologists, counselors). Support transition planning, including academic planning and preparation for post-secondary education or vocational pathways, as appropriate. Participate in pre-referral, screening, and intervention processes for students suspected of having learning disabilities. Assist in the supervision and direction of paraprofessionals assigned to learning support programs. Establish and maintain a safe, structured, and supportive learning environment conducive to academic success. Participate in professional development, curriculum planning, and district initiatives. Attend staff meetings, parent-teacher conferences, and other meetings as required. Perform other duties as assigned by the Building Administrator / Director of Pupil Services.

POSITION SPECIFICATIONS PHYSICAL DEMANDS

Occasional travel between district buildings and instructional spaces. Frequent walking, standing, and movement throughout school facilities. Prolonged periods of sitting and standing. Moderate lifting and carrying (15–30 pounds). Manual dexterity for instructional materials, technology, and classroom equipment.

SENSORY ABILITIES

Visual acuity to read instructional materials, student data, and computer screens. Auditory acuity to communicate effectively with students, staff, and families. Ability to speak clearly and effectively.

WORK ENVIRONMENT

Classroom, learning support, and general education settings. May include small-group instructional spaces and inclusive classrooms.

TEMPERAMENT

Ability to work collaboratively as part of a multidisciplinary team. Patience, flexibility, and responsiveness in a dynamic educational environment. Ability to manage frequent interruptions and changing student needs.

COGNITIVE ABILITY

Ability to follow written and verbal directions. Ability to plan, organize, deliver, and assess instruction. Ability to analyze data and adjust instruction accordingly. Strong written and verbal communication skills. Ability to exercise professional judgment and prioritize responsibilities.

SPECIFIC SKILLS

Proficiency with instructional technology, data systems, and IEP management platforms. Knowledge of evidence-based instructional and intervention practices. Ability to manage confidential information appropriately. Strong problem-solving, time-management, and organizational skills. LICENSE Valid Driver's License. The position specifications described here represent the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description is intended to comply with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties. Additional responsibilities may be assigned. Learning Support Teacher 3.6 3.6 out of 5 stars 100 E College Ave, Spring Grove, PA 17362 Spring Grove Area School District 19 reviews

JobID:

1389

Position Type:

Teaching/Teacher Date Posted:

5/1/2026

Location:

Spring Grove Area High School Date Available:

Upon Board Approval Closing Date:

05/15/2026 JOB

DESCRIPTION

Learning Support Teacher –

High School Job Family:

Professional Staff Professional Employee / Per Contract / 180 days per year PURPOSE To provide specialized instruction and support to students with identified learning disabilities in accordance with their Individualized Education Programs (IEPs). The Learning Support Teacher works collaboratively with general education staff to ensure students access the general education curriculum and develop the academic, social, emotional, and organizational skills necessary for success.

QUALIFICATIONS TRAINING AND EXPERIENCE

Bachelor's Degree or higher in Special Education or a related field. Valid Pennsylvania Instructional Certificate in Special Education (appropriate grade level). Certification in Learning Support or Special Education PK–12 preferred. Knowledge of IDEA, Chapter 14 and Chapter 15 regulations. Experience working with students with learning disabilities and diverse academic needs (preferred). GENERAL Ability to collaborate effectively with administrators, general education teachers, support staff, families, and outside agencies. Ability to maintain confidentiality and exercise sound professional judgment. Strong organizational, instructional, communication, and interpersonal skills. Ability to manage multiple responsibilities and meet compliance-related timelines. Knowledge of differentiated instruction, accommodations, and evidence-based interventions. Willingness to follow district policies, procedures, and special education compliance requirements.

Required Clearances:

Pennsylvania State Criminal History (Act 34) Federal Criminal History (FBI Fingerprinting – Act 114) Pennsylvania Child Abuse History (Act 151) Sexual Misconduct and Abuse Disclosures (Act 168)

REPORTABILITY

Reportable to the Building Administrator / Director of Pupil Services or the Designee.

EVALUATION

Performance is evaluated by the Building Administrator in accordance with district and state evaluation procedures.

PERFORMANCE RESPONSIBILITIES

Provide direct instruction in individual, small-group, and/or co-taught settings aligned to students' IEP goals and present levels of academic achievement and functional performance. Develop, implement, and manage IEPs in compliance with federal, state, and district requirements. Collaborate with general education teachers to support inclusive practices, differentiated instruction, accommodations, and curriculum modifications. Deliver targeted instruction in areas such as reading, writing, mathematics, study skills, executive functioning, and learning strategies. Monitor, collect, analyze, and document student progress toward IEP goals; complete progress monitoring and reporting as required. Participate in and facilitate IEP meetings, re-evaluations, and Multi-Disciplinary Team (MDT) meetings. Provide consultation and instructional support to staff regarding strategies to meet diverse learner needs. Develop and implement behavioral and academic interventions, including Positive Behavior Supports and Response to Instruction and Intervention (RtII/MTSS) strategies. Adapt instructional materials, curriculum, and assessments to support student access and growth. Maintain accurate, timely, and confidential special education documentation and student records. Communicate effectively and professionally with parents/guardians regarding student progress, services, and concerns. Coordinate services with related service providers (e.g., speech-language pathologists, school psychologists, counselors). Support transition planning, including academic planning and preparation for post-secondary education or vocational pathways, as appropriate. Participate in pre-referral, screening, and intervention processes for students suspected of having learning disabilities. Assist in the supervision and direction of paraprofessionals assigned to learning support programs. Establish and maintain a safe, structured, and supportive learning environment conducive to academic success. Participate in professional development, curriculum planning, and district initiatives. Attend staff meetings, parent-teacher conferences, and other meetings as required. Perform other duties as assigned by the Building Administrator / Director of Pupil Services.

POSITION SPECIFICATIONS PHYSICAL DEMANDS

Occasional travel between district buildings and instructional spaces. Frequent walking, standing, and movement throughout school facilities. Prolonged periods of sitting and standing. Moderate lifting and carrying (15–30 pounds). Manual dexterity for instructional materials, technology, and classroom equipment.

SENSORY ABILITIES

Visual acuity to read instructional materials, student data, and computer screens. Auditory acuity to communicate effectively with students, staff, and families. Ability to speak clearly and effectively.

WORK ENVIRONMENT

Classroom, learning support, and general education settings. May include small-group instructional spaces and inclusive classrooms.

TEMPERAMENT

Ability to work collaboratively as part of a multidisciplinary team. Patience, flexibility, and responsiveness in a dynamic educational environment. Ability to manage frequent interruptions and changing student needs.

COGNITIVE ABILITY

Ability to follow written and verbal directions. Ability to plan, organize, deliver, and assess instruction. Ability to analyze data and adjust instruction accordingly. Strong written and verbal communication skills. Ability to exercise professional judgment and prioritize responsibilities.

SPECIFIC SKILLS

Proficiency with instructional technology, data systems, and IEP management platforms. Knowledge of evidence-based instructional and intervention practices. Ability to manage confidential information appropriately. Strong problem-solving, time-management, and organizational skills. LICENSE Valid Driver's License. The position specifications described here represent the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description is intended to comply with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties. Additional responsibilities may be assigned.