Resource Teacher, Multi-Tiered System of Supports (MTSS) -Shady Spring ELEM-part time 0.5

BALTIMORE COUNTY PUBLIC SCHOOL

JOB TITLE : Resource Teacher, Multi-Tiered System of Supports (MTSS) - Deep Creek ELEM School

REPORTS TO : School Principal

SUMMARY : Provides training, coaching, and support in the development, implementation, and monitoring of a Multi-Tiered System of Support (MTSS) framework to address complex academic and behavioral issues that impact the school climate.

The position will focus on increasing the capacity of classroom teachers, staff, and school teams in utilizing data driven problem solving to improve student achievement and behavior, as well as the overall classroom climate.

Performs other duties as assigned.

EXAMPLES OF DUTIES :

Provides training and coaching in the development, implementation, and monitoring of a data-based, problem-solving process and the Multi-Tiered System of Support (MTSS) framework as related to social, emotional, behavioral, and mental health needs.

Collaborates with school administrators, teachers, and other school staff to identify, implement, and monitor evidence-based interventions and supports at the school-wide / universal prevention, early intervention, and intensive levels.

Complies, reviews, and analyzes school-wide and classroom data to assist in identifying areas of need within the school’s Multi-Tiered System of Support (MTSS) framework and necessary follow-up.

Serve as a member of PBIS committee to help with design, dissemination, and delivery of SEL and Advisory curriculum and lessons, especially those related to conflict resolution and peer relations.

In conjunction with Equity team, work to centralize conversations about interruption and race and to help teachers create safe spaces for conversations about race.

Consults with classroom teachers to help problem-solve and plan for classroom, group, and individual student needs as indicated by data.

Compiles, reviews, and analyzes student data to provide recommendations for individual student planning.

Provides ongoing coaching and support to the classroom teachers and Student Support Team (SST) members to ensure the success of the interventions.

Participates in school-based Student Support Team (SST) meetings to assist in data-based problem solving, individual student planning, and progress monitoring.

Models effective differentiated instructional approaches in support of the COMPASS : Our Pathway to Excellence.

Conducts Functional Behavioral Assessments (FBA) and develops the corresponding Behavior Intervention Plans (BIP) in collaboration with team members for students in general education.

Monitors the student’s response to the interventions through on-going data collection.

Provides on going professional learning to school staff as needed.

Models effective differentiated instructional approaches in support of the COMPASS : Our Pathway to Excellence.

Conducts Functional Behavioral Assessments (FBA) and develops the corresponding Behavior Intervention Plans (BIP) in collaboration with team members for students in general education.

Monitors the student’s response to the interventions through on-going data collection.

Provides on going professional learning to school staff as needed.

MINIMUM QUALIFICATIONS :

Education, Training, and Experience :

Graduation from an accredited college or university with a bachelor’s degree. Three years successful teaching experience.

Experience that includes coaching students or working with students outside the classroom setting and modeling effective differentiated instruction and response to intervention practices preferred. Master’s degree preferred.

Licenses and Certificates :

Possession of, or eligibility for, a Maryland Professional Certificate required.

Possession of, or eligibility for, a Maryland Advanced Professional Certificate preferred.

Knowledge, Skills, and Abilities :

Knowledge of the Multi-Tiered System of Supports (MTSS), function-based thinking, and positive behavior planning.

Knowledge of the principles and practices of pedagogy. Knowledge of curriculum. Knowledge of effective instructional techniques.

Knowledge of instructional materials and equipment.

Knowledge of and skill in the use of database, internet, spreadsheet, word processing, and related applications.

Skill in administering and analyzing informal assessments.

Skill in differentiating instruction and engaging in problem-solving.

Demonstrated leadership, collaboration, and organizational skills.

Skill in instructing students. Skill in preparing and implementing lesson plans.

Skill in communicating with students, their parents, administrators, and others.

Ability to maintain confidential information.

PHYSICAL AND ENVIRONMENTAL CONDITIONS :

The work of this class is generally performed in a school environment. Work may require the ability to move around the school and classroom.

CONDITIONS OF EMPLOYMENT :

This is a year to year grant funded position. As such, to apply for this position, you will be required to acknowledge that, should the position not receive funding for any future year, the Superintendent has the right to reassign you to a position based upon the needs of the schools, the requirements of Board policy and superintendent’s rules as well as the then-current TABCO Master Agreement.

FLSA : Exempt

Eligible for the Maryland State Retirement System

This class specification defines the types of duties and level of difficulty of work required of positions in this title.

It shall not be held to exclude duties not mentioned nor limit the right of management to assign work to employees.

Citizenship, residency or work VISA in United States required