The Jewish Day School of Metropolitan Seattle·Bellevue, Washington
The Learning Resource Center Teacher provides individualized and small-group instruction to students with diverse learning needs while developing and monitoring Student Support and Accommodation Plans. They also collaborate closely with faculty, families, and community professionals to ensure a supportive and inclusive school environment.
Learning Resource Center Teacher Reports To Assistant Head of School Department Learning Resource Center Employment Type (FTE) Varies by appointment (0.5–1.0 FTE) FLSA Status Exempt Supervises N/A Salary Range $70,000 – $117,312 (1.0 FTE), commensurate with degree and years of teaching experience per the JDS faculty salary scale. Prorated for part-time positions based on FTE.
The Learning Resource Center Teacher provides individualized and small-group instruction to students in Kindergarten through 8th Grade with a range of learning needs, including neurodiverse profiles and specific academic skill gaps. Working closely with classroom teachers, the School Counselor, and families, the LRC Teacher develops Student Support Plans and Student Accommodation Plans, monitors progress, coordinates Child Study Team work, and serves as a liaison between JDS and community professionals. The LRC Teacher is a key member of the JDS faculty and contributes to a school culture that supports all learners. Key Responsibilities Instruction & Student Support Plan and provide individualized and/or small-group instruction for students in Kindergarten–8th Grade using curricular or specialized materials to address individual learning needs in academic areas and/or executive function skills. Assess student learning throughout the year to measure progress on Student Support Plan goals, and share the information with families and teachers in written progress reports and during meetings. Develop Student Support Plans with individualized goals and objectives based on information obtained from observations, informal assessments, and other professional evaluations. Develop Student Accommodation Plans for students who are eligible based on diagnoses and recommendations from a qualified professional, documented in a neuropsychological, psychoeducational, or therapist evaluation report. Support the development of self-advocacy skills and the transition to high school for 8th Grade students who have received Learning Resource services. Utilize current best practices in technology for instruction, student accommodations, presentation, and communication. Collaboration & Child Study Team Collaborate with teachers consistently on student needs and progress, accessibility and differentiation of the curriculum and instruction, and accommodations. Collaborate weekly with the School Counselor, the Elementary and/or Middle School Teaching Teams, and attend weekly staff/faculty meetings. Coordinate and participate in Child Study Team meetings, gather information, participate in the development of action plans, and provide written follow-up summaries for teachers and parents. Present information to faculty during Staff Orientation Week in August on specific Elementary and Middle School students who are new to the school, have unique needs, learning differences, or neurodiverse traits. Family Partnership & Community Liaison Maintain ongoing communication with families through meetings, email, and phone calls. Share resources and guide families to arrange for evaluations and support services with public schools, private agencies, or professionals in the community. Serve as a liaison between JDS and community professionals who provide evaluation, therapy, or tutoring services to students. Maintain confidential student records, evaluation reports, and Support/Accommodation Plans in accordance with school policy and applicable privacy laws (e.g., FERPA, HIPAA where applicable). Professional Learning Engage in professional learning with faculty and actively seek additional professional development specific to the Learning Specialist’s role. School Life & Community Attend Orientation Week, June Week, Parent-Teacher Conference Days, Back-to-School Night, In-Service Days, faculty meetings, Graduation, Open Houses, and other selected school events. Participate in Recess, Lunch, and Event Duties as assigned. Support school-wide events, holiday celebrations, and Jewish life programming as a member of the JDS faculty. Support admissions by participating in evaluations or conversations regarding prospective students with learning differences, as requested. 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, including admission, development, and community events 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 QualificationsRequired 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 Required Knowledge, Skills & Abilities Excellent written and verbal communication skills Ability to communicate and work effectively with all school constituencies Data input skills for student report cards and internal documents Flexibility, maturity, and a sense of humor 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 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 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 Preferred Master’s Degree 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 and dual curriculum Orton-Gillingham, Wilson, or other multi-sensory structured language training certification Experience administering and interpreting psychoeducational or academic assessments
Candidates must hold a Bachelor's degree in Education and a valid certification in Special Education or a related field. At least three years of professional teaching experience and familiarity with neurodiversity and multi-sensory instructional approaches are required.
Market context
In Washington, classroom teacher roles are often competitive because schools and early learning programs look for candidates who meet state requirements and bring prior licensed daycare or teacher assistant experience. This posting’s requirements and benefits are AI-summarized from the original job description, helping you review fit and compensation details faster. If you’re applying, confirm your state preschool teacher assistant eligibility and highlight any classroom support experience on your resume.
Aftercare Teacher (86459)
Elementary School Teacher (84525)