Small Group Support and Aftercare Teacher

Job Details: Job Location: 15749 NE 4TH ST - BELLEVUE, WA, Position Type: Part Time, Education Level: 4 Year Degree, Salary Range: $35000.00 - $71500.00Salary/year, Job Category: Education,

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

Qualifications: