Learning Support Coordinator - St. Lucy School

Job Description

Job DescriptionSiena Catholic Schools of Racine is seeking a Learning Support Coordinator to join the St. Lucy and Siena family for the 25/26 school year and beyond. St. Lucy is a 3k-8th grade Catholic school in Racine which boasts small class sizes with a family feel.
Siena Catholic Schools of Racine unites the area’s six Catholic elementary schools (John Paul II Academy, Our Lady of Grace Academy, St. Joseph, St. Lucy, St. Rita, St. Sebastian STEM Academy) and one high school (St. Catherine's) in a regional model of Catholic education intended to preserve the individual identity, history, and uniqueness of each school while maximizing the impact of collective strength.
OUR MISSION
Siena Catholic Schools of Racine ignites a spirit of excellence in faith, knowledge, and service, inspiring students to be who God created them to be.
OUR VISION
Rooted in the teachings of Christ and His Church, Siena Catholic Schools of Racine is a premier option for Catholic Education, empowering all members of the Siena Community to live out their vocations in the world as disciples of Jesus Christ.

Scope and Summary: The Learning Support Coordinator (LSC) serves several essential functions in the academic leadership of our schools. The LSC provides support to the school principal in the areas of data and assessment management, they provide support to classroom teachers through instructional coaching and resources gathering, and they provide support to students through pull-out and push-in intervention, meeting the needs of both academically challenged and gifted students. As a key team member on the school leadership team, the LSC will partner with the school principal and fellow staff to provide leadership and vision for the growth and advancement of student learning in their schools.
Essential Duties & Responsibilities:School and System Leadership:

• Articulate measurable school-wide student learning goals that are aligned to the Siena Catholic Schools (SCS) strategic plan and challenge the school to improve instructional practices in support of student success.
• Collaborate with the Chief Academic Officer and other SCS leadership in the accreditation process and school-wide planning.
• Participate as a key member of the School Leadership Team.
• Collaborate with School Principal, School Counselor, and others as part of the school’s RtI process, including development of personalized learning plans, supporting referrals for IEP’s, 504’s, and other processes as necessary.
• Participate in SCS LSC Meetings as directed.
• Assist the Principal in the selection of students for Title programs and services and monitor student progress.
• Facilitate staff, grade-level/department, and individual teacher meetings as directed by the Principal.
• Perform any other duties as assigned by the School Principal.

Student Assessment and Data Analysis:

• Ensure that data remains an essential part of all conversations related to student achievement, including an assurance that students (at all levels) and families maintain an awareness and understanding of current performance and growth targets.
• Collaborate with the School Principal and school staff to schedule and implement all state, system, and school-based standardized assessments.
• Analyze, disseminate, and interpret data to help form instructional practices.
• Oversee the training of any individuals needed to serve as assessment proctors.
• Create, and regularly update, the school’s physical student achievement data wall.
• Provide on-going communication and progress reports to teachers and parents.
• Develop communication tools to help parents understand student assessment results.
• Report student achievement and building operational data to the Principal and Chief Academic Officer utilizing the SCS Digital Data Wall.

Instructional Support and Resource Specialist:

• Provide instructional support and regular feedback to all faculty in support of school and student achievement goals.
• Provide teachers summary reports of their students’ performance as well as instructional grouping ideas aligned to performance targets.
• Meet with teachers to determine the instructional needs that specific groups of students have, curating resources to support high-quality classroom instruction.
• Establish regular meetings with all new-to-Siena classroom teachers to provide extra support and to ensure the school’s literacy objectives are being met.
• Coordinate appropriate intervention programs to ensure that the unique learning needs of our most challenged and gifted students are being met.

Intervention Support:

• Develop and maintain a regular schedule of targeted pull-out academic interventions for students identified as in need of additional support.
• Develop and maintain a regular schedule of push-in support to promote differentiation for all students in classroom settings.
• Track academic progress of all students who receive accommodations and interventions to determine program effectiveness, communicating progress to parents electronically and during conference times.
• Facilitate the execution of student personalized learning plans as identified through the school’s RtI process.

Qualifications:

• Current Wisconsin Classroom Teacher Licensure required. A successful candidate will also either hold, or be in active pursuit of licensure as a Reading Teacher, Special Education Teacher, Reading Specialist, or Director of Instruction.
• Bachelor’s Degree and a minimum of 3-5 years of classroom teaching practice with specifically defined teacher-leader or administrative leadership experiences.
• Respect for the unique heritage of Catholic education in Racine and a desire and motivation to work with SCS leaders and member parishes to preserve and further enhance its legacy.
• Highly effective communication skills with a specific ability to introduce, champion and support new concepts and build support and energy around collective vision and goals.
• Experiences and abilities in the use of technology in the collection, analysis, and utilization of student performance and school operational data to inform instructional and operational decision making.
• Willingness to work in collaboration with all faculty to create a powerful learning community that supports the development of students and staff alike.
• Ability to work evenings, weekends, and extended workdays as needed, including conferences, open house, and other events as directed.

Physical Requirements (The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)

• Communicate verbally; audible speech and good hearing and eyesight
• Read/interpret digital and paper documents
• Physical dexterity to operate computer and other equipment
• Prolonged sitting (50% or more)
• Walking up and down stairs and on uneven surfaces
• Occasionally lifting (from ground and also overhead) and carrying up to 20 pounds

Work Relationships & ScopeReports to the Principal. Frequent contact with school faculty and staff, students and families. Occasional interaction with other Siena colleagues. Expected to exhibit sound judgment in making decisions, remembering that Siena's interests may be directly affected by their actions and decisions. Secures the approval of the Principal in making decisions when answers are not clear and further guidance or input is needed.
Work Environment (The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)The work takes place in primarily an office/school environment; however there is some travel and limited exposure to outside elements.