Multi-tiered System of ; MTSS) Tier 1 School-Wide Team Leader

Multi-tiered System of Support (MTSS) Tier 1 School-Wide Team Leader (.50)

• Date Posted: 8/24/2026
• Location:
  
  Carrcroft Elementary School
• Date Available:
  
  08/19/2026
• Closing Date: 08/31/2026
• District:
  Brandywine School District

SALARY:
Stipend based on established EPER Schedule

REPORTS TO:

Building Principal
TERM: 1 year

JOB GOAL: The Multi-tiered System of Support (MTSS) School-Wide T2/3 Team Leader(s) works in coordination with the administration to secure a team with specific areas of expertise that will use a data-driven approach to develop a responsive system of support that addresses the academic and non-academic needs of all learners and boosts student performance. The Team Leader(s) will guide the team in creating building structures and strategies that foster a safe, respectful and positive school environment for all students.

REQUIRED QUALIFICATIONS:

• Must hold a Delaware Standard Certificate as an Educator
• Currently Employed as an educator in the BSD
• Willingness to demonstrate leadership at the building level
• Ability to work with others and communicate effectively
• Demonstrates organization skills and the ability to delegate

ESSENTIAL JOB FUNCTIONS:

Collaboration

• 1
  - Collaborate with building administration to establish a T2/3 representative team that meets regularly.
• 2
  - Collaborate with building administration regarding T2/3 programming needs (meeting for systems and students).
• 3
  - Collaborate with the T1 (SW) team leader for continuity between systems (moving through the tiers fluidly, up and back down).
• 4
  - Collaborate with the T1 (SW) team leader to create a school-wide MTSS yearly action plan
• 5
  - Collaborate with the T1 (SW) team leader when student data indicate a potential referral to the T2/3 (PST) team
• 6
  - Participate in district level MTSS T2/3 leader meetings
• 7
  - Participate in state-wide MTSS meetings, when appropriate.
• 8
  - Be the point of contact for T2/3 (PST) building level questions and concerns; consult with school personnel on providing and gathering student information.
• 9
  - Collaborate with building level Special Education Coordinator (SEC) and 504 Coordinator on students when student data indicate a potential referral for an evaluation.
• 10
  - Collaborate with the District MTSS Coordinator and other district-level personnel, as needed.

Family Engagement

• 1
  - Provide information about the Problem-Solving Team (PST) process including referral and/or problem identification (document parent communications).
• 2
  - Provide general information about the problem-solving team (PST) process to all families.
• 3
  - Coordinate information gathering.
• 4
  - Invite parent/guardian participation in decision and intervention planning
• 5
  - Coordinate home visits with building administration and/or visiting teacher, as needed.

Data Analysis, Problem Identification, and Decision Making

• 1
  - Facilitate T2/3 (PST) meetings with organized agendas, 2 times a month (minimum) focusing on systems and student cases.
• 2
  - Assist the team in addressing the social, emotional, behavioral, and academic needs of students related to their educational progress.
• 3
  - Encourage appropriate team member composition for attendance at PST meetings (including specialists per specific student cases).
• 4
  - Gather T2/3 data to monitor MTSS programming.
• 5
  - Maintain/monitor sufficient records of student cases for use by school staff members.

Systematic Intervention Systems

• 1
  - Encourage and reinforce the use of evidence-based/research-based interventions and supports.
• 2
  - May provide direct services to students as determined by staff skillsets and student needs.
• 3
  - Utilize groups for students to access groups within 48-72 hours of problem identification.

Implementation Integrity

• 1
  - Consultation with T1 team leader on access to T1 supports and fidelity of implementation of universal supports.
• 2
  - Coordinate the review and tracking of intervention effectiveness.
• 3
  - With administration, identify and promote professional learning.
• 4
  - Participate in the yearly TFI scoring process.
• 5
  - Participation in the yearly School Climate Survey.