Long Term Substitute, Learning Strategist - Williams Cone School

Long Term Substitute Learning Strategist

MSAD 75 is seeking a Long Term Substitute Learning Strategist at Williams-Cone School to join our vibrant educational community. Together, we can inspire the next generation of learners and leaders.

Job Goals:
The Learning Strategist is a collaborative instructional specialist responsible for designing and delivering targeted, data-driven supports to students who require additional academic or behavioral assistance to succeed in the core curriculum. This role champions a deep commitment to the Multi-Tiered System of Supports (MTSS) framework, collaborating closely with classroom teachers and special educators to strengthen Tier 1 instruction and proactively embed high-impact interventions within the general education setting.

The District remains committed to placing Learning Strategists where they can most effectively support our students. Specific assignments and locations may be shifted based on student needs around the District.

Qualifications:

• Valid State of Maine Department of Education Background Check (CHRC) authorization required
• Experience in behavior-educational settings preferred
• Strong collaboration and communication skills
• Ability to differentiate instruction and adapt curriculum
• Effective behavior management skills
• Proficiency in using technology for instruction and record-keeping
• Excellent organizational and time management skills
• Ability to work independently and as part of a team
• Patience, empathy, and a genuine commitment to the success of all students

Key Responsibilities:

• Promote an Inclusive Culture: Serve as a champion for equity and inclusion, fostering a school-wide culture where diverse learning needs are viewed as assets and where all staff share responsibility for all students.
• Collaboration for Core Instruction: Partner with general education teachers and special educators to co-plan, co-teach, and implement collaborative service delivery. Adapt and provide consultation about lessons, ensuring the core curriculum is accessible and challenging for all learners from the outset. Develop and model the use of a wide range of accessible tools, flexible methods, and high-leverage technology to ensure students can actively participate in grade-level instruction, activities and assessments.
  
  Collaborate with building administrators and teachers to guide, train, and support paraprofessionals.
• Collaboration for Intervention: Facilitate grade level teams to review student data, identify learning barriers, and design and implement comprehensive, strength-based interventions. Collaborate with grade level teams to design and implement research-based academic and behavioral interventions and embed those interventions in the general education setting to the greatest extent possible. Conduct frequent brief assessment to monitor progress and determine if interventions and supports are effective for students.
  
  Actively participate in building and/or district leadership teams to identify systemic barriers to student achievement. Establish and maintain strong, collaborative partnerships with families that encourage and facilitate their active participation and input in the educational planning process.

MSAD 75 is an equal opportunity employer and does not discriminate on the basis of race, color, national or ethnic origin, religion, gender, sexual orientation, marital or parental status, age, ancestry, or disability in its employment or in the administration of its educational policies and programs.