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

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

Position Type:
Athletics/ Extracurricular/ Non-Athletics

• Date Posted: 6/9/2026
• Location:
  
  Claymont Elementary School
• Date Available:
  
  08/19/2026
• Closing Date: 06/16/2026
• District:
  Brandywine School District

Salary:
Stipend based on established EPER Schedule

Reports To:

Building Principal

Term: 1 year

The Multi-tiered System of Support (MTSS) School‑Wide T2/3 Team Leader(s) work 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.

• 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

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

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

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

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

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