Resource Teacher

Overview

The Stanley Clark School seeks an experienced, reflective, and collaborative full-time Resource Teacher for the  school year who is eager to work with small groups of students in grades K-4 in reading, and with middle school students in grades 5-8 on executive skill development.

Candidates will utilize research-informed teaching practices and feel confident providing targeted intervention and progress monitoring for students who require extra support. This position will work closely with parents, teachers, and division directors to monitor and support students’ academic growth. This is a 10-month position reporting to the Director of Early Childhood and Lower School.

Stanley Clark is a preschool through grade 8 independent school in South Bend, IN. Our Mission states: "We inspire each student to find a joy of learning through a comprehensive journey rooted in excellence, igniting limitless potential." Our Core Values guide all that we do:

• Engage as empathetic critical thinkers
• Seek and build meaningful and authentic connections
• Foster a nurturing environment of kindness and integrity
• Empower through respectful collaboration
• Embrace a spirit of curiosity

Faculty must have a passion for teaching children, be of outstanding personal character, and have demonstrated exceptional expertise in the art and science of teaching. All teachers must show a willingness to collaborate, think creatively, innovate, and exhibit a commitment to continuous improvement that ensures our students’ experiences at school are second to none each and every day.

• Apply a range of strategies and scaffolds to support small groups of students’ reading, math, and executive skill development, particularly for students who require extra support to reach grade level benchmarks
• Willingness to collaborate with the Reading Specialist to lead the implementation and interpretation of screening, diagnostic, progress monitoring assessments
• Collaborate with classroom teachers and the Reading Specialist to identify student needs, set learning goals, plan targeted instruction, use formative data to guide interventions, monitor progress toward learning goals, coach students on executive skills, and problem-solve to implement best practices for continuous student academic growth
• Desire to learn and be part of a dedicated faculty learning community that consistently seeks to reflect on and improve their teaching
• Demonstrate a love of working with children and an eagerness to partner with their families and their teachers to support their growth
• Nurture and champion each child’s identity, interests, talents, and skills in an environment that fosters inclusivity and belonging
• Communicate regularly with families and colleagues in a way that demonstrates excellent interpersonal skills
• Exhibit a spirit of professionalism with all school community members
• Perform other duties as assigned, including daily carline duty

Qualified candidates will possess at least a Bachelor’s degree (Master’s degree preferred), significant teaching experience, and a track record of facilitating student growth through intervention. Candidates should be motivated to stay informed about best practices in education and in the support of students with learning differences. Experience with the Wilson Fundations program or other systematic, explicit phonics program is ideal along with the Acadience Reading K-6.

The position offers all benefits afforded to full-time employees, including but not limited to comprehensive health benefits, generous paid time off, paid life insurance, tuition remission, a generous retirement plan, and professional development. Salary is based on experience.

Submit a cover letter, resume, and a list of at least three professional references to Kelly Goodspeed (kgoodspeed), Director of Early Childhood and Lower School, as soon as possible. Candidates will be alerted before references are contacted.

The Stanley Clark School is an equal opportunity employer. The Stanley Clark School does not discriminate on the basis of race, color, national or ethnic origin, gender, or sexual orientation in administration of its educational policies, admissions policies, scholarship programs and athletic or other school-administered programs.