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Position Purpose

To advance the mission of Hill Country Christian School by providing instructional and other academic-related support to every Hill Country student enrolled in the Academic Resource and Counseling Center (ARCC). 

Accountability

Reports to the Director of ARCC Services  

FLSA Status

Exempt, Part-time (50%)

Overview

The MS/HS ARCC Specialist is a pivotal position who works closely with the Director of ARCC to ensure student success at Hill Country Christian School, bridging the gap between high academic standards and individualized support to provide academic support for students from 6th through 12th grade. You help implement and ensure our educational mission remains accessible and transformative for all learners, including those with learning differences.

Skills

• Environment: Prior experience in a K-12 classical Christian or independent private school setting preferred.
• Clinical Skills: Experience providing support to students with diagnosed learning disabilities/differences. 
• Special Education: Background in implementing special education services, accommodations, etc. 

Qualifications

• Must be a Christ-follower who upholds, in word and deed, the Hill Country Christian School of Austin's Core Values and Statement of Faith.
• Must faithfully attend a church whose fundamental beliefs are in agreement with the Statement of Faith of this school.
• Education: Bachelor's Degree in Special Education or general education with experience providing interventions and individualized instruction
• Experience: Minimum of 2 years of experience in special education or specialized academic support.
• Technical Knowledge: Deep understanding of learning differences, neuropsychological assessments, IEPs/FIEs, and Section 504/ADA requirements. 
• Demonstrated success teaching students with learning differences/disabilities/disorders is expected.

Key Results Areas:

Student Support

• Develop and deliver individualized instructional lessons that facilitate learning while addressing students' learning differences/disabilities/disorders based on their diagnostic paperwork. 
• Provide interventions by conducting small group instruction that leads to measurable student growth through our different support classes (Tier 2, executive functioning, supplemental math support, etc.). 
• Provide academic, emotional/behavioral, and executive functioning support that aligns with students' diagnoses. 

Teacher Collaboration 

• Assist teachers with successful implementation of accommodations in the classroom.
• Serve as a resource, in collaboration with the Director of ARCC, for classroom teachers regarding instructional practices for students with learning differences/disabilities/disorders.

Family & Faculty Partnership 

• Frequently partner/coordinate with the Director of ARCC to create, facilitate, and implement ARCC support services. 
• Review students' diagnostic paperwork to create an academic support plan, including accommodations, alongside the Director of ARCC and the student support committee. 
• Attend necessary MS/HS ARCC family meetings and annual progress reviews for students enrolled in instructional academic support services alongside the Director of ARCC and/or student support committees. 
• Keep documentation of necessary parent/teacher/student support committee meetings and what concepts, goals, and action steps were discussed.
• Coordinate with and support testing center staff to administer and proctor tests for students with testing accommodations.
• Ensure consistent and compassionate communication between teachers and families regarding support plans and progress.
• Exhibit the highest Christ-like behavior and decorum consistent with a professional school environment in all interactions with students, parents, and school staff. Establish a positive and professional rapport with students and staff that maintains their respect and demonstrates pride in the education profession.
• Notify the head of school, appropriate principal, and nurse immediately and any appropriate agencies when there is evidence of substance abuse, child abuse, child neglect, severe medical or social conditions, potential suicide or students appearing to be under the influence of alcohol or controlled substances.
• Notify school officials and administration immediately when any behavior that is a physical risk to other staff, faculty, or students is observed or discovered either directly or indirectly.

Outside Communication 

• Communicate with necessary outside parties/stakeholders for student evaluations/therapy/etc. 
• Assist facilitating and organizing teacher forms and classroom observation paperwork from Diagnostications and Child Find alongside the Director of ARCC. 
• Be available for ARD/post-evaluation meetings per parent request alongside the Director of ARCC. 

Physical Requirements

• Frequently move about inside campus buildings and outside on the grounds.
• Frequently communicate with co-workers and others. Must be able to exchange accurate information in these situations whether in person, via email or telephone.
• Regularly be able to lift between 5 to 10  pounds.
• Possible exposure to a variety of childhood and adult diseases and illnesses.