Elementary School Learning Intervention Focus Tutor (LIFT)

• Strong English language proficiency
• Personal initiative
• Team player
• Flexible thinker

• Supervise and assist a SEN Student
• Monitor studentʼs progress
• Collaborate with studentʼs Teachers and Case Manager

• Meet with the classroom teacher every morning from 7:40-7:55 (or previous afternoon) to review the dayʼs lessons and co-plan for supporting their studentʼs needs.
• Meet with the classroom teacher and case manager every week to check in regarding the studentʼs progress and what specific needs he/she might have in the coming days.
• Support an inquiry philosophy and practice when working with the student.
• Plan in a collegial and professional manner with peers, showing respect, being prepared and on time, and adhering to the school wide meeting norms and teamʼs essential agreements at all times.
• Write annual goals which are linked to the role of the LIFT as well as the schoolʼs yearlong focuses and philosophies. This includes a focus on student learning, gathering evidence and analysis of data.
• Plan in advance according to the schoolʼs schedules, calendar and timelines, doing oneʼs best to complete work on time and arranging oneʼs personal schedule around school responsibilities.

• Assist teachers and case managers with record keeping and documenting the studentʼs progress toward meeting IEP goals, filing, and assessment as trained and needed.
• Offer feedback and observations of student progress to the classroom teacher and case manager on a weekly basis using documentation provided.
• Provide teachers, case manager and LS Coordinator with a weekly report outlining student successes and challenges during the week.
• Evaluate the studentʼs individualized program collaboratively as agreed upon with the classroom teacher and case manager.
• Work one-on-one with students under the direction of the classroom teacher and case manager.

• Be on time and dependable in all matters related to the job.
• Be a facilitator in the classroom and take an active role by participating and joining in with the whole class.
• Support the classroom teacher in supporting the LIFT student.
• View students as intelligent, capable thinkers with their own emerging theories and strengths.
• Build on what students know and differentiate to meet the studentʼs needs.
• Address the needs of a student with different levels and types of ability, plan for student success and involvement, and allow for unique learning styles and intelligence.
• Foster an environment where the student can continue to develop his/her own independence in the learning and social environments; avoiding the creation of dependence on others or “learned helplessness”.

• Actively seek professional development to support competence and expertise. This includes: attending all school sponsored PDs and meetings, first aid training, and personal initiatives to improve oneself professionally.
• Engage in collegial learning, dialogue, team building, and knowledge sharing as important components of the PD program.
• Fully participate in the schoolʼs Professional Growth and Evaluation program. This includes written goals, mid/year written reflection, and a year-end conference with the Principal.
• Demonstrate a positive attitude toward the students, teachers, and school in all conversations with colleagues, parents, and students.
• Maintain confidentiality about student progress or other confidential or sensitive matters related to the school from parents or the community and report important information to the Principal when student welfare is at risk or the schoolʼs reputation is involved.

• Personal modeling and display of the Learner Profiles in your life.
• Contributing to a positive and collegial environment on the faculty.
• Commitment to open and effective communication with all constituents in the school; parents, peers, students, administration.
• Attending all called or scheduled faculty meetings for administrative and curriculum purposes to facilitate information sharing and collaborative planning.
• Attending special faculty events as required to contribute to the sense of collegiality and to mark celebrations or special events.
• Attending meetings regarding the studentʼs needs including planning, curriculum design, IEP, and other matters as requested or needed. This could also include after school events or evening programs.
• Providing supervision of students at recess and in the cafeteria as assigned.

• Additional duties that are within the employeeʼs areas of expertise and qualifications, and that are in furtherance of AISBʼs Mission, may be assigned by the School Director.
• Fixed-term contract on a 100% full time load
• Daily schedule for full day: 7:30– 16:00 pm (8 hours)

AISB was founded in 1962 and is currently Bucharest's largest international school. We are a not-for-profit, independent, secular, co-educational International Baccalaureate (IB) World School.

Our language of instruction is English, and our teaching is based upon the International Baccalaureate framework, throughout the entire school, from Early Childhood to Grade 12. We offer the IB Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP).We are accredited by The New England Association of Schools and Colleges (NEASC). The International Baccalaureate Organization has authorized our school to offer the PYP/ MYP/ DP programs.