23212: MTSS Learning Facilitator (1.0 FTE Con)

Job Details Job ID: 5763554 Application Deadline: Jun 16, 2026 10:00 PM (Pacific Standard Time) Posted: Jun 05, 2026 7:00 AM (UTC) Starting Date: To Be Determined Location: Amistad Elementary, Kennewick, Washington Job Summary MTSS Learning Facilitator (1.0 FTE Con). Learning facilitators are collaborative partners who use student‑centered coaching to drive meaningful learning and support Tier I instruction. They co‑plan and co‑teach with educators, using standards, data, and formative assessment to guide instruction and build a culture of trust and continuous growth. Qualifications Required Washington State Teacher’s Certificate with endorsements K-8 Education and ELL Satisfactory evaluations Experience partnering with teachers with the development of lesson plans to improve student achievement Evidence of successful experience collaborating with staff to meet the varied needs of students in an MTSS system Current building leader and lead contributor to building instructional initiatives (for example: Guiding Coalition, Inclusionary Practices Cohort, ATP chair, staff presenter) Experience collecting and analyzing assessment data and implementation of instruction/intervention to meet identified needs Student Centered Coaching Experience partnering with teachers with the development of lesson plans to improve student achievement Experience in co‑teaching, co‑planning, and/or peer coaching Evidence of successful experience of planning for and implementation of classroom instruction Evidence of positively working with team members, classroom teachers, paraeducators, and all other school staff Demonstrated ability to utilize technology to support and enhance instruction and learning Ability to work with paraeducators in program curricula, instructional strategies, and small group classroom management Multi‑Tiered System of Supports (MMTS) Successful experience working with students who need additional support Evidence of successful experience collaborating with staff to meet the varied needs of students in an MTSS system Knowledge with planning and delivering instruction around various forms of data: academic, behavior, demographic, and attendance Familiarity with Universal Design for Learning (UDL) Language Development Evidence of recent successful experience working with at‑risk students including multi‑language learners, migrant students, and children in poverty Successful experience working with Multilingual Learners and students with special needs Demonstrated knowledge of effective teaching strategies for creating a language‑rich, rigorous classroom environment Able and willing to provide information about student language development on IEP teams and support school psychologists with language development data (e.g., ML report card, ML portrait) Assessment Experience collecting and analyzing assessment data and implementation of instruction/intervention to meet identified needs Experience facilitating grade level/content data meetings Experience in administering district and statewide assessments, including SBA, WIDA, and Star Leadership Recent successful teaching or coaching/leadership experience, especially in a Title I school Willingness to participate in parent and instructional meetings beyond the normal school day Current participant and regular lead contributor to a district level committee Current building leader and lead contributor to building instructional initiatives (e.g., Guiding Coalition, GLAD model teacher, Inclusionary Practices Cohort, ATP chair, staff presenter) Ability to communicate well with students, staff, and parents—both oral and written Evidence of motivating and instructing students of all ability levels Demonstrated initiative and collaborative work with others Enthusiastic and displays optimism toward teaching and student learning Flexible in learning new concepts, cooperates with others, and adapts to various assignments and conditions General Working knowledge of PowerSchool, Schoology, SeeSaw, Microsoft Office Suite, Google Suite, and other computer applications Punctual and consistent attendance Ability to work with interruptions while balancing daily responsibilities Responsibilities Engage in regular coaching cycles with teachers, departments, and Professional Learning Teams Partner with teachers to develop standards‑based lessons and units that incorporate language development and high‑yield strategies Partner with teachers in the use of assessment to guide instruction: universal, formative, summative, and required state assessments Lead whole staff professional learning activities focused on instruction and follow‑up with coaching cycles Participate in the school improvement process (Plan‑Do‑Study‑Act) with the building administrator Attend faculty and team meetings and help facilitate when needed Provide supplementary instructional support to at‑risk students (academic and behavior) Establish and maintain positive and cooperative working relationships with all staff members Collect, analyze, and share data in correlation to the school’s creation of universal screening Assist in the selection of supplemental instructional materials with the approval of the building Principal As an active member of the Tier II Intervention team, review and analyze behavior data to develop interventions to support students Participate in parent/teacher conferences and create and maintain good relationships with parents Provide information about student language development on IEP teams and support the pre‑referral process to gather language development data Contribute to the identification of students who will be served under LAP identification and update regularly Oversee Time and Effort monthly Support staff and students as the building assessment coordinator Attend all district trainings pertaining to the assessment coordinator position and provide corresponding training to all staff, as applicable Maintain all records according to specified timelines and LAP program requirements Perform other duties as assigned Physical Demands Work requires standing, walking, and moving objects up to 26 lbs. The role also involves crouching, bending, using hands, speaking, hearing, and working outdoors in a wide range of temperatures. Reasonable accommodations can be made to enable individuals with disabilities to perform the essential functions. Equal Employment Opportunity The Kennewick School District provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation, gender expression or identity, presence of any sensory, mental or physical disability, or use of a trained dog, guide or service animal by a person with a disability, and provides equal access to the Boy Scouts and other designated youth groups. #J-18808-Ljbffr