Middle School Learning Specialist

Job Description

Job Description

Position Overview

Silicon Valley International School (INTL) is seeking a Learning Specialist to join the learning support teaching team for the academic year 2026-2027 and provide learning support services to students in our Middle School (6th-8th Grade).

Learning Support at INTL aims to provide all students with the pathway to thrive socially, emotionally, and academically. The role of a Learning Specialist will be to work closely and in partnership with teachers, administrators, parents, and other members of the student services team. The specific focus and scope of the position may vary based on student needs and the evolving needs of the Middle School.

The Learning Specialist will provide push-in, pull-out, individual, and/or small-group support to students who have been diagnosed with learning differences or identified as having learning, social-emotional, or behavioral needs. The Learning Specialist will be responsible for identifying learning styles, collecting and collating data to analyze and interpret, observing and screening students, and providing services and support to students and teachers.

The ideal candidate will have excellent social and emotional skills, a strong understanding of inquiry-based learning approaches and bilingual education, demonstrated DEI skills, and the ability to stay current on the latest research in special education.

Who are we?

Our Mission

Silicon Valley International School’s focus on inquiry and bilingualism empowers young minds to embrace complexity, think critically from multiple perspectives, and demonstrate integrity and sensitivity across cultures.

Our Guiding Principles 

​​1. We emphasize inquiry-based learning to foster intellectual curiosity and encourage depth of knowledge and thought.
2. We focus on academic depth and rigor, instilling confidence to tackle the challenges of an increasingly complex world.
3. We celebrate diversity on a daily basis through our bilingual immersion programs and our commitment to the IB learner profile.
4. We are honest, respectful, inclusive, and we take responsibility for our actions and their consequences.
5. We pursue service and impact whenever and wherever we are.

Our C.O.R.E. Values

Community: We respect, support, and collaborate to achieve results greater than we could ever reach individually.
Openness: We appreciate different cultures and perspectives by communicating honestly and without bias.
Resilience: We accept challenges, commit to overcoming them, and learn from our mistakes.
Empathy: We strive to understand each other and to treat everyone with care and kindness.

Primary Responsibilities

• Meets regularly with students (to provide individual and/or small group academic interventions according to need) who have learning differences to support classroom learning and their self-confidence
• Administers and reviews assessments, develops learning plans, and documents intervention and progress
• Monitors caseload students’ progress and maintains accurate records of growth.
• Creates individualized learning plans for students with identified learning needs, including classroom and testing accommodations 
• Designs and/or co-leads professional development programs for faculty to better understand learning differences and support the implementation of classroom accommodations 
• Consults with other teachers and families to interpret and report screenings/evaluation results, make recommendations for further outside evaluation or support, ensure adherence to mandated accommodations, recommend additional strategies for the classroom or at home, and provide specific referrals as needed.
• Partners with families and regularly communicates on student progress, growth, and needs.
• Coordinates with Student Services team members to ensure successful communication, consistency, and transfer of appropriate knowledge.
• Reads and distills neuropsychological reports and interprets results for school personnel
• Robustly uses data to assess the current and long-term needs of our population.

Position Qualifications/Skills

• Master’s Degree from an accredited college or university in Special Education or Education
  • Additional qualifications or certifications preferred but not required (such as Educational Therapy, Reading Remediation, Gifted and Talented Education, Licensed Specialist in School Psychology (LSSP), Board Certified Educational Therapist (BCET), or Educational Therapist/Professional (ET/P))
• Minimum of two years of successful teaching experience, preferably in independent schools
• Capacity to work effectively in a multicultural environment with an understanding and appreciation for diversity
• Excellence in written and spoken communication
• Strong collaborative and interpersonal skills

Compensation and benefits

Our compensation is based on education and years of experience. The salary range for this full-time teaching position for the 2026-2027 school year is $83,403 (BA Step 3) to $126,672 (PhD Step 23).  We offer an excellent and comprehensive benefits package, including:

• Employer-paid medical, dental, and vision insurance for the employee only
• Employer-paid short-term & long-term disability, life insurance, and an employee assistance program 
• 10 days of paid sick leave
• 2 days paid time off 
• 7 days of paid holidays during the school year
• Summer break and 5 weeks of school breaks during the school year
• Professional development tailored to teacher needs/interests and aligned with school mission 
• 403(b) retirement plan with a generous employer match after 2 years of service

The above compensation and benefits are applicable to full-time employees.

Physical Requirements 

The physical demands described here are representative of those an employee must meet to successfully perform the essential functions of this job. While performing the duties of this job, the employee must frequently:

Physical Requirements

• Ability to stand for extended periods and perform sustained physical activity
• Capability to lift and/or move up to 40 pounds
• Mobility to crouch, kneel, bend, stretch, twist, and move freely to supervise and engage with students
• Ability to move quickly in response to emergencies or potentially unsafe situations
• Capacity to navigate the campus and work environment as needed
• Demonstrated physical stamina, mental alertness, and emotional stability

Communication & Sensory Abilities

• Clear and effective verbal communication skills, including the ability to understand others
• Auditory ability within normal range, with effective in-person and telephone communication
• Visual acuity to read, see details at a distance, and distinguish between colors
• Office / Fine Motor Skills
• Manual dexterity to handle small objects

Work Environment

• Ability to work effectively with children and a diverse population