Laboratory Schools: Learning Coordinator, Lower School, Long-Term Sub

Department Lab School Lower School Faculty

About the Department

At the University of Chicago Laboratory Schools, students in Nursery through Grade 12 experience a world-class educational journey. Founded in 1896 by John Dewey as a place for educators to develop and explore novel approaches to pedagogy and curriculum, Lab continues to provide excitement and imagination in learning to this day. Academic rigor, experiential learning, and intellectual discourse are hallmarks of a Lab education. Lab educators are recognized for excellence in teaching and pride themselves on innovation in the classroom. Students in every grade have access to unparalleled resources, and all members of the Lab community benefit by partnerships and connections with the University of Chicago. Families who choose Lab care deeply about curiosity, inquiry, and creativity.

No less than scholarship, Lab’s mission prioritizes honoring diversity and exhibiting kindness. We are committed to building and supporting a teaching and learning community where young people see aspects of their backgrounds and identities reflected around them, where they feel a deep sense of belonging, and where they discover and use their voices to full effect. Today, 53-59 percent of Lab’s student body are students of color. Families report speaking nearly 40 different languages in their homes. Approximately 60 percent of Lab families are also affiliated with the University of Chicago. Half of our families live in Hyde Park, and the rest come from across Chicago, the suburbs, and northwestern Indiana. Inclusion is a fundamental value at Lab, such that we celebrate every facet of community members’ identities, and even where we disagree, we emphasize respect, civility, and maintaining a spirit of community.

Lab seeks the finest employees to join our vibrant learning community. We employ people with a wide range of skills and training in many different disciplines, who have in common a love of learning and the wish to inspire that same love of learning in young people. We seek candidates for employment who thrive in an educational environment. We provide a great professional home for those committed to collaboration, ongoing personal and professional growth, and cultivating positive relationships. In turn, we strive to ensure that Lab is a joyful, welcoming, and inspiring place to work. Through our connection to the University, faculty, staff, and administrators enjoy benefits and opportunities that would be nearly impossible to match in any other environment.

Job Information

Job Summary:

The Lower School Learning Coordinator is part of the Learning and Counseling team that provides educational care for all students in the Lower School. In their role, they are available to all teachers, parents, students, and administrators who may seek their counsel on how best to support the learning needs of students. They have extensive knowledge about the kinds of learning issues that may present themselves at various stages in a child's development and can make recommendations for strategies; interventions and/or accommodations that may help ameliorate some of the problems students and teachers encounter. They educate parents about learning issues and help guide them through the process of identifying, understanding, and accepting their child's learning profile.

The Lower School Learning and Counseling team is composed of the learning coordinator, counselors, academic specialists, Director of Student Services, Assistant Director of Student Services, and the Lower School administrative team. Involvement by team members will vary on a case-by-case basis depending on what is required for any given child. This model has evolved over time and its success can be attributed to team members having thorough and comprehensive knowledge of the Lower School and being able to focus on the needs of Lower School students.

Faculty members are responsible for developing curriculum, supervising students both in and out of the classroom and maintaining up-to-date teaching techniques to provide students with a quality educational experience. Faculty members are also expected to build deep relationships with students, families, other faculty and staff to communicate about student progress and to foster a culture of community. We are looking for team members who will emanate optimism, solve problems collaboratively, reflect on how your actions impact others, create an engaging and inclusive school culture, and share in the united pursuit of Lab’s mission.

All faculty members are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement and are expected to work the required days as stipulated in that agreement.

This position is only for the 26/27 academic year.

Responsibilities:

• Observation, consultation, & referrals: Collaborates with teachers and parents on student support plans, conducts classroom observations, strategizes classroom interventions, and manages internal and external referrals.
• Coordination & case management: Facilitates communication between school personnel and external professionals, leads support meetings, oversees student transitions, and maintains student files.
• Ongoing communication: Maintains regular contact with teachers and families, updates student support plans, and shares updates with the support team.
• Testing & assessment: Oversees Lower School progress monitoring (NWEA MAP, EasyCBM), interprets evaluation results, and collaborates with specialists to plan targeted interventions.
• Additional duties: Assumes additional responsibilities as needed to support students, faculty, administration, and families.

Competencies:

• Ability to quickly adapt to changing circumstances and be flexible required.
• Ability to interact with a diverse group of faculty, staff, students, and parents required.
• Knowledge of diversity and inclusion issues, and dynamics in the classroom and in developing healthy, supportive relationships with all students required.
• Strong knowledge of course subject matter, especially but not limited to learning and behavioral health challenges, required.
• Knowledge of instructional methodologies required.
• Strong knowledge of child development required.
• Ability to develop curricula, lesson plans, and assessment tools required.
• Analytical skills required.
• Problem-solving skills required.
• Decision-making skills required.
• Attention to detail required.
• Strong organizational skills required.
• Computational skills required.
• Creativity required.
• Verbal and written communication skills required.
• Interpersonal skills required.
• Ability to work independently and as part of a team required.
• Ability to manage stressful situations required.
• Ability to maintain confidentiality required.
• Ability to work on multiple projects simultaneously, set priorities, and meet deadlines required.
• Ability to use standard productivity software (Microsoft Office, calendar/schedule software, etc.) required.

Additional Responsibilities

Education, Experience, and Certifications:

Education:

• Bachelor’s degree required.
• Master's degree in Special Education, Education Psychology, or closely related field required.

Experience:

• Minimum of three years as a Special Education teacher, Learning Disabilities Specialist, Case Manager, or School Psychologist required.
• Teaching experience in elementary grades (3-5) preferred.
• Experience administering and interpreting tests (NWEA MAP Testing, EasyCBM, Aimsweb, Diagnostic Reading, and Math Assessment) preferred.
• Experience reading and interpreting Neuropsychological evaluations preferred.
• Experience writing student support plans preferred.
• Ability to use standard productivity software (i.e. Google Suite) required.

Working Conditions and Physical Requirements:

• Ability to move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.
• Ability to move class-related equipment/tools, as appropriate, around school property.
• When appropriate, the ability to escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.
• Ability to demonstrate lessons, when appropriate.

Pay Range:

• $74,968 - $82,159

Required Documents:

• Resume
• Cover Letter

The University of Chicago uses AI-assisted tools to streamline and augment some recruitment processes; however, AI is not used to make hiring decisions.

When applying, the document(s) MUST be uploaded via the My Experience page, in the section titled Application Documents of the application.

Benefit Eligibility ​

Yes

The University of Chicago offers a wide range of benefits programs and resources for eligible employees, including health, retirement, and paid time off.

Pay Rate Type

Salary

Pay Range

$74,968.00 - $82,159.00

The included pay rate or range represents the University’s good faith estimate of the possible compensation offer for this role at the time of posting.

Scheduled Weekly Hours

40

Union

000- American Federation of Teachers , Local 2063

Job is Exempt

Yes

Drug Test Required

No

Health Screen Required

No

Motor Vehicle Record Inquiry Required

No

Posting Date

2026-10-01

Posting Statement

The University of Chicago is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, or expression, national or ethnic origin, shared ancestry, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.

Job seekers in need of a reasonable accommodation to complete the application process should call View phone number on aiapply.co or submit a request via Applicant Inquiry Form.

All offers of employment are contingent upon a background check that includes a review of conviction history. A conviction does not automatically preclude University employment. Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position.

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