Upper School Learning Specialist

Job Summary At the direction of the division heads and The Director of Teaching and Learning, the Learning Specialist will develop and coordinate student learning plans, communicate with families about student needs and progress, consult with faculty about accommodations, assist with programs and interventions, coordinate curricular resources, and evaluate the effectiveness of programs for students with learning needs. The Learning Specialist will work with children in Grade K-6 and provide direct support for students with learning plans. Essential Functions Targeted Academic Intervention and Student Support Identify and provide individualized and small-group interventions for students requiring additional support in reading, writing, and math. Use evidence-based structured literacy approaches for foundational reading skills, such as Orton-Gillingham, and implement multi-sensory and hands‑on learning techniques to support diverse learning styles. Collaborate with faculty and families to develop and monitor individualized learning plans. Utilize benchmark assessments and progress monitoring tools such as Fountas & Pinnell and Measures of Academic Progress (MAP) assessments to monitor the achievement and growth of students receiving targeted supports from the Student Success Team. Analyze and use data to inform instruction, adjust intervention plans, and determine when students are ready to exit intervention. Maintain detailed student records, intervention logs, and reports to document progress and inform next steps. Develop and implement curriculum to support skill development in self‑advocacy and executive functioning for Grades K‑6. Communicate with faculty, parents, and outside service providers to ensure coordinated support for students. Integrate Social‑Emotional Learning (SEL) practices into intervention sessions to help students develop confidence and resilience. Support students in developing a growth mindset and self‑advocacy skills. Collaboration With Teachers and Staff Participate in the school’s Student Success Team (consisting of Upper and Lower School Division Heads, Director of Teaching and Learning, School Counselor, Student Success Teacher, and School Nurse). Work closely with faculty to develop differentiated instruction plans that support students with diverse learning needs. Assist teachers in interpreting and implementing recommendations from neuropsychological and psychoeducational evaluations to inform instruction. Work with faculty to adjust assignments, projects, and/or assessments in alignment with student learning plans. Serve as an assessment proctor for students with specific testing needs such as small group administration; assist in providing in‑classroom testing accommodations for students. Participate in Multi‑Tiered System of Supports (MTSS) or RTI meetings to help design and refine intervention strategies. Provide teachers with instructional strategies and resources to support students with learning differences in the classroom. Provide teacher training on intervention strategies, best practices for differentiation, and inclusive teaching techniques. Contribute to curriculum development to ensure alignment with research‑based intervention strategies. Establish shared expectations and/or language for classroom‑based accommodations, testing accommodations, and other practices requiring alignment across classes and grade levels. Author content for publication in the School’s weekly newsletter, The Chalkboard, on a rotating basis with other members of the SST. Professional Responsibilities Respond to all constituents in a professional, timely, and compassionate manner. Seek knowledge of current instructional theories and best practices and demonstrate a commitment to professional growth by participating in Professional Development opportunities. Model professional and ethical standards and 5Cs (Caring, Common Sense, Consideration, Cooperation, and Courtesy) behavior when interacting with students, parents, and colleagues. Attend all faculty and division meetings as well as meetings with homeroom teachers and advisors as needed to support student learning. Collaborate with the faculty and administration to develop and implement school‑wide practices and policies. Perform other duties as assigned. Skills, Knowledge and Qualifications Bachelor’s degree in Special Education, Education, Psychology, or related field; Master’s degree and further certifications preferred. Prior relevant experience working with elementary age students regarding learning differences and learning strategies required; experience in an independent school setting preferred. Technology literate and comfortable with acquiring new technology skills. Excellent communication, interpersonal, and presentation skills. Strong organization and time‑management skills. Ability to work independently and as part of a team. #J-18808-Ljbffr National Association of Independent Schools