10-12 Peterson Learning Specialist

The Peterson Learning Support Program at Albuquerque Academy seeks an energetic, caring, and experienced educator for the position of Learning Specialist in the 10-12 Division. The 10-12 Learning Specialist will join a team of two other school learning specialists, one each in the 6-7 Division and 8-9 Division. As a team, the three Learning Specialists provide support to students, teachers, and parents based on the unique educational and developmental needs of their division. Diversity is a core value at Albuquerque Academy, and we seek candidates who demonstrate an abiding commitment to equity and belonging. All educators at Albuquerque Academy approach their work in accordance with the values in our mission and in a spirit of kindness, professionalism, generosity, and civility to all members of the community. An education at the Academy focuses on the whole child, and teachers and administrators are expected to teach well and also to function as adult mentors for students, in and out of the classroom. Our community norms, listed below, underlie our school culture, and all community members are expected to commit themselves fully to them. Value and respect the diverse contributions of each person in the community. Assume positive intent and inquire if you are left with questions or concerns. Engage in face-to-face direct conversations; be clear, open, and honest in your conversations. Be present and participate. Strong candidates are attracted to our mission and see themselves as engaged community members. Outside the classroom, our educators work with students in ways that foster their growth and development into effective community members. Learning specialists primarily support students diagnosed with specific learning challenges such as Specific Learning Disabilities, ADHD, and Autism Spectrum Disorder. Learning specialists also provide support to the general student population for emerging and transient learning challenges, as well as study and organizational needs. The individual chosen for this position will work closely and collaboratively with the 10-12 teachers, division head, dean of students, and division counselor, as well as the Division Student Support Team (division head, deans, counselors, and nurse). Faculty positions in the Peterson Learning Support Program require a minimum of a bachelor’s degree, and a master’s degree in special education (Learning Disabilities, Gifted, Learning Disabled-Gifted, ADHD, Autism Spectrum Disorder) is preferred. Related degrees will be considered based on the candidate’s experience. Albuquerque Academy seeks to maintain a diverse and energetic faculty to work with over 1100 highly capable students, including over 50% self-identified students of color. We encourage individuals from historically underrepresented groups in independent school communities to apply. The position is open until filled, and applicants are asked to submit a letter of interest and resume along with their online application. Please explain why Albuquerque Academy is the right fit for you and detail how you inspire a love of learning in students. Essential Functions Provide student support by developing and facilitating learning strategies, study skills, executive function skills, and assistive technology support, as appropriate. Provide support to students individually, in small groups, and in collaboration with their teachers. Review and interpret comprehensive educational and neuropsychologist evaluations. Based on the results of a diagnostic evaluation, write accommodation plans for diagnosed students outlining reasonable academic accommodations. Provide direct support to teachers. Advise teachers as they implement accommodations to meet student diagnosed learning needs in the instructional environment. Share feedback and strategies with teachers, observe classes to understand curriculum and pedagogy, and work in partnership with faculty to model effective strategies to support student learning. Assist families in reviewing and interpreting test results. Solicit feedback from families and students in the development of accommodation plans, facilitate annual accommodation plan review, and update with students and families. Gather feedback/data to support students, monitor student progress, and make appropriate adjustments in goals and services for students. Participate as an active member of the 10-12 Division Support Team (division head, deans, counselors, nurse). Support and monitor student placement in the Structured Study Hall program. Work closely with advisers and maintain communication with families, counselors, and administrators as needed. Be an active resource for faculty professional development in the areas of differentiated teaching and learning. Work in partnership with the Admissions Committee to review admission information, help in the determination of testing accommodations for admission tests, and make recommendations for successful admissions candidates with learning differences Respond flexibly to extended-time proctoring needs, as well as meetings with parents and students. Be available to attend division and other school meetings that usually occur outside regular hours. Prepare accommodation plans for rising students prior to the end of the school year and before classes begin in the fall so teachers have necessary information in hand as classes resume. Be available to students outside of class throughout the school day for additional help. Foster and maintain a culture of mutual respect, equitable practice, and joy, in and out of the classroom. Demonstrate cultural competence and communicate and collaborate effectively across differences. Continue to advance personal understanding of pedagogy by reading, attending conferences and workshops, and participating in the school’s professional growth and development plan. Other Responsibilities Volunteer to help with other school duties. Write an annual report. May be asked to mentor another teacher or become part of an evaluation team for a colleague. Attend lunch, provided free to faculty, to help to monitor the dining hall. Attend full-faculty, divisional, and departmental meetings, as well as other meetings as needed. Attend teacher cohort meetings unique to the 10-12 Division. Attend and support divisional or school activities including other duties such as chaperoning dances, monitoring supervised study hall, proctoring standardized tests, etc. Perform other duties as assigned. Job Qualifications Education A Bachelor’s degree in a related field is required. A Master’s degree in special education (Learning Disabilities, Gifted, Learning Disabled-Gifted, ADHD, Autism Spectrum Disorder) is preferred. Related degrees will be considered based on the candidate’s experience. Certification/Licensure as a reading specialist is preferred. Certification as an Academic Language Practitioner (CALP) is preferred. Knowledge/Skills/Abilities Knowledge of the use and interpretation of educational diagnostic and neuropsychological evaluations. Knowledge of laws pertaining to education and special education (ADA-AA, IDEA, Section 504). Deep understanding of and sensitivity to parent and student confidentiality. Ability to collaborate with teams of colleagues and possess excellent communication, written, and interpersonal skills. A willingness to maintain personal and professional growth and development. Seeks out professional development opportunities and maintains a network of professional advisors. Expertise in coaching students in clear presentation of their solutions. Demonstrable and effective classroom management skills. Expertise in sponsoring or coaching an extracurricular activity preferred. Ability to work well with people, especially adolescents. Excellent interpersonal, collaboration, and problem-solving skills. Capacity to work independently and on a team. Excellent communication and public-relations skills. Strong organizational skills and time-management skills. Computer skills including desktop publishing, and Microsoft Office software, learning management systems, and online teaching techniques. Ability to maintain confidentiality. Legally authorized to work in the United States. Experience Prior experience as a Speech and Language Therapist is preferred. Prior experience as an Educational Diagnostician is preferred. Prior experience in related education and special education specializations is preferred. 2-5 years prior teaching experience is preferred. Prior experience with adolescents is preferred. Working Environment Generally, teaching is performed indoors in a private classroom or office setting. The Learning Specialist also works in classrooms as needed with students and teachers to provide academic support or to collaborate on lessons. Hours are generally from 7:45 a.m. to 3:45 p.m. Monday through Friday, from mid-August to early June. The Learning Specialist will also work to meet the needs of the caseload and other school commitments. Coaching, extracurricular, or other chaperoning/sponsoring duties may take place outdoors and may extend into pre-school hours, the late afternoon/evening, or weekends. Physical Demands Must be able to lift up to 25 pounds at times. Must be able to traverse school facility and lead students to safety in the event of an emergency. Involves long periods of standing/sitting. Frequently involves carrying textbooks and classroom supplies, communicating/speaking, retrieving files and supplies, writing, using a computer, and reading for preparing daily teaching and grading. EEO/ADA Compliance Albuquerque Academy is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the Academy will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective employees and incumbents to discuss potential accommodations with the employer. #J-18808-Ljbffr