Learning Specialist Assistant

Position: Learning Specialist Assistant Report to: Director of Student Support and Wellness Department: Faculty

FTE: 100%

Work Hours: 7:45 a.m. - 4:00p.m (Monday - Friday) Pay Range: $69,727.00 - $85,906.00 Based on Faculty Pay Scale and Years of Experience FLSA Classification: Salary, Exempt Agreement Dates: August 16 - August 15, annually (First-year employees required to attend orientation on campus) Overview The Assistant to the Director of Student Support and Wellness is a hybrid role that combines direct student instruction with administrative and case management support. This position works closely with the Director of Student Support and Wellness to coordinate and implement the school’s Student Support and Wellness Program, while also providing targeted academic and social-emotional instruction to some students in the lower school. The ideal candidate is collaborative, organized, flexible, and passionate about supporting young learners through both relationship-centered teaching and operational support. Additional role-specific responsibilities for the Learning Specialist Assistant may include: Additional duties with respect to the admissions process Doing recess and lunch duties Skills & Competencies Prior experience/passion for working with students with neurodiverse learning profiles. Strong relationship-building skills with students, families, and colleagues Ability to support young learners with a range of academic, social-emotional, and behavioral needs Excellent organizational and time management skills Strong written and verbal communication skills Ability to maintain confidentiality and professionalism Flexible and adaptable in a dynamic school environment Collaborative and solution-oriented mindset Ability to manage multiple responsibilities and priorities simultaneously Familiarity with elementary instructional practices and child development Comfort with educational technology and digital organization systems Previous experience teaching, coaching, supporting elementary age students, and an appreciation for this age group Teaching Responsibilities The responsibilities below highlight the basic skills and duties of SF Day School teachers. The School may amend and modify the job description and the employee handbook at any time. Teaching & Learning Provide small-group and/or classroom-based instruction for students in English Language Arts (ELA), Mathematics, and Social-Emotional Learning (SEL) and regulation Implement curriculum and lesson plans developed, co-developed, and/or assigned by the Director of Student Support and Wellness. Differentiate instruction to support a variety of learning profiles and developmental needs Support students with executive functioning, emotional regulation, social engagement, and learning readiness Collaborate with classroom teachers to reinforce classroom goals, interventions, and strategies Maintain a warm, structured, and supportive learning environment Observe student progress and communicate relevant feedback and observations to the Director Support student engagement, participation, and overall well-being throughout the school day Arrive on time each day to adequately prepare for class and ensure a smooth learning experience for students. Remain on campus during work hours and notify your supervisor anytime you will not be on campus during the entire school day Supporting Diverse Learning Interests & Needs Develop strategies to work effectively with students of varying abilities, including those with diagnosed learning differences and/or students who need extension Participate in meetings, training, and planning sessions to fully support each child’s unique needs. Work with students in various settings, including whole groups, small groups, and one‑on‑one. Proactively inform the Leadership Team of any significant changes involving a student and/or family, including learning goals, strengths, and growth areas. Classroom Management and Culture Prioritizing Safety & Security – Design all activities, environments, and field trips with the utmost focus on ensuring the safety and security of all students. Building Trust & Openness – Meet each student and family where they are, fostering relationships based on trust and openness. Creating a Values‑Based Classroom Culture – establish and maintain a classroom culture that reflects and reinforces the School’s core values. Establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture. Addressing Behavior as a Learning Opportunity – Approach behavioral incidents as teaching moments, addressing them promptly to uphold core values and support the well‑being of all Students Students Create a culture of support and accountability with student behavior within the classroom by providing clear expectations, logical consequences, and opportunities to reflect and repair. Partner with the Leadership Team as needed for identified student needs. Parent/Guardian Partnership Promote the School’s mission, objectives, and policies to parents in a positive, supportive manner. Build a professional and cordial relationship with families, offering timely feedback on student progress (academic and social-emotional). Non‑Teaching Responsibilities Adhere to the guidelines in the San Francisco Day School Employee Handbook. (For non-homeroom teachers and non-advisors) CCE DAYS Lead and/or support in our Community and Engagement days as designated by the CCE office. Actively participate in all meetings, faculty workdays, and school functions, including: but not limited to: Program events Admissions events Advancement events Participate in the school’s outdoor education programs for your grade level or as directed by the supervisor. Serve on school committees and fulfill assigned responsibilities. Perform duties as designated by supervisor, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties. Complete required administrative tasks (e.g., HR training, progress reports) accurately and on time. Utilize proper HR platforms to request for time off and, if approved, submit sub plans. Avoid scheduling absences on faculty/staff meeting days, immediately before or after school vacation, and parent/guardian conference days. Report any suspected abuse or neglect to supervisor, and, if necessary, to California Family Services, following the guidelines in the Employee Handbook. Professional Growth Engage in continuous development through research, workshops, school visits, and peer collaboration that contribute to school initiatives or professional goals. Set annual goals, conduct self‑evaluations, create a growth plan, and participate in performance reviews. Provide data and samples to demonstrate progress toward school and personal goals Professional Conduct and Community Engagement Follow all SF Day Community Expectations Qualifications and Education Requirements Bachelor’s degree Degree in education or related field preferred Experience working with elementary‑age children in a classroom setting. Independent school experience is preferred. A strong interest in learning and implementing differentiated instruction and inclusive educational practices. Desire to continue learning in the areas of supporting students with learning differences, pedagogical practice and DEI Experience working with a wide range of students, teachers, and families of diverse backgrounds Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital files) A commitment to professional growth and development. A strong interest in learning and implementing with educational technology and innovative teaching methodologies. Strong work ethic, collaborative skills, flexibility, and sense of humor, with high emotional intelligence Physical Requirements 90% Indoors, 10% outdoors (PE Teachers 60/40) Prolonged periods of sitting at a desk and working on a computer or standing to teach Ability to traverse classroom and playground and adjust one’s tone and height by bending or leaning to teach each child. Occasional requirement to lift more than 25 lbs SF Day Community Expectations A working environment for employees to feel grounded in purpose, seen, and respected at school. A learning environment for students to gain the skills and knowledge to grow into global citizens who care for themselves, each other, and our world. Employees Are compassionate and kind to ourselves and others We work together as active contributors in a connected community and focus on balance and wellness so we can show up fully for students. Are prepared We have the appropriate training, knowledge, and skills regarding this age group's developmental characteristics and needs. We complete our responsibilities with professionalism and fidelity. Are reflective and accountable We take time to consider the intent and impact of our actions and repair the harm done for the betterment of the community. Are lifelong learners. We are committed to continuous professional growth and lifelong learning. Put the children first We are child-centered, both in and out of the classroom. We treat each child as an individual with respect and dignity. We create a safe environment where students grow in autonomy and the ability to work and play together. Partner with families. We believe in the importance of the home‑school partnership and partner with families proactively and positively. Communicate with professionalism and care. We communicate with professionalism and care to each other and our students. Uphold high expectations for ourselves and our students It is all of our work to create an environment that fosters personal integrity and social responsibility. Teachers Are skilled at teaching their subject area and grade level(s) . We are constantly deepening and evolving our craft to ensure best practices. We know how we teach is as important as what we teach, and growth requires feedback, reflection, and change. Understand the arc of child development. We align our pedagogy and content to this developmental arc. Create an engaging, culturally responsive classroom . We recognize and value the importance of actively engaging students’ learning. We honor students’ cultural displays of learning and respond positively and constructively. Plan for predictable variability in the learning profiles of students . We provide multiple means of representation and engagement, as well as support and extension in what we teach and assess. Provide clear, consistent classroom norms and logical consequences. We provide feedback to students with clarity and care and guide them through the reflective and restorative process. Students know what routines to expect and what’s expected of them to support them in becoming empowered learners and responsible school community members. Provide clear learning goals and objectives. We align to content area scope and sequence. We ensure that students know what they are learning when they are learning it, and why they are learning it. #J-18808-Ljbffr National Association of Independent Schools