Learning Support Coordinator for 26-27

Berkeley Rose Waldorf School is seeking a collaborative, knowledgeable, and resourceful Learning Support Coordinator to strengthen our ability to support students with diverse learning profiles from Preschool through Grade 8. This is a full-time, 40-hour-per-week position. Applicants seeking a 0.75 FTE position may also be considered. Working in partnership with teachers, families, administrators, and outside professionals, the Learning Support Coordinator will coordinate Individual Learning Plans, provide classroom consultation, offer targeted small-group instruction, and help teachers identify practical strategies and accommodations that support students within the classroom community. At Berkeley Rose, we believe children flourish when they are deeply known, thoughtfully supported, and surrounded by caring adults working together on their behalf. Our goal is not to create a separate system around children who learn differently, but to help students remain meaningfully included in the life, relationships, and learning of their classrooms whenever Berkeley Rose can appropriately meet their needs. The Learning Support Coordinator will bring knowledge and experience to this work while also listening carefully, learning about our school, and helping strengthen the Learning Support Program in partnership with faculty and school leadership. PRIMARY RESPONSIBILITIES Develop, implement, and monitor Individual Learning Plans for students who require accommodations or additional support. Conduct classroom observations and appropriate student screenings. Review educational and psycho-educational evaluations and translate recommendations into practical school-based supports. Collaborate with teachers to develop classroom strategies, accommodations, instructional approaches, and organizational supports for students with diverse learning profiles. Provide targeted small-group instruction in literacy, executive functioning, mathematics, study skills, or other foundational learning areas. Meet with families to discuss evaluations, Learning Plans, student progress, and appropriate outside resources. Coordinate communication with educational evaluators, educational therapists, psychologists, speech-language pathologists and other outside professionals. Participate in Student Support Team meetings and other collaborative student support processes. Review admissions materials and participate in admissions discussions when an applicant has identified learning or support needs. Provide faculty consultation, resources, and occasional professional development related to neurodiversity, structured literacy, executive functioning, accommodations, and inclusive educational practices. Maintain accurate and confidential student records and communications. Berkeley Rose does not provide one-to-one tutoring, intensive remedial services, or a separate special education program. When a student's needs extend beyond the support available through the school, the Learning Support Coordinator helps, if possible, the family identify appropriate outside resources. QUALIFICATIONS Required Bachelor's degree in education, special education, educational therapy, child development, psychology, or a related field. Experience supporting students with diverse learning profiles in a school or educational setting. Experience collaborating with teachers and families. Ability to interpret educational and psychoeducational evaluations and translate recommendations into practical classroom supports. Strong organizational, written, verbal, and interpersonal communication skills. Demonstrated ability to maintain confidentiality and exercise sound professional judgment. A willingness to learn more about Waldorf education and how learning support can complement Berkeley Rose's educational philosophy and classroom practices. Preferred Master's degree in education, special education, educational therapy, school psychology, reading, or a related field. Experience in an independent school or Waldorf school. Experience as a Learning Specialist, Resource Specialist, Educational Therapist, Reading Specialist, Special Education Teacher, or in a similar role. Training or experience in structured literacy or evidence-based approaches such as Orton-Gillingham, Wilson Reading, Lindamood-Bell, SPIRE, Sounds in Syllables, or a comparable program. Experience providing classroom consultation, teacher coaching, or targeted small-group instruction. Knowledge of dyslexia, dysgraphia, dyscalculia, ADHD, executive functioning, and other neurodivergent learning profiles. COMPENSATION & BENEFITS Full time position. Benefits offered include health insurance (medical, vision, dental), tuition remission, mentoring and professional development opportunities. Applicants seeking a 0.75 FTE position will also be considered. Salary: $70,000–$85,000 annually for a full-time position, depending upon experience and qualifications. OUR SCHOOL An Urban School with Heart. Founded in 2009, Berkeley Rose serves approximately 155 students from Preschool through Grade 8, along with Parent-Child classes and parent education programs that support families throughout the community. Our faculty and families are innovative, thoughtful, and deeply committed to providing a holistic, relationship-centered education that nurtures each child's intellectual, artistic, practical, social, and emotional development. We value strong partnerships among teachers, families, and colleagues, recognizing that these relationships are at the heart of a thriving school community. We welcome students, families, faculty, and staff of all races, ethnicities, countries of origin, cultural and religious backgrounds, socioeconomic backgrounds, gender identities, sexual orientations, and the many experiences that enrich our community. Berkeley Rose is committed to cultivating a school where every member of the community is respected, valued, and able to flourish. We value Waldorf education as a way of meeting the developmental needs of children in a world shaped by technology. We see it as supporting focus, imagination, practical engagement, and social and emotional growth, grounded in a deeper understanding of what it means to be human. We are continually strengthening our work in Learning Support, Social-Emotional Learning, Belonging and Inclusion. Our faculty strives to model curiosity, collaboration, gratitude, and a commitment to lifelong learning while honoring the unique journey of every child. #J-18808-Ljbffr Berkeleyrose