Learning Support Specialist

About the School At Westridge, a forward-thinking independent girls’ school for grades 4-12 located in Pasadena, California, students have the space to develop the skills and confidence needed to draft their own extraordinary story. Since 1913, Westridge has been a leader in girls’ education, providing an unrivaled learning environment focused on girls’ academic and personal development. Westridge balances challenging academics and a focus on leadership with a priority on social-emotional wellbeing. Westridge students develop a strong sense of self and a thoughtful consideration of their responsibilities to others and the world. Throughout its long history, Westridge has remained committed to its pioneering legacy so that each girl rises to her full potential and that women collectively rise to gender equity in the fullest sense. Opportunity Overview The Learning Support Specialist strengthens the Westridge community by implementing research-informed, inclusive practices that support the diverse learning needs of students in the classroom. They provide specialized support for students in grades 4-12 who benefit from additional guidance or who have approved accommodations connected to their Student Support Plans or documented learning needs. While this role may include limited one-to-one support, it does not involve ongoing provision of services. Reporting to the Director of Counseling and Student Support, the Learning Support Specialist is an integral member of the Student Support Team and collaborates closely with faculty, division directors, advisors, and other school personnel. They also partner with parents and caregivers, communicate with outside professionals such as tutors and therapists, and coordinate accommodation requests for upper school students with the College Board and ACT. Specific Responsibilities Supporting Individual Students Create clear, student-centered Student Support Plans that outline areas of disability/functional limitation, strengths, recommended supports, and classroom accommodations. Communicate evaluation results and Student Support Plans to advisors and teachers in ways that support shared understanding of student needs, accommodations, and collaborative planning. Check in regularly with faculty to monitor the effectiveness of accommodations and offer suggestions that promote student access, engagement, and growth. Provide academic and learning support that fosters student confidence, self-advocacy, independence, and personal growth. Support students returning from leave by helping them plan and navigate their academic responsibilities, while fostering clear, collaborative communication between the student and their teachers. Supporting Faculty Collaborate with faculty to identify and implement inclusive, effective classroom practices that support all learners, recognizing and valuing a wide range of learning approaches, including Universal Design for Learning (UDL). Partner with faculty to develop and implement clear protocols and school-approved accommodations for students with documented learning needs. Provide professional learning for faculty on learning variability, equitable instructional strategies, and the implementation of accommodations that promote student access and engagement. Supporting Parents and Caregivers Meet with incoming and transitioning families who have existing documentation to understand each student’s learning profile and support needs. Receive, interpret, and process psychoeducational and neuropsychological evaluations with a focus on identifying student strengths, learning needs, accommodations, and recommended supports. Communicate decisions about accommodations and shared expectations in a clear, collaborative manner. Provide referrals for evaluations and other community resources when appropriate. Supporting Division Directors Assist with interpreting universal screening and standardized assessment data to understand student learning patterns and inform instructional decisions. Coordinate and oversee applications for accommodations on College Board and ACT assessments, supporting equitable access for students who qualify. Other Responsibilities Participate in student–family–advisor conferences as needed to support student progress. Engage in ongoing professional learning related to inclusive practices, neurodivergence, and research-based approaches to supporting students who learn differently. Support and participate in the school’s commitments to diversity, equity, inclusion, and belonging. Maintain secure, up-to-date electronic records documenting student support histories. Assist with admission events, processes, and student onboarding, as needed. Facilitate and proctor extended time/separate location for accommodations and standardized testing. Qualities and Attributes The successful candidate will bring warmth, empathy, humility, and relational sophistication to their work with students, families, and colleagues. Westridge seeks a highly collaborative educator who understands the nuanced and deeply human nature of learning support work and who approaches students with both compassion and high expectations. The ideal candidate will be an attentive listener, thoughtful communicator, and trusted partner who can build strong relationships across the community while helping students develop confidence, self-awareness, and independence. They should also appreciate Westridge’s deeply intellectual culture and believe in supporting each student in finding their own pathway to meaningful academic engagement and success. The ideal candidate will help teachers deepen their understanding of a range of learning needs while moving conversations and practices forward in thoughtful and sustainable ways. The Learning Support Specialist should possess the emotional intelligence and professional judgment to navigate complex conversations with patience, clarity, and care, balancing advocacy with humility, collaboration, and support. Qualifications Bachelor’s degree required; advanced degree or postgraduate work in education, learning support, or related fields preferred, with an emphasis on neurodivergence or learning differences. Minimum 2–3 years teaching or demonstrated experience as a learning specialist supporting students with a range of learning needs. Excellent interpersonal, written, and oral communication skills. Strong facilitation, collaboration, and relationship-building skills. Commitment to the mission and vision of Westridge School and to fostering an inclusive learning environment. #J-18808-Ljbffr