Laboratory Schools: Learning Coordinator, High School

About The Department At the University of Chicago Laboratory Schools, students in Nursery through Grade 12 experience a world- class educational journey. Founded in 1896 by John Dewey as a place for educators to develop and explore novel approaches to pedagogy and curriculum, Lab continues to provide excitement and imagination in learning to this day. Academic rigor, experiential learning, and intellectual discourse are hallmarks of a Lab education. Lab educators are recognized for excellence in teaching and pride themselves on innovation in the classroom. Students in every grade have access to unparalleled resources, and all members of the Lab community benefit by partnerships and connections with the University of Chicago. Families who choose Lab care deeply about curiosity, inquiry, and creativity. Department Lab School High School Faculty Job Summary The University High School Learning Coordinator is a vital member of the Learning and Counseling team and is dedicated to ensuring every student feels seen, supported, and challenged. They demonstrate a commitment to removing barriers to learning, ensuring support services are accessible and sensitive to a diverse student body. The Learning Coordinator provides direct service to students with and without learning differences to help them discover their unique strengths and build essential academic skills. By developing individualized accommodations plans, partnering with teachers to cultivate inclusive learning environments, and guiding families through the standardized testing accommodations process, the Learning Coordinator helps foster a culture where every student can thrive. Responsibilities Maintain and manage a caseload of students with documented learning differences, ensuring their individual needs are met within the high school program. Provide direct support to students, focusing on executive functioning, study strategies, and self-advocacy skills. Analyze neuropsychological and educational evaluations to determine eligibility for school-based services and accommodations. Develop, implement, and monitor accommodation plans that are seamlessly integrated into students' daily classroom experiences. Serve as a member of the Learning and Counseling Department, participating in multidisciplinary team meetings to support student wellness and academic success. Facilitate regular communication with parents regarding student progress, external evaluations, and transition planning. Collaborate with classroom teachers to translate individualized accommodation plans into actionable classroom strategies that meet students’ diverse learning needs. Manage the submission and approval process for standardized testing accommodations, serving as the primary liaison between families and testing boards. The Learning Coordinator reports to the High School Principal and is evaluated in accordance with the terms and conditions of the Collective Bargaining Agreement. Full- time teachers are expected to work a 40 hour week and the required number of days as stipulated in the Faculty Association contract. All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement. Perform other related duties as needed. Competencies Ability to quickly adapt to changing circumstances and be flexible in work with students. Ability to interact with a diverse group of faculty, staff, students, and parents. Knowledge of diversity and inclusion issues and dynamics in the classroom. Strong knowledge of course subject matter. Knowledge of instructional methodologies. Strong knowledge of child development. Ability to develop curricula, lesson plans, and assessment tools. Analytical skills. Problem‑solving skills. Decision‑making skills. Attention to detail. Organizational skills. Computational skills. Creativity. Verbal and written communication skills. Interpersonal skills. Ability to work independently and as part of a team. Ability to manage stressful situations. Ability to maintain confidentiality. Ability to work on multiple projects simultaneously, set priorities, and meet deadlines. Ability to use standard productivity software (Microsoft Office, calendar/schedule software, etc.). Education Master's degree in special education, educational psychology, learning disabilities or closely‑related field required. Experience Three years of experience working directly with high school students, specifically managing a caseload of students with diverse learning profiles. Experience working with several stakeholders (teachers, counselors, administrators, parents, etc.) to support student social‑emotional and academic growth. Experience interpreting neuropsychological and educational evaluations and translating clinical findings into actionable classroom accommodation plans. Ability to teach and develop academic and executive functioning skills (preferred). Familiarity with current trends and strategies for differentiating instruction at the secondary level (preferred). Familiarity with frameworks associated with Universal Design for Learning (preferred). Knowledge of standardized testing accommodation procedures and experience navigating the accommodation request process for College Board (SAT/AP) and ACT Services for Students with Disabilities (preferred). Teaching experience (preferred). Certifications Valid state teaching license with an endorsement in Special Education (e.g., LBS1) or certification in language‑based learning disorders, educational therapy, or other related professions preferred. Working Conditions Ability to move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community. Ability to move class‑related equipment/tools, as appropriate, around school property. When appropriate, the ability to escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation. Ability to demonstrate lessons, when appropriate. Pay Range $74,968 – $166,645 per year. Required Documents Resume Cover Letter Professional References Benefit Eligibility Yes – the University of Chicago offers a wide range of benefits programs and resources for eligible employees, including health, retirement, and paid time off. Pay Rate Type Salary Scheduled Weekly Hours 40 Union 000- American Federation of Teachers, Local 2063 Job Exempt Yes Drug Test Required No Health Screen Required No Motor Vehicle Record Inquiry Required No Equal Opportunity Statement The University of Chicago is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity, or expression, national or ethnic origin, shared ancestry, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination. Accommodation for Applicants Job seekers in need of a reasonable accommodation to complete the application process should call View phone number on click.appcast.io or submit a request via Applicant Inquiry Form. #J-18808-Ljbffr University of Chicago