Learning Specialist

Learning Specialist

Drew School is an independent, urban high school in San Francisco enrolling approximately 300 students in grades 9 through 12. Drew engages each student in a process of intellectual discovery to develop an individual voice, the confidence to express it, and the empathy to understand its impact. Our school community is centered on experienced, dedicated, and passionate faculty, and engaged, committed students. Drew combines its curriculum with a focus on experiential learning, global awareness, local community involvement, citizenship, and support of individual talents and strengths.

Drew's Learning Support Program focuses on helping neurodiverse students develop self-awareness and skills in self-advocacy, executive functioning, and metacognition to ensure academic success and independence. Under the direction of the Director of Learning Support, Learning Specialists work directly with students, faculty, staff, and parents to facilitate this success.

In addition to global case management, the new Learning Specialist will provide targeted intervention for a small number of students through our 1:1 tutoring program. This work focuses on supporting students with reading comprehension and the writing process. Intervention sessions may also target further development of executive function skills for students requiring support beyond the standard program. To ensure time for this intensive intervention work, this role carries a smaller caseload. The program is housed in the Herbst Learning Center (HLC).

Job Responsibilities

Case Management

• Student Support: Works with students in grades 9–12, with the possibility of focusing on a specific grade level or grade band.
• Learning Plans: Manages student Learning Plans, reviewing them annually for accuracy and drafting new plans when updated documentation is presented.
• Student Coaching: Meets with students at an identified cadence based on grade level and support needs to work toward articulated outcomes in executive function, self-advocacy, and metacognition.
• Faculty Collaboration: Works directly with teachers to support neurodiverse students through classroom observations, coaching on differentiation strategies, and behavior management.
• Family Liaison: Provides individualized consultation to families in support of neurodiverse students.
• Collaboration: Liaises with in-school tutors, school counselors, and outside providers as needed.
• Team Participation: Participates in weekly Student Support Team meetings with HLC Learning Specialists and school leadership, including the Deans of Academic Support, Student Life, and Equity and Social Impact.

Tutoring

• Conducts 40-minute 1:1 tutoring sessions with a designated cohort of students for the school year.
• Supports students with reading comprehension strategies.
• Supports students in developing efficiency within the writing process, including brainstorming, drafting, revision, and editing.
• Supports executive function skill development through coaching for project management.

Proctoring

• Proctors separate-setting testing for students with Learning Plans as scheduling allows.
• Proctors PSAT extended-time testing in October (during the school day).
• Proctors SAT testing for students with school-based accommodations 1–2x per year as needed (during the school day).

Other Duties

• Collaborates with the Director of Learning Support to plan and facilitate professional development for faculty and educational offerings for parents.
• Attends Back to School Night (September) and two Admissions Open Houses (Fall).

Requirements

Desirable Skills and Experience

• Master's degree in Learning Disabilities, Special Education, or Educational Psychology. Candidates with a master's in other fields and significant experience as a Learning Specialist or Educational Therapist will be considered.
• Minimum of 3 years in learning support, preferably with middle and/or high school students.
• Proven experience reading and interpreting psychoeducational, neuropsychological, and psychiatric reports.
• Background in diagnostic or remediation clinical work, with experience teaching or tutoring students with mild-to-moderate learning disabilities.
• Demonstrated experience in executive function skill development and project management coaching.
• Experience coaching and working side-by-side with teachers to implement differentiation and support strategies.
• Strong verbal and written communication skills.
• Familiarity with Learning Management Systems (LMS) and Google Workspace.
• Robust organizational skills and the ability to manage a caseload effectively.

Ideal Dispositions

• Equity-Minded: Culturally competent and deeply committed to equity, inclusion, and belonging.
• Student-Centered: Genuinely enjoys working with teenagers and understands their unique developmental needs.
• Growth-Oriented: Self-reflective, open to feedback, and committed to professional growth.
• Collaborative: Thrives in a team environment and builds strong relationships with both students and adults.

Compensation & Benefits Drew offers a supportive working environment and a competitive salary. Our comprehensive benefits package includes:

• Health & Wellness: A complete health benefits package, including 100% employer-paid health coverage for the employee's base plan and 40% employer-paid coverage for dependents.
• Retirement: A 403(b) retirement savings plan with matching contributions up to 6% of the employee's salary.

To Apply Please submit a resume and a cover letter sharing your story and why you are interested in joining the Drew community. Drew School is an Equal Opportunity Employer with a commitment to creating an identity-safe school, where all members of the community find opportunities for belonging and growth. We strongly encourage candidates of color to apply. NON-DISCRIMINATION POLICY Drew School of San Francisco admits students of every race, color, religion, sexual orientation, national and ethnic origin, or handicap to all the rights, privileges, programs and activities of the school. It does not discriminate on the basis of race, color, religion, sexual orientation, national or ethnic origin in administration of its educational policies, scholarship programs, athletic and other school administered programs.