Learning Specialist

The Learning Specialist is a highly motivated educator who provides small group support for neurodivergent thinkers. The candidate will have a holistic approach to working with students and be an effective communicator with strong interpersonal skills. The primary responsibility of a Learning Specialist will be to work with a small group of neurodivergent students to provide academic, emotional, and social support. The teacher is crucial in fostering a student-driven community and learning environment characterized by resilience, respect, inclusivity, and a sense of belonging. Adolescents are empowered with agency, supported within a structured framework, and guided through mentorship to thrive and grow.

 Specific responsibilities include, but are not limited to:

• teaching  5 sections
• advising up to 6-8 students
• leading  or co-leading an athletic team or a co-curricular 2 of 3 seasons
• supporting community life duties

Essential Qualities of Employment

• Team Building and Culture Shaping Mindset
• Ethical and Responsible Decision Making
• Effective and Culturally Responsive Communication
• Collaborative Framework for Innovation and Results

Essential Duties and Responsibilities 

Instructional Role

• Teaches and guides students in executive functioning, self-advocacy, study skills, strategies, and individual skills as determined by the learning profile. 
• Develops individualized learning plans. 
• Commit to cultivating professional environments that respect cultural needs and embrace diverse viewpoints, experiences, and requirements.
• Communicates regularly with parents, teachers, and students to design and implement a plan to promote the students' educational and social development. 
• Develops long-range student goals that are aligned with best practices and the values and mission of Gould.
• Reports to the ASP Director any ideas/complex situations supporting collaboration with and support of faculty and student experience. 

Advisor Role

• Serve as the communications link between the student, teachers, coaches, and family
• Maintain a sound understanding of adolescent development
• Meet with advisees during the scheduled advisory block
• Support the advisory curriculum
• Guide course selection, academics, community life, and discipline
• Communicate with advising team leaders every week

Athletics/Co-curricular Role

• Keep a record of students’ attendance
• Develop engaging and developmentally appropriate activities
• Prioritize a healthy, safe, and fun environment
• Consult with the Dean of Athletics for practice expectations

Community Life Role

• Attend staff meetings and trainings
• Participate in Community Life duties, as assigned 
• Adhere to policies in the Employee Handbook and Community Guide
• Meet daily professional expectations regarding attendance, timeliness, deadlines, communication, and professional development
• Communicate and seek to reduce scheduling conflicts

Professionalism

• Attendance and participation in team and community meetings, special events, school functions, and the Four Point program
• Maintenance of prompt and frequent communication with advisors and employees
• Pursue annual professional development
• Meet general daily professional standards regarding attendance, timeliness, and deadlines
• Support the mission and philosophy of Gould by acting as a positive contributor to the school community, actively participating in the life of the school as a role model of appropriate behavior with students, parents, colleagues, and other members of the school community, and enforcing school rules
• Adherence to policies in the Employee Handbook and Community Guide

Qualification Requirements

• A degree in special education, reading, or a related discipline is 

            preferred.

• At least 3 years of experience working with neurodivergent students in a school or other educational setting.
• Knowledge of and experience with evidence-based practices for supporting neurodivergent learners, such as Universal Design for Learning (UDL) and best practices for neurodivergent learners. 
• Excellent communication and interpersonal skills, including the ability to build positive relationships with students, parents, and colleagues.
• Strong organizational and time-management skills, with the ability to prioritize tasks, meet deadlines, and make informed decisions independently. 
• Flexibility, adaptability, and a growth mindset, with a commitment to ongoing professional development.
• Obtain the CHRC clear status from the Maine Department of Education.

• Successfully pass a criminal and sexual offender background check.
• Possess a valid  US driver’s license.

Other Duties:

This job description in no way states or implies that these are the only duties to be performed by this employee.  They will be required to follow any other instructions and to perform any other duties requested by their supervisor(s) and/or the Head of School

Physical and Environmental Conditions

These physical requirements are not exhaustive, and additional job-related physical requirements may be added to these by individuals on an as-needed basis.  Corrective devices may be used to meet physical requirements.

• Frequent standing, walking, stooping, bending, pushing and pulling, and sitting
• Occasional prolonged and irregular hours
• Occasional lifting up to 10 lb  and up to 100 lb on Junior Four Point 
• Occasional driving of a motor vehicle
• Prolonged use of a computer and repetitive hand motions 
• Ability to visit and move around on and off campus,  must be able to travel to all campus locations and to appropriate training and/or meetings as required