School Learning Specialist

• Provide direct support for students as needed in one-on-one, small groups, or class settings to support individual learning needs and/or challenges, including teaching academic skills, executive functioning skills, study skills, and/or test-taking skills.
• Interpret psychoeducational testing and other relevant assessments to develop, monitor, and update learning plans (ILPs), medical accommodation plans, or other services for students.
• Monitor student progress and support teachers in the analysis of data and assessments.
• Engage and encourage students in the active process of learning; help students develop and maintain accountability for their actions related to learning.
• Collaborate with classroom teachers, other divisional learning specialists, counselor, Director of Teaching and Learning, and divisional administrators to discuss best practices and share ideas for student growth.
• Attend parent-teacher conferences and meetings when requested.
• Participate in admissions evaluations for students.

• Connect with parents/caregivers for identified students, making referrals to outside clinicians when appropriate and facilitating the evaluation process.
• Serve as the liaison between Chadwick and outside tutors, educational therapists, psychotherapists, medical doctors, and other treatment providers.
• Consult with teachers to follow up on identified students and offer support through academic strategies that can be implemented in the classroom.
• Coordinate and lead grade-level student-support meetings. Participate meaningfully in the division and K-12 faculty meetings, Roll Call meetings, and consult meetings with other divisional learning specialists.
• Collaborate with teachers, Counselor, Director of Teaching and Learning, and administration on student placement into classes and hand-off meetings for the following school year.
• Collaborate closely with other divisional learning specialists, helping to ensure developmentally consistent support K-12
• Engage substantively in the life of the school outside the classroom and school functions.
• Demonstrate the ability to proactively reflect on and participate in discussions around identity, race, and issues of social justice.
• Participate in professional development, collaborate with colleagues, and assume other duties as assigned.

• Read and follow employment policies outlined in the Employee Handbook
• Read and follow academic policies outlined in the divisional Handbook.
• Keep necessary documentation and engage in ethical and legal practices and decision-making.
• Communicate promptly and professionally with students, families, and colleagues.
• Keep information systems up to date, including Google Calendar and student notes.
• Be available from 7:45 am until 4:00 pm on days when school is in session.
• Attend all relevant faculty and school events (August Week, Back-to-School night, parent-teacher conferences, assemblies, promotion events, etc.)
• Cover classes or duties for absent colleagues as requested.
• Supervise students as assigned, such as chaperoning, lunchtime supervision, and student trips.

POSITION REQUIREMENTS

Required Qualifications: Minimum bachelor’s degree in education, Child Development, Psychology, Special Education, or related field from an accredited college or university.

Preferred Qualifications: Graduate degree in Psychology, Educational Therapy, or a related field, or Credential in Elementary Education, Reading, or Special Education

Required Skills

• Expertise in aspects of psychological, educational, and physical health (e.g., educational therapist, academic/executive functioning coach, behavioral analyst)
• Ability to interpret educational testing.
• Experience creating individualized learning plans (ILPs, IEPs, 504s, etc.)
• Understanding of learning and development in children and adolescents, including knowledge of educational support and interventions
• Experience teaching, or supporting elementary school students with learning difficulties, ADHD, and other neurodevelopmental differences.
• Experience implementing learning strategies with elementary school students using a range of approaches.
• Experience in consulting/communicating with teachers and administrators.
• Strong knowledge of pedagogy and educational tools, including relevant technology
• Active commitment to diversity, equity, and inclusion
• A student-centered, global, and innovative approach to counseling and teaching is preferred
• Familiarity with school learning management systems such as Google Suite applications (e.g., Google Docs, Google Calendar, Google Drive, Google Sheets, etc).

Preferred Skills

• 5+ years of experience in a student-facing role in elementary education with experience in independent schools
• Training in literacy programs: Teachers College Reading and Writing Workshop, Wilson Fundations, Orton-Gillingham, Lindamood-Bell
• Experience with math programs: Math in Focus, TouchMath, Reflex Math
• Knowledge of a variety of Assistive Technology (AT)
• Training in behavior management systems: Positive Behavior Interventions & Supports, Responsive Classroom

Compensation:  $75,000 - $95,000

Anticipated base compensation is dependent on experience.

WORK ENVIRONMENT AND PHYSICAL REQUIREMENT

• Required to lift and carry up to a maximum of 10 lbs., in a correct manner consistent with the appropriate training provided by the School.
• Occasionally required to use hand to finger, handle or feel objects, touch and use tools, reach with hands and arms, climb stairs, bend, stoop, twist, lift, reach, push, pull, grasp, balance, kneel, crouch, crawl, grasp, talk, hear, and walk during the course of employment.
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception and an ability to adjust focus.
• May use telephone, computer, copier, and other office equipment in the course of a day.
•  Required to sit while operating word processing equipment for approximately 6-8 hours daily, repetitive motion for typing and other keystroke needs.

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential function of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing this job, the employee is exposed to weather conditions prevalent at the time.  This may include warm, hot, or cold temperatures.  The noise level in the work environment is moderate.

 TRAITS OF GREAT CHADWICK TEACHERS

Chadwick seeks to identify and foster the following personal and professional qualities in its faculty and staff:

1. Student-centered:  Prioritizes dedication to the intellectual, social-emotional, ethical, and physical well-being of Chadwick students; committed to teaching in ways that foster an inclusive culturally responsive classroom, inspire joy in learning, and actively engage all students.

2. Collaborative: Eager to build relationships, work with students beyond the classroom, and demonstrate the energy, flexibility, and drive required to help the Chadwick community fully realize its potential; contributes effectively to working teams and remains open to feedback and input.

3. Professionally Grounded: Core values of respect, responsibility, compassion, honesty, and fairness guide all interactions; conveys curricular and instructional depth of knowledge and understanding, with the goal of growing continuously as a teacher in order to support student learning and the Chadwick community and mission.

4. Innovative: Actively seeks and skillfully incorporates new, versatile practices, approaches, and technologies that support authentic learning experiences that encourage students to reflect and apply learning to their lives and the world around them.

5. Globally Minded:  Oriented toward preparing students to have a positive impact on an increasingly diverse, interconnected world as global citizens who respond to cultural differences with respect, empathy, and understanding; remains actively conscious of their own implicit biases.

 CLEARANCES

Required Screenings: TB assessment Clearances: Livescan background check

Note: This job description is not designed to cover or contain a comprehensive listing of activities, duties, and responsibilities that are required of the position.