Learning Specialist

Description

Learning Specialist 

Full-Time (Faculty 10), Beginning August 2025 

About the School 

As part of the Student Support Department, the Learning Specialist plays a vital role in advocating for students with learning differences, fostering self-advocacy, and ensuring accommodations are effectively implemented to support student success. While the Learning Specialist’s primary responsibility is to support 504 students, the role also extends to all students seeking academic support through structured intervention and coaching. 

Working in collaboration with the Student Support Department (comprised of two Learning Specialists and two School Counselors), the Learning Specialist is responsible for developing and implementing proactive systems of direct student support to ensure that students with learning differences receive individualized accommodations, executive functioning coaching, and academic skill development. This role prioritizes early intervention, structured student coaching, and individualized academic planning to help students build independence and self-advocacy in their learning. 

A secondary component of the role includes professional development for faculty, ensuring that teachers are equipped with evidence-based strategies for effectively implementing accommodations in the classroom. The Learning Specialist collaborates with teachers, advisors, and the Student Support Department to integrate best practices for differentiation, executive functioning supports, and assistive technology tools that enhance the learning experience for neurodiverse students. 

Strategic Priorities of the Learning Specialist 

• Prioritize students with 504 Plans, ensuring accommodations are properly implemented and providing direct, structured support to these students. 
• Develop and oversee proactive learning support systems that extend beyond accommodations to any student seeking academic coaching, executive functioning strategies, or intervention. 
• Work collaboratively with teachers, advisors, and the Student Support Team to create an inclusive, scaffolded academic experience for students with learning differences. 

Key Responsibilities 

Direct Student Support & Accommodations Implementation 

• Develop and implement proactive academic coaching systems that support students with 504 Plans and others seeking structured intervention. 
• Provide regular one-on-one and small-group coaching focused on: 
• Executive functioning (time management, organization, task initiation, working memory strategies). 
• Study and test-taking strategies tailored to learning differences. 
• Self-advocacy and communication skills for navigating academic expectations and accommodations. 
• Assistive technology training (e.g., speech-to-text, audiobooks, digital organizers). 
• Write, implement, and oversee the ongoing management of 504 Accommodation Plans, through consultation with the student, family, outside providers, and data-driven feedback from educators on campus. Work with educators to effectively integrate accommodations into classroom instruction and co-curriculars. 
• Support equity in standardized testing by assisting families with accommodations requests and organizing accommodations for standardized tests that happen on campus.?Support proctoring needs for midterms, finals, and during the year for students with accommodations. 
• Monitor student progress and adjust support strategies based on academic performance, educator feedback, and student self-reflection. 

Collaboration & Systems Development 

• Serve as a liaison between students, educators, counselors, and families to create an integrated support network. 
• Facilitate regular student check-ins and academic coaching sessions to assess learning needs and adjust accommodations as needed. 
• Work with educator teams, grade-level deans, and advisors to proactively identify students who need additional academic support. 
• Develop and maintain records of student progress, accommodation effectiveness, and areas for growth to inform individualized support strategies. 

Professional Development for Faculty 

• Implementing accommodations and differentiated learning strategies in the classroom. 
• Executive functioning strategies that support all learners. 
• Develop and share resource toolkits, templates, and instructional materials that support faculty in implementing accommodations seamlessly. 
• Provide faculty support through individual consultation, teaching team meetings focused on strategies and interventions for one student, full grade-level meetings and teacher development on learning support topics.  

Oversee Peer Tutoring Program 

• Collaborate with faculty and advisors to integrate peer tutoring into existing academic support structures. 
• Leverage student mentors to support their peers in academic subjects, ensuring they are equipped with the skills to provide effective academic support. 
• Develop structures for program evaluation, gathering data on student participation and academic outcomes. 

Parent & Community Engagement 

• Collaborate with families to provide guidance on accommodations, learning strategies, and ways to support students at home. 
• Host parent education sessions on topics such as executive functioning, self-advocacy, and assistive technology tools. 
• Work with outside professionals, including educational psychologists and therapists, to align school-based accommodations with external recommendations. 

Metrics of Success 

A successful Learning Specialist will demonstrate measurable impact in the following areas: 

? Effective implementation of accommodations, ensuring students with 504 Plans utilize their support effectively.
? Student progress and independence, as measured through self-advocacy skills, improved academic strategies, and executive functioning growth.
? Increased student engagement in proactive support, expanding academic coaching to all students in need, beyond just those with accommodations.
? Educator confidence in implementing accommodations, as reflected in professional development participation and classroom practice improvements.
? Successful oversight of the Peer Tutoring Program, measured through tutor participation, student engagement, and academic outcomes.
? Parent and community engagement, demonstrated through increased family participation in learning support programming. 

Requirements

Qualifications Education & Experience 

• Bachelor’s degree required; Master’s preferred in Special Education, Learning Differences, Assistive Technology, (School) Counseling or Psychology, or a related field. 
• 5 years of experience in direct student support, accommodations management, or academic coaching in K-12 settings. 
• Strong background in executive functioning coaching, learning differences, and assistive technology for academic support. 
• Experience working directly with students with learning differences, particularly in developing structured academic support systems. 

Compensation & Benefits 

• Salary is commensurate with experience and education (range: $61,987 – $118,388). 
• Comprehensive health, retirement, and professional development benefits. 
• Ongoing opportunities for professional learning in neurodiversity education, accommodations, and executive functioning support. 

Salary : $61,987 - $118,388