Role Title: Learning Specialist
FLSA Status: Exempt
Reports to: Division Directors
Direct Reports: N/A
Main Purpose of the Role: The Learning Specialist’s primary responsibility is to support students who learn differently during the middle school years. Additionally, the Learning Specialist manages ongoing screening and assessment at intervals throughout the school year and works collaboratively with faculty and families to ensure students are progressing successfully. The Learning Specialist leads the process of assessing, making recommendations, and implementing intervention strategies in partnership with faculty, parents, and, when appropriate, outside specialists.
Key Responsibilities:
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Understand the Upper School curriculum and provide academic support to students
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Read neuropsychological reports and communicate findings to faculty
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Overtly support and act in accordance with the School’s mission and values
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Lead the process for identifying, monitoring, and remediating students who learn differently, including advanced learners
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Attend and lead Student Support Meetings with faculty
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Manage and maintain all assessments, evaluations, and learning profiles
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Work collaboratively with teachers to observe, assess, and support students with learning needs
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Work with families on at-home recommendations and collaborate with outside agencies
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Define and deliver general and specialized instruction for students with learning needs, including but not limited to one-on-one sessions and small-group instruction
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Support admissions by occasionally reviewing candidate evaluations
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Educate faculty and parents on understanding learning differences
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Teach study skills classes to Grade 5 and Grade 6 students
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Uphold professional standards of personal presentation, punctuality, professional courtesy, and discretion
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Carry out specific responsibilities as designated by the Division, such as duties
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Honor the confidentiality of school and student information
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Communicate effectively with faculty, students, families, and colleagues
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Engage in self-reflection and professional development through goal setting, professional development opportunities, and ongoing dialogue with Division Directors
Diversity, Equity, Inclusion, Justice, and Belonging Commitments:
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Engage in conversations with empathy and curiosity
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Listen to recognize the presence, ideas, and beliefs of all individuals within the Cathedral School community
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Practice courage and act with integrity to speak up, speak out, and stand up for what is right, even when it is challenging or unpopular
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Uphold the process of reflection, healing, and repair by holding ourselves accountable and accepting responsibility for our actions
Skills and Competencies:
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Strong knowledge of learning differences, including dyslexia, dysgraphia, and dyscalculia, as well as a deep understanding of ADHD and executive functioning
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A commitment to collaboration within a dynamic community of teachers
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An openness to professional development and continuous learning
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Excellent interpersonal, written, and oral communication skills
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A pleasant and collegial approach to work
