Learning Specialist

Requirements: Master’s Degree in Special Education or Master’s  in Elementary Education and Educational Therapy certification (or equivalent); additional credential(s) in reading remediation or mild to moderate learning disabilities or gifted and talented education. Candidates that are currently pursuing their qualifications may also be considered.

Reports to: Director of Community Well-being

Primary Responsibilities: Works with students who are experiencing academic difficulty and/or who have diagnosed learning differences. Identifies learning styles, analyzes and interprets testing data, provides screenings, reviews other pertinent information, and prescribes specific, appropriate, and practical learning strategies. Coordinates a team effort that includes teachers, other educational professionals, physicians, the student, and parents. Supports students in developing strategies in the areas of time management, organization, and study skills through structured intervention.

Hours/Classification: Full-Time; Exempt; 10 months

Salary Range: $80,000-$100,000 (Based on experience)

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Expectation of Employee Civility and Commitment

The Hamlin School seeks to hire employees who will support and implement the school’s mission and Creed* at all times. Hamlin employees are known for being compassionate, collaborative, and dedicated professionals who treat their colleagues and supervisors with respect and who take seriously the daily care of Hamlin students.

Hamlin students are celebrated because of their curious minds, joyful work ethic, and intellectual tenacity in the classroom; that said, the school is convinced that ensuring the students’ academic growth is only one part of its work. All Hamlin employees, whatever their role or title may be, must pay close attention to the students’ social-emotional well-being, their physical and mental health, and their moral development.

Hamlin employees are committed to their own professional growth; as such, they pay close attention to the research and innovations that impact teaching and learning. All employees are expected to be flexible thinkers and nimble actors in support of the school’s overarching strategic goals and daily commitment to academic and ethical excellence.

*The Hamlin Creed: Compassion; Courage, Honesty; Respect; Responsibility

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Professional Responsibilities:

Students

• Advises students on effective learning strategies and helps them to demystify their learning profiles
• Meets regularly with students who have learning differences in an effort to support classroom instructional goals and their self-confidence
• Administers assessments to help screen for learning differences
• Provides individual and small group academic interventions according to need
• Monitors caseload students’ progress and maintains accurate records of growth

Parents

• Serves as the point person for outside providers and parents whose children require support beyond classroom instruction
• Attends and participates in meetings with parents, Director of Community Well-being, division head(s), teachers, and outside student support such as tutors, related therapists, doctors, etc.
• Provides opportunities for parents to increase their knowledge about learning differences and accommodations
• In partnership with the administration, supports and crafts the continuing education of Hamlin parents (i.e. meetings, the facilitation of parenting groups, recommendations of appropriate books, speakers, workshops).
• Maintains a robust webpage on the Hamlin website that includes pertinent information and valuable resources for parental support
• Interprets standardized test scores with parents for students with low or discrepant scores or as requested by parents

Faculty

• Consults with teachers regarding students’ learning needs–both for students with identified learning disorders and those identified as gifted
• Teaches and demonstrates learning strategies to teachers to enable them to support students’ academic growth and executive functioning
• Offers professional development sessions to faculty during division meetings or in smaller groups
• Works in partnership with the Director of Community Well-being, school counselor(s), Mathematics Specialist (K-4), and Literacy Specialist (K-4) to build faculty capacity to understand and meet students’ needs
• Coordinates with other school Learning Specialists to ensure successful transitions for students through transfer of student information between divisions

Administrative Tasks

• Serves as a member of the Student Support Services Team with the school Learning Specialists and Counselors and Director of Community Well-being
• Remains current on developments in the fields of special education, learning and the brain, classroom methodologies, and the unique challenges for girls in academic settings
• Recommends, in close partnership with the Director of Community Well-being, full neuropsychological testing and therapeutic support when needed
• Generates records of recommendation for Tier 2 and Tier 3 interventions
• Maintains and updates student learning profiles and official notes using School’s online student information system
• Reads and distills neuropsychological reports and interprets results for school personnel
• Creates individualized learning plans for students with identified learning needs, including classroom and testing accommodations
• Designs a balanced schedule, maximizing student needs through academic intervention groups and teacher collaboration time
• Manages the process for standardized testing accommodations and administration of such tests with the division head(s).