Town School for Boys is seeking a collaborative and experienced educator to serve as a Learning Specialist for the 2020-21 school year. 

POSITION DESCRIPTION:

The Upper School Learning Specialist is a specialized practitioner providing a variety of support to students, faculty members, and families. The Upper School Learning Specialist supports the academic programs of students with diagnosed learning differences and students requiring intervention and additionally works with faculty and parents to ensure that learning differences and strategies for intervention are well understood and supported in the school community. The Upper School Learning Specialist is a member of a four-person team managed by the Director of Learning of Services. 

To be successful as a Learning Specialist, you should have an insightful understanding of effective teaching methods for different needs and aptitudes. The candidate should have excellent listening and observational skills, as well as an empathetic mindset. The ideal candidate should want to work with a team collaboratively on everyday department needs and share collective and individual goals for the students, teachers, and school.

SPECIFIC RESPONSIBILITIES 

• The learning specialist partners with the learning services team, classroom teachers, students, and parents to develop effective learning and teaching strategies and to provide curriculum support that optimizes learning for all students.  

• Work one-on-one, in pairs, or in small groups with students who have diagnosed learning differences or other diagnoses that impact achievement and access to the curriculum.

• Address reading, math, and/or writing skills based on information from teachers and informal or formal testing.

• Develop and implement in a team environment accommodations and/or modifications that include tools, games, charts, models/examples, or other aids to help identified students learn classroom material in a variety of ways.

• Address learning strategies, study skills, developmental issues, executive function needs, and other identified problem areas as appropriate with classroom teachers, Director of Learning Services, Upper School Head, and parents.

• Convey to teachers and parents pertinent educational recommendations made in the formal reports of individual students through their Learning Profiles.

• Facilitate Response To Intervention support for students without diagnosed learning differences who may be struggling in order to best understand any next steps needed.

• Collaborate with the Director of Learning Services and Upper School Head once a month to discuss students with Response To Intervention support plans.

• Provide hands-on support during the Educational Records Bureau Standardized Tests (ERBs) by helping set up, organize materials and proctoring testing.

• Conduct informal assessments to provide information on individual student achievement across curricular areas as needed.

• Facilitate the verbal and written interpretation of informal assessment results with Director of Learning Services, Upper School Head, teachers and parents/guardians.

• Support in a variety of ways 5th-8th grade Study Hall students during their language exemption class.

• Meet with students at Academic Choice Time period to offer study skills/organizational support/Quiet space for working/Test-taking and completion with extended time. 

• Participate in a variety of different department meetings throughout the year that will include the Director of Learning Services, Lower School Learning Specialist, Head of Upper School, and the Director of Curriculum and Technology Director.

• Attend all grade levels and full faculty meetings throughout the school year on a weekly basis.

• Regular push-in support in grades 5 - 8 as appropriate and determined by student needs.

• Classroom observations with follow up feedback to teachers and the Director of Learning Services. 

• Regular rotational meeting with Core subject teachers to discuss student needs, curricular support, and arrange times to observe in the different classrooms. 

• Support classrooms with accommodations and lesson accessibility regularly.

• Educate parents and teachers about learning differences through professional development and recommended resources.

• Continue personal professional development in the areas of specialty and interest. 

• Help the Learning Services team maintain the Learning Services Website on a regular basis with new materials and information.

• Other duties as noted by the school.

DESIRED QUALIFICATIONS AND SKILLS 

• Master’s Degree in Special Education, Educational Therapy, Special Education Certificate or equivalent.

• Ability to partner and work in a collaborative team environment.

• Experience directly serving children with learning differences or other special needs in a school setting.

• Specialized training in Orton-Gillingham, Lindamood Bell, or other adaptive learning programs.

• Computer and Technical skills as required for job performance and to enhance the learning experiences of staff and students; strong Google suite skills are recommended. 

• Ability to think ahead and plan for effective one-on-one or small group instruction. 

• Strong ability to organize and execute multiple short and long term priorities.

• Ability to effectively plan, prioritize and manage time effectively.

• Flexibility and a willingness to learn.

• Detailed-oriented with strong follow-through.

• Ability to organize and prioritize with changing requirements and priorities.

• Strong attention to detail and works well with others.

• Excellent interpersonal and communication skills (verbal and written)

• Commitment to ongoing professional development and learning

• Commitment to the school’s mission, values, and vision

TOWN SCHOOL FOR BOYS MISSION

At Town School learning is prized, love of school is essential, and boyhood is celebrated.

PHILOSOPHY

As an all boys’ school, Town provides a rich, challenging and rigorous educational experience that addresses the distinctive energy levels and developmental styles of boys. Town values being a diverse community that nurtures integrity, sensitivity and respect in its boys, and prepares them to become productive and contributing members of an ever-changing world.

CORE VALUES

RESPECT: We respect ourselves and others.

• We treat others the way they want to be treated.

• We practice good listening, compassion and empathy.

CURIOSITY: We are curious.

• We ask questions, think critically and solve problems.

• We seek opportunities to reach our highest potential.

BELONGING: We all belong.

• We embrace and celebrate each of our unique stories and experiences.

• We seek to ensure that every member of our community feels an equal sense of inclusion.

INTEGRITY: We act with integrity.

• We have the courage to do the right thing even when nobody else is watching.

• We always try our best and when we fail, we try again.

JOY: We are joyful.

• We make space for play, fun and laughter.

• We know joy can be found in hard work, risk-taking and perseverance.

STATEMENT OF TEACHING PHILOSOPHY

Our goal is for each boy to be engaged in an environment that weaves together collaboration, critical thinking, integrity, empathy, and creativity. These broad skills, as well as a firm grounding in core academic competencies, offer boys an excellent preparation for their further education. We promote social and emotional learning as a foundation of academic excellence and self-discovery. We prepare students to meet challenges in the world by helping them develop an appreciation for a variety of perspectives from the local to the global. We celebrate diversity by fostering a community of learners built on mutual respect. Learning experiences are inclusive, relevant, flexible, innovative, and adapted to reflect the needs of all kinds of learners. In our joyful, active, and collaborative school, boys flourish.

We achieve these goals through an authentic curriculum that originates in the classroom, travels through the halls, and extends into the world. Our teaching balances traditional methods with key student-centered approaches including inquiry, project-based learning, and teaching for understanding. We stay relevant and current through our testing of innovative, research-based approaches. We model a commitment to lifelong learning, and we hone our craft by pursuing professional development and sharing knowledge with one another.

STATEMENT ON DIVERSITY, INCLUSION, AND EQUITY:

Diversity, inclusion, and equity are essential core values of Town School. The best education for our students requires a diverse experience because a broad spectrum of ideas is essential for understanding different perspectives, challenging assumptions, and inspiring curiosity, to support critical and complex thinking.

We are committed to creating an inclusive and welcoming environment where each boy is free to be himself, and where boys are confident and secure in their own identities. We equip each boy with the tools to explore differences in experiences, background, beliefs and ideas. We seek to provide each student with the support and resources he needs to succeed and thrive at Town School. 

A diverse and vibrant community is essential. To build and sustain such a community, we reach out to enroll students and families from a broad range of socioeconomic backgrounds, cultures, races, religions, and sexual orientations, and we recruit and retain faculty, staff and administrators from the same broad range of backgrounds. We cultivate an environment where every member of the Town community senses they matter as a significant part of the life of the school. Only when each person feels valued and is engaged may the school and the individual achieve their full potential.

NON-DISCRIMINATION POLICY: 

Town School for Boys admits students of any race, color, religion, or national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. The School does not discriminate on the basis of race, color, religion, sexual orientation, or national and ethnic origin in the administration of its educational policies, scholarship programs, athletic and other school-administered programs.

Salary and benefits are commensurate with our peer schools in the San Francisco Bay Area and with like NAIS schools.