Learning Specialist

An exciting full-time opportunity is available at Peninsula School, a leader in N-8 progressive education with a focus on fostering intellectual curiosity, social and emotional learning and social justice in a manner that is interactive and responsive to student interests. Peninsula School is rich in history and situated on a tree-filled 6-acre campus. The school is in an exciting time as it approaches its centennial in 2025.

Peninsula School actively promotes the principles and practices of diversity throughout the school community. We are an equal opportunity employer and encourage people of under-represented groups to apply. We offer competitive compensation and a progressive community dedicated to learning and engaged citizenship.

Summary: The Learning Specialist is responsible for overseeing the learning support program for kindergarten through eighth grade students. Specifically, the Learning Specialist meets with teachers to discuss individual children’s learning profiles; screens children for learning and developmental differences; provides case management; recommends teaching strategies and accommodations to meet individual and whole class needs; provides service directly to students individually, in small groups, and within the classrooms; and works with teachers and parents to recommend outside testing, tutoring or other indicated special services. The Learning Specialist is part of the school’s Programmatic Team, works closely with the Lower School Literacy Specialist, and reports to the Associate Head of School.

General Responsibilities

●  Support and promote Peninsula School’s mission and values
●  Provide and direct a flexible, progressive Learning Support Program using a broad spectrum of methods and materials that are responsive and appropriate to the intellectual, social and emotional needs of K-8th grade students and that fosters their positive learning and personal growth
●  Create and maintain a welcoming, safe, equitable and respectful learning environment that honors and values a diversity of learning, cultural, ethnic, racial and sexual identities of the student population
●  Recognize and address the unique needs and varied learning styles of all children, ensuring each child’s progress in all areas
●  Work with colleagues in a cooperative manner that encourages problem solving, creativity, and critical thinking.
●  Remain current on educational research, topics and progressive practices
●  Participate in and contribute to the school’s process of reflection and program evolution
●  Provide a model for positive leadership

Specific Duties and Responsibilities
●  Clearly articulate the learning support program and goals to staff and parents
●  Monitor and implement a K-8 Learning Support Program integrated with the lower school Reading Support program
●  Consult with the Lower School Literacy Specialist on a regular basis about progress and needs of students in K-4
●  Model and help implement ongoing classroom support systems
●  Work cooperatively with teachers and Lower School Literacy Specialist when appropriate to develop accommodation plans for students who are struggling in academics
●  Coordinate and facilitate Student Support Team (SST) meetings with teachers, parents and other relevant stakeholders
●  Collaborate with teachers on curriculum differentiation for particular students as needed
●  Manage learning progress for identified students
●  Maintain and secure learning support documentation on students
●  Maintain open lines of communication with parents/caregivers
●  Coordinate and foster communication between teachers, external service/support providers, and families
●  Provide small group or individual student support in reading, writing, or mathematics
●  Attend teacher meetings to discuss and develop strategies to meet the needs of a variety of learners
●  Work in partnership with students, parents, faculty, and administration to interpret and understand psycho-educational testing
●  Provide professional development for teachers and timely presentations to parents
●  Meet with parents as needed

Competencies

To perform the job successfully, an individual should demonstrate the following competencies:
●  Diversity, Equity, Inclusion – A demonstrated commitment to diversity, equity and inclusion and an ability to work with and support a diverse population of students and families. An ability to remain sensitive to the experiences of students, parents and faculty in all situations and integrate feedback into practice.
●  Ability to Learn and Teach – Recognizes the importance of learning and motivates others by own enthusiasm. Stays abreast of best practices in schools..
●  Relational Skills – Ability to relate well to a wide range of people, including building rapport with students, parents, faculty, staff, and administrators. Willingness to work to understand the culture of the school. Knowledge of each child’s challenges and strengths. Skill with conflict resolution, consensus building and decision-making.
●  Emotional Intelligence and Maturity – Ability to interact with individuals in heightened emotional states and navigate complex and emotionally challenging situations involving children and adults. A high degree of emotional stability, ability to separate one’s own emotions from a situation, and ability to maintain perspective in the midst of emotional situations is essential.
●  Communications Skills – Ability to communicate effectively with a wide range of constituents. Maintains open communications channels with teaching staff, parents and administrators. Able to present information formally and informally in an effective manner both through oral presentations or conversation and through written means. Has a strong understanding of the power of word choice and the need for a high level of tact and professional, accurate communication.
●  Time Management Skills – Ability to manage many tasks and projects simultaneously and to prioritize them appropriately.
●  Organizational Skills – Ability to balance many tasks and processes, including keeping track of progress on longer term projects or goals, managing details accurately, and following through in a timely fashion.
●  Problem Solving Skills – Ability to recognize immediate issues and take decisive action when appropriate. Ability to consider a broad range of internal and external factors when solving problems. Grasps complexities and perceives relationships among different problems or issues. Uses various problem-solving strategies appropriate to the situation, including enlisting others when appropriate.

●  Strategic Thinking Skills – Ability to work with others to gather, synthesize, and analyze quantitative and qualitative information and to develop plans for meeting short and long-range goals which support the vision and further the broader strategic direction of the organization.
●  Knowledge and understanding of the Mission Statement and purpose of the school
●  Proven competency in the classroom, including innovative teaching and recognition of an appropriate response to various learning profiles.
●  All prospective employees must be able to clear a background check and TB screening.

Other Responsibilities
●  Attend and contribute constructively at staff meetings, inservice meetings, and other meetings and school events as applicable
●  Participate in school committees as needed

Qualifications and Requirements
●  B.A. required. Preferred qualifications include Educational Therapist certification or coursework, and a Master’s degree in Special Education or a related field.
●  The successful candidate will be passionate about working with children, will have an ability to work with a diverse population and will embrace progressive education ideals. Successful candidates will have a good working knowledge of best practices in multisensory research-based instruction such as Orton-Gillingham, Wilson Fundations, Slingerland and/or Lindamood-Bell, a familiarity with Reader’s and Writer’s Workshop.
●  Candidates should have experience working with students within a school setting, supporting students to access curriculum through differentiation, small group support or one-on-one coaching. Proficiency and interest in technology to support differentiated learning is a plus.