This position is charged with facilitating our school-wide approach to learning and academic support. In close collaboration with the Middle School and Upper School Learning Specialists and the Division Heads, this person will coordinate the learning needs of all students, particularly those with identified learning differences. The Director of Learning Support will report to the Dean of Faculty, and work closely with the Head of the Upper School and the Head of the Middle School to create policy, train teachers and support individual students. This role will facilitate and lead professional development opportunities for faculty and administrators. The ideal candidate has a deep understanding of the research and best practices related to teaching and learning, learning styles and learning differences. Further, the ideal candidate is a student-centered, innovative thinker and a collaborative leader. This position requires one week of on-campus work during the summer.
RESPONSIBILITIES: Specific responsibilities include (but are not limited to):
Working with Staff (in coordination with the Dean of Faculty, Division Heads and Class Deans):
- Align Middle School and Upper School policy and practice around accommodations and other issues related to student academic support
- Observe classes and assist teachers in classrooms to help adjust, modify, and enrich curricular approaches and improve pedagogy, including serving as a member of the development and evaluation process.
- Coordinate with relevant faculty and staff to interpret diagnostic testing, gather feedback regarding students of concern, and provide specific learning strategies to the teachers.
- Partner with the Dean of Faculty and others to provide professional development opportunities for teachers to learn more about supporting student learning.
Working with Students (in coordination with US and MS Learning Specialists):
- Be familiar with all students with psycho-educational testing and their needs, both from observation in classes and discussions with teachers.
- Create profiles in a timely manner from psycho-educational evaluations to be accessible by teachers. This format should be consistent between the divisions to ensure continuity and communication between divisions.
- Add additional capacity by meeting individually with students to help identify and implement learning strategies and to support note-taking, organization and time management.
- Process requests for in-house accommodations (such as the use of calculators, laptops or extended time)
Working with Parents and Outside Agencies:
- Work in conjunction with Learning Specialists to recommend psycho-educational testing as warranted.
- Facilitate meetings with parents of 8th graders to discuss transitional issues and available support.
- Consult, as necessary, with diagnosticians to review educational findings, in collaboration with the School Counselors.
- Coordinate standardized testing for students with documented disabilities (College Board, ACT, AP); assist families in applying for the accommodations for standardized tests.