10-12 Peterson Learning Specialist

Job Description

Summary

The Peterson Learning Support Program at Albuquerque Academy seeks an energetic, caring, and experienced educator for the position of Learning Specialist in the 10-12 Division. The 10-12 Learning Specialist will join a team of two other school learning specialists, one each in the 6-7 Division and 8-9 Division. As a team, the three Learning Specialists provide support to students, teachers, and parents based on the unique educational and developmental needs of their division. Diversity is a core value at Albuquerque Academy, and we seek candidates who demonstrate an abiding commitment to equity and belonging.

All educators at Albuquerque Academy approach their work in accordance with the values in our mission and in a spirit of kindness, professionalism, generosity, and civility to all members of the community. An education at the Academy focuses on the whole child, and teachers and administrators are expected to teach well and also to function as adult mentors for students, in and out of the classroom. All community members are expected to commit themselves fully to the following community norms.

• Value and respect the diverse contributions of each person in the community.
• Assume positive intent and inquire if you are left with questions or concerns.
• Engage in face-to-face direct conversations; be clear, open, and honest in your conversations.
• Be present and participate.

• Provide student support by developing and facilitating learning strategies, study skills, executive function skills, and assistive technology support, as appropriate. Provide support to students individually, in small groups, and in collaboration with their teachers.
• Review and interpret comprehensive educational and neuropsychologist evaluations. Based on the results of a diagnostic evaluation, write accommodation plans for diagnosed students outlining reasonable academic accommodations.
• Provide direct support to teachers. Advise teachers as they implement accommodations to meet student diagnosed learning needs in the instructional environment. Share feedback and strategies with teachers, observe classes to understand curriculum and pedagogy, and work in partnership with faculty to model effective strategies to support student learning.
• Assist families in reviewing and interpreting test results. Solicit feedback from families and students in the development of accommodation plans, facilitate annual accommodation plan review, and update with students and families.
• Gather feedback/data to support students, monitor student progress, and make appropriate adjustments in goals and services for students.
• Participate as an active member of the 10-12 Division Support Team (division head, deans, counselors, nurse).
• Support and monitor student placement in the Structured Study Hall program.
• Work closely with advisers and maintain communication with families, counselors, and administrators as needed.
• Be an active resource for faculty professional development in the areas of differentiated teaching and learning.
• Work in partnership with the Admissions Committee to review admission information, help in the determination of testing accommodations for admission tests, and make recommendations for successful admissions candidates with learning differences
• Respond flexibly to extended-time proctoring needs, as well as meetings with parents and students. Be available to attend division and other school meetings that usually occur outside regular hours.
• Prepare accommodation plans for rising students prior to the end of the school year and before classes begin in the fall so teachers have necessary information in hand as classes resume.
• Be available to students outside of class throughout the school day for additional help.
• Foster and maintain a culture of mutual respect, equitable practice, and joy, in and out of the classroom. Demonstrate cultural competence and communicate and collaborate effectively across differences.
• Continue to advance personal understanding of pedagogy by reading, attending conferences and workshops, and participating in the school's professional growth and development plan.

• Volunteer to help with other school duties.
• Write an annual report.
• May be asked to mentor another teacher or become part of an evaluation team for a colleague.
• Attend lunch, provided free to faculty, to help to monitor the dining hall.
• Attend full-faculty, divisional, and departmental meetings, as well as other meetings as needed.
• Attend teacher cohort meetings unique to the 10-12 Division.
• Attend and support divisional or school activities including other duties such as chaperoning dances, monitoring supervised study hall, proctoring standardized tests, etc.
• Perform other duties as assigned.

• A bachelor's degree ina related field is required.
• A master's degree in special education (Learning Disabilities, Gifted, Learning Disabled-Gifted, ADHD, Autism Spectrum Disorder) is preferred. Related degrees will be considered based on the candidate's experience.
• Certification/Licensure as a reading specialist is preferred.
• Certification as an Academic Language Practitioner (CALP) is preferred.

• Knowledge of the use and interpretation of educational diagnostic and neuropsychological evaluations
• Knowledge of laws pertaining to education and special education (ADA-AA, IDEA, Section 504)
• Deep understanding of and sensitivity to parent and student confidentiality
• Ability to collaborate with teams of colleagues and possess excellent communication, written, and interpersonal skills
• A willingness to maintain personal and professional growth and development by seeking professional development opportunities and maintaining a network of professional advisors
• Expertise in coaching students in clear presentation of their solutions
• Demonstrable and effective classroom management skills
• Expertise in sponsoring or coaching an extracurricular activity preferred
• Ability to work well with people, especially adolescents
• Excellent interpersonal, collaboration, and problem-solving skills
• Capacity to work independently and on a team
• Excellent communication and public-relations skills
• Strong organizational skills and time-management skills
• Computer skills including desktop publishing, and Microsoft Office software, learning management systems, and online teaching techniques
• Ability to maintain confidentiality
• Legally authorized to work in the United States

• Prior experience as a Speech and Language Therapist is preferred.
• Prior experience as an Educational Diagnostician is preferred.
• Prior experience in related education and special education specializations is preferred.
• 2-5 years prior teaching experience is preferred.
• Prior experience with adolescents is preferred.

• Generally, teaching is performed indoors in a private classroom or office setting. The Learning Specialist also works in classrooms as needed with students and teachers to provide academic support or to collaborate on lessons.
• Hours are generally from 7:45 a.m. to 3:45 p.m. Monday through Friday, from mid-August to early June. The Learning Specialist will also work to meet the needs of the caseload and other school commitments.
• Coaching, extracurricular, or other chaperoning/sponsoring duties may take place outdoors and may extend into pre-school hours, the late afternoon/evening, or weekends.