Lower School Learning Specialist/Differentiation Specialist
Burgundy Farm Country Day School
May 3, 2018
Full Time - Experienced
This role exists to support the diversity of learning needs and styles that we typically have in our population of learners. The Specialist supports our students and teachers in a variety of ways including coaching and training of teachers, direct work with students, identifying learning issues and drafting student support plans. The Resource Teacher helps us be accountable to the processes for student support outlined in the Student Support Handbook.
Accountability/Limits to Scope
The Resource Teacher answers to the Lower School Head and collaborates with her in managing a caseload of students. This role is not designed to cover the highest levels of support needs that must be addressed with more intensive, regular support from contracted learning specialists.
Genuine love and respect for children and for learning
Special education degree and/or learning support teaching background
Understanding of diverse students, learning styles, and behavioral issues
Commitment to differentiated instruction
Willingness and ability to teach and adapt in support of an integrated curriculum
Good, professional oral and written communication skills
Commitment to Burgundy’s mission, core values
Understanding of, and commitment to, the essential tenets of Burgundy’s progressive, student-centered philosophy of education; ability to teach as a facilitator of learning
Ability to organize and manage schedules for student support as well as related communications
Ability to lead teacher trainings and offer coaching to build differentiation skills
Collaborative and positive team spirit, willingness to communicate directly, develop trust, and problem-solve with colleagues and administrators
Willingness to communicate effectively and collaboratively with parents and to welcome feedback from parents, teachers, and students as partners in learning support
Assist teachers in offering appropriate differentiation, including small and whole group instruction
Offer teacher training; help division heads and teachers identify needs for teacher PD.
Help to identify students who need support beyond the classroom teachers’ support.
Draft and edit Student Support Plans for students who have had testing or otherwise have been identified as requiring a Student Support Plan.
Meet with the Student Support team, teachers and parents, updating or making changes to the SSP document in follow-up.
Set accountability from all parties to the support plans -- student, parents, teachers, learning support staff -- and take data to measure the effectiveness of actions and strategies employed.
Schedule follow-up meetings to discuss progress
Be available to respond to parents with questions or concerns about their child.
Send updates to teachers regarding the content of any sessions outside of the classroom and the students’ progress towards their goal.
Whether as part of a formal plan or on an as-needed basis, work directly with students who are identified as needing support -- for instance, who have been diagnosed with a learning disability and or ADHD.
Read and interpret the testing reports so that other faculty can understand the needs, strengths and weaknesses of that student.
Communicate with the teachers about the performance of the student in the classroom.
Provide one on one assistance with completion of daily work, or longer term integrated assignments. Scaffolding and executive functioning skills are some of the common skills on which the resource teacher focuses with students.
Using a push-in model, instruct small groups in skills such as reading comprehension, word study, or writing skills in the classroom
Observe both previously diagnosed and other students of concern in the classroom and communicate suggestions and concerns or areas of need with both teachers and the division head
Maintain an emphasis on preparing students for the joys, habits and skills of learning
Coordinate with grade level teams to be sure that learning needs for students are understood
Participate actively in Lower School faculty and building meetings each week
Engage in reflective practice and participate energetically in all aspects of the program for professional growth, including self-assessment, as well as assessment of curriculum and program and feedback for peers and administrators
Perform necessary administrative tasks and attend required meetings and events, such as Curriculum Nights, faculty meetings, and admission open houses
Arrive by 8:00 a.m., depart after 3:45 p.m. Monday through Friday, except Tuesday, when faculty meetings begin at 3:30 p.m. and end at 5:00 p.m.
The School is closed for most national holidays, as well as Winter and Spring Break.
Salary and Benefits
Salaries are based on a competitive independent school scale with increases for advanced degrees and experience; $2000 step increase for master’s degree.
Health, dental, life insurance, and long-term disability, as well as a retirement plan, are offered in a cafeteria plan to all full-time employees.
A tuition benefit (1/2 discount) is offered for one qualified child attending Burgundy for children of 70% to full-time employees only. (Faculty-staff children eligible for additional financial aid also.)
How to Apply: Please submit a letter of interest and resume to Elizabeth Lener, Assistant Head and Lower School Head, firstname.lastname@example.org No phone calls please.
Burgundy Farm Country Day School actively maintains its commitment to equal opportunity for all employees. To fulfill this commitment, we recruit, hire, promote, and retain individuals in all job titles without regard to race, gender (including pregnancy, childbirth and related medical conditions), religion, age, national origin, sexual orientation, military status, or disability.
About Burgundy Farm Country Day School
At Burgundy, education is a cooperative enterprise in which a community of students, teachers, and families works together to benefit the educational process.