Position: Lower School Learning Specialist

Department: Lower School

Location: Junior Building and Greenleaf Hall, Milton Academy Campus, Milton, MA

Hours: Full-time

FLSA: Exempt

Classification: Faculty (Academic Year)

Milton Academy is an independent college preparatory K–12 school, boarding and day in grades 9–12, located just outside of Boston.

Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care.

In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.”

Summary of Position:

The Learning Specialist has strong knowledge of learning disabilities and is responsible, in conjunction with the Learning resource Team, for the facilitation of student support services for the lower school. The Learning Specialist’s role includes assisting teachers in addressing students’ varying learning needs and supporting their efforts to help these students excel. The learning specialist will work with the Lower School Learning Resources Team. They will provide classroom support, including administering academic assessments, providing supplemental instruction for unique student needs identified from assessment data collected, participating in standing meetings with teachers about student support, documenting and communicating interventions and progress with team members and caregivers, and planning instruction aligned with the scope and sequence. The learning specialist will also engage with students as a part of school life and will attend to all administrative responsibilities of the position.

Essential Functions and Responsibilities:

• Collaborate with and support teachers to implement strategic differentiated instruction across curriculum

• Serve as a resource to teachers of students experiencing academic difficulty or those with diverse learning needs

• Work with teachers to facilitate beginning of the year literacy and/or math diagnostic assessments to students

• Serve as a resource to students experiencing academic difficulty and communicate their needs to their families

• Provide 1:1 short term intensive academic remediation or long term maintenance support to students as needed

• Provide push-in support in classrooms to provide direct instruction or model teaching

• Assist with or facilitate the student of concern referral process and protocol

• Attend Individualized Learning Guide and Evaluation Summary family meetings

• Administer and document screening assessments in fall, winter, and spring.

• Use formal and informal assessment data to design individualized, targeted interventions.

• Regularly monitor and document student’s progress towards their goals. Using formal and informal measures, adjust interventions based on data and regularly communicate progress to team members and caregivers.

• Review evaluations by outside providers such as neuropsychological evaluations and occupational therapy reports.

• Support Lower School teachers in interpreting external evaluations and implementing strategies for students with varying learning profiles. Provide guidance, recommendations, and support for accommodations and interventions to promote effective learning.

• Serve on all assigned Lower School Child Study teams, which are monthly student support meetings with classroom teachers and learning resources team members.

• Communicate regularly with outside service providers (i.e. tutors, psychologists etc.) and liaise directly with families to maintain continuity of goals and complementary and integrated services.

• Other responsibilities as assigned by the Lower School Principal or the Director of Learning Resources.

• Participate in the life of the school outside the classroom, faculty meetings, lunch and recess duties, and advising student activities.

• Create a student-centered learning atmosphere that fosters a positive classroom environment which encourages student participation and discussion.

• Adapt teaching methods to accommodate diverse learning styles and abilities.

• Stay informed about the latest developments in elementary education, trends, and innovations, and incorporate these into the program.

• Learn about diversity, equity, and inclusion in education; incorporate related principles when designing curriculum, teaching, and engaging with students.

• Collaborate with K-5 colleagues to develop inter-departmental and cross-disciplinary projects and initiatives.

• Actively support students, providing mentorship and academic guidance.

• Assess and evaluate student performance through assignments, projects, and observations.

• Communicate effectively with students, parents, and colleagues regarding academic progress.

Community

• Be a visible, accessible presence around campus.

• Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for.

• Share in the enforcement of our expectations for students.

• Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, coaching an athletic team, or acting as an affinity group facilitator.

Other Professional Expectations and Responsibilities

• Work cooperatively with students, parents, peers, administration, and community members.

• Act in a manner that is respectful, generous toward others, supportive of colleagues, and based in a belief in the competence and good intentions of all members of the community.

• Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents.

• Create and maintain classroom and campus environments that are open and flexible, reflecting the school’s values related to diversity, equity, and belonging.

• Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school’s growth statements.

• Exhibit skills in collaborative problem-solving, critical thinking, and teamwork.

• Meet deadlines.

• Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required.

• Prepare for and participate in the opening of school programming, curriculum nights, open houses, and all other key student/family moments that are part of the school calendar.

• Complete school-required training.

• Abide by the school’s policies and procedures as outlined in the provided handbooks.

• Communicate with the appropriate supervisor when unable to meet any professional obligation.

Supervision to be received: Supervised by the Lower School Director of Learning Resources.

Supervision to be exercised: None.

Education/Certification/Licensure

Required: A master’s degree in special education or a related field

Preferred: Reading Specialist License, Orton-Gillingham certification, Speech-Language Pathologist Licensure

Experience

Required: A minimum of three years of proven experience as an elementary school reading specialist, speech-language pathologist, or learning specialist, a deep understanding of the elementary curriculum guide, experience with administering and scoring diagnostic literacy assessments, knowledge of the fundamental skills required for fluent reading and experience with word study programs, such as Orton-Gillingham, Fundations, or Words Their Way; experience with the structured literacy approach.

Preferred: Experience working in an independent day school

Competencies

Required:

• Excellent verbal and written communication skills.

• Demonstrated computer expertise including GoogleSuite, Microsoft word, and Adobe.

• Ability to work collaboratively with internal and external constituencies.

• Understanding of confidentiality and related issues.

• Receptive to supervision and professional development.

• Desire to be a part of a dynamic educational community.

Physical Abilities

Required:

• Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements.

• Must be able to teach in a classroom setting and use relevant instructional technology.

• Must be able to move around the Milton Academy campus without restriction.

• Must be able to lift up to 10 pounds.

All interested internal candidates must complete an application for promotion or transfer and forward to your supervisor as soon as possible.

The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time.

Milton Academy is an equal opportunity employer that does not discriminate on the basis of race, color, national or ethnic origin or ancestry, age, veteran status, religion, creed, sex, sexual orientation, gender identity or expression, genetic information, marital status, disability, or any other characteristic protected by law. Diversity, equity, inclusion, and justice are fundamental elements of Milton’s mission. We welcome applications from candidates of all backgrounds.