Laboratory Schools: Learning Coordinator, Lower School, Long-Term Sub

University of Chicago•Chicago, IL

1d•Onsite

About The Position

The Lower School Learning Coordinator is part of the Learning and Counseling team that provides educational care for all students in the Lower School. In their role, they are available to all teachers, parents, students, and administrators who may seek their counsel on how best to support the learning needs of students. They have extensive knowledge about the kinds of learning issues that may present themselves at various stages in a child's development and can make recommendations for strategies; interventions and/or accommodations that may help ameliorate some of the problems students and teachers encounter. They educate parents about learning issues and help guide them through the process of identifying, understanding, and accepting their child's learning profile. The Lower School Learning and Counseling team is composed of the learning coordinator, counselors, academic specialists, Director of Student Services, Assistant Director of Student Services, and the Lower School administrative team. Involvement by team members will vary on a case-by-case basis depending on what is required for any given child. This model has evolved over time and its success can be attributed to team members having thorough and comprehensive knowledge of the Lower School and being able to focus on the needs of Lower School students. Faculty members are responsible for developing curriculum, supervising students both in and out of the classroom and maintaining up-to-date teaching techniques to provide students with a quality educational experience. Faculty members are also expected to build deep relationships with students, families, other faculty and staff to communicate about student progress and to foster a culture of community. We are looking for team members who will emanate optimism, solve problems collaboratively, reflect on how your actions impact others, create an engaging and inclusive school culture, and share in the united pursuit of Lab’s mission. All faculty members are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement and are expected to work the required days as stipulated in that agreement. This position is only for the 26/27 academic year.

Requirements

Ability to quickly adapt to changing circumstances and be flexible required.
Ability to interact with a diverse group of faculty, staff, students, and parents required.
Knowledge of diversity and inclusion issues, and dynamics in the classroom and in developing healthy, supportive relationships with all students required.
Strong knowledge of course subject matter, especially but not limited to learning and behavioral health challenges, required.
Knowledge of instructional methodologies required.
Strong knowledge of child development required.
Ability to develop curricula, lesson plans, and assessment tools required.
Analytical skills required.
Problem-solving skills required.
Decision-making skills required.
Attention to detail required.
Strong organizational skills required.
Computational skills required.
Creativity required.
Verbal and written communication skills required.
Interpersonal skills required.
Ability to work independently and as part of a team required.
Ability to manage stressful situations required.
Ability to maintain confidentiality required.
Ability to work on multiple projects simultaneously, set priorities, and meet deadlines required.
Ability to use standard productivity software (Microsoft Office, calendar/schedule software, etc.) required.
Bachelor’s degree required.
Master's degree in Special Education, Education Psychology, or closely related field required.
Minimum of three years as a Special Education teacher, Learning Disabilities Specialist, Case Manager, or School Psychologist required.
Ability to use standard productivity software (i.e. Google Suite) required.

Nice To Haves

Teaching experience in elementary grades (3-5) preferred.
Experience administering and interpreting tests (NWEA MAP Testing, EasyCBM, Aimsweb, Diagnostic Reading, and Math Assessment) preferred.
Experience reading and interpreting Neuropsychological evaluations preferred.
Experience writing student support plans preferred.

Responsibilities

Collaborates with teachers and parents on student support plans, conducts classroom observations, strategizes classroom interventions, and manages internal and external referrals.
Facilitates communication between school personnel and external professionals, leads support meetings, oversees student transitions, and maintains student files.
Maintains regular contact with teachers and families, updates student support plans, and shares updates with the support team.
Oversees Lower School progress monitoring (NWEA MAP, EasyCBM), interprets evaluation results, and collaborates with specialists to plan targeted interventions.
Assumes additional responsibilities as needed to support students, faculty, administration, and families.