Long Term Substitute: Lower School Learning Specialist (April 2026)
About The Position
St. Stephen's and St. Agnes School (SSSAS) of Alexandria, VA is looking to hire a compassionate, collaborative, skilled Learning Specialist to support students in the Lower School in grades Kindergarten and First Grade. Are you passionate about teaching young children? Do you have strong knowledge of child development principles and developmentally appropriate teaching methods? Would you like to be part of a supportive and amazing faculty in a positive, inclusive environment? If so, please read on! The Long Term Substitute will play a vital role in providing a positive and nurturing learning environment for young students during the absence of the Learning Specialist. The ideal candidate will have experience working with elementary-aged students with a range of learning profiles and a strong understanding of evidence-based intervention practices. Orton Gillingham training through the Institute of Multi-Sensory Education (IMSE) is strongly preferred, though training in the Orton-Gillingham approach through another organization is welcomed. The primary responsibility will be to maintain continuity in instruction, working with individuals and small groups of students, supporting classroom learning and providing targeted remediation. This includes planning and delivering differentiated, skilled-based instruction aligned to students needs; assessing and monitoring progress and maintaining accurate organized documentation. The candidate will foster academic confidence, independence and positive learning mindsets while reviewing and maintaining student files, conducting informal screenings/progress monitoring measures and observing students across learning environments to better understand learning profiles. They will coordinate parent meetings to discuss student progress, ensuring families are informed partners in the support process. In addition, the candidate will collaborate closely with classroom teachers and the Academic Support team, participating in team meetings and student support team meetings when needed. Responsibilities also include partnering with teachers to provide practical strategies for differentiation and classroom support, meeting individually with faculty and maintaining open communication with team members about student progress, concerns and family meetings. All members of the faculty instill our school's mission by helping their students to become responsible, honest, compassionate, respectful citizens. The successful candidate will be required to exercise professional judgment and responsibility in keeping with the expectations of the School's faculty.
Requirements
- A strong commitment to educating a diverse student body within a caring and creative environment.
- Excellent verbal and written communication skills.
- Previous teaching experience in an early elementary classroom.
- Strong references who confirm the applicant's ability to exercise sound professional judgment.
Nice To Haves
- Master's degree in Reading, Special Education/Learning Disabilities and familiarity with findings from psychoeducational evaluations.
- Orton Gillingham training through the Institute of Multi-Sensory Education (IMSE), though training in the Orton-Gillingham approach through another organization is welcomed.
Responsibilities
- Maintain continuity in instruction, working with individuals and small groups of students, supporting classroom learning and providing targeted remediation.
- Planning and delivering differentiated, skilled-based instruction aligned to students needs
- Assessing and monitoring progress and maintaining accurate organized documentation
- Foster academic confidence, independence and positive learning mindsets while reviewing and maintaining student files, conducting informal screenings/progress monitoring measures and observing students across learning environments to better understand learning profiles.
- Coordinate parent meetings to discuss student progress, ensuring families are informed partners in the support process.
- Collaborate closely with classroom teachers and the Academic Support team, participating in team meetings and student support team meetings when needed.
- Partnering with teachers to provide practical strategies for differentiation and classroom support, meeting individually with faculty and maintaining open communication with team members about student progress, concerns and family meetings.
