Middle School Learning Lab Coach

Greensboro Day School•Greensboro, NC

7d•Onsite

About The Position

The Learning Lab Coach supports neurodiverse middle school students and students with Learning Support Plans through direct academic coaching, literacy and math interventions, and executive functioning support. Working alongside the Middle School Learning Support Coordinator, the coach helps operate the Learning Lab during the academic day, providing individualized and small-group support in a structured, relationship-centered environment. The role translates Learning Support Plans into practical strategies that promote students’ confidence, independence, self-advocacy, and effective learning habits. This is a 10-month, on-campus position, five days per week, Monday through Friday. The Learning Lab is open during the school day from 7:45 a.m. to 3:45 p.m.; occasional evening, weekend, or early-morning work may be required. The coach collaborates with students, families, teachers, advisors, and support staff, and participates in the broader life of the school community. There are no direct reports.

Requirements

Bachelor’s degree in education.
At least five years of teaching and tutoring students with neurodiverse needs.
Experience working with neurodiverse students, including students with dyslexia, ADHD, executive functioning challenges, language-based learning differences, or other learning support needs.
Strong understanding of adolescent development and the social-emotional dimensions of learning differences.
Ability to collaborate effectively with teachers, families, advisors, counselors, and administrators.
Strong organizational, communication, and documentation skills.
Credibility and an unwavering commitment to Greensboro Day School’s mission.
Ability to learn CPR, apply a tourniquet, provide basic first aid, administer epi-pens when needed, and support other student-specific health-related needs.
Ability to supervise students indoors and outdoors and support student safety during drills and emergencies.
Ability to sit for prolonged periods, stand to teach, work on a computer, move frequently between sitting and standing, and lift up to 50 pounds.
Ability to traverse the classroom and bend or lean to teach students, and to perform required supervision in noisy environments.

Nice To Haves

Master’s degree.
Training or experience in structured literacy, dyslexia intervention, Orton-Gillingham-based approaches, Wilson, or similar evidence-based reading intervention.
Experience providing academic coaching, executive functioning support, or learning specialist services in a school setting.
Familiarity with independent school environments.
A sense of humor.

Responsibilities

Operate the Middle School Learning Lab as a welcoming, structured, productive support space during the school day.
Provide individual and small-group academic coaching for students with Learning Support Plans and other identified learning needs.
Support executive functioning skills, including planning, prioritizing, time management, task initiation, study strategies, test preparation, note-taking, organization, and follow-through.
Help students develop systems for managing assignments, materials, calendars, digital platforms, long-term projects, and assessments.
Provide targeted reading interventions in decoding, fluency, and comprehension; writing interventions in spelling, grammar, and organization; and math interventions in fluency and calculation.
Coach students toward independence rather than dependency, using a relationship-focused, strengths-based approach that affirms neurodiverse learners and builds confidence.
Collaborate with the Learning Support Coordinator to align interventions with student needs and Learning Support Plans.
Share student observations, progress notes, and patterns of need with the Learning Support Coordinator.
Partner with parents and teachers to promote consistent implementation of executive functioning and academic strategies across settings.
Work with the Learning Support Coordinator and classroom teachers to reinforce pedagogical strategies that support neurodiverse learners.
Assist in identifying practical classroom strategies, accommodations, and scaffolds that help students access the curriculum.
Serve as a resource to teachers and parents on executive functioning, attention, working memory, and learning differences.
Participate in student support meetings as requested by the Learning Support Coordinator.
Maintain student confidentiality and handle sensitive learning information professionally and discreetly.
Teach at least one middle school class or Bengal Enrichment and Academic Teams (BEAT) offering and/or serve as a Middle School Advisor.
Stay current with research on the brain, learning differences, and pedagogy, and participate as a member of the Student Support Team.
Participate in school community activities, assemblies, committees, and assigned duties such as lunch supervision, carpool, and bus duty.
Participate in school functions and students’ extracurricular life, including admission events, arts and athletics events, and planning or chaperoning day or overnight field trips.
Chaperone annual Building Community Retreats as needed, typically for two to three overnight nights.
Model the school’s community values and serve as a role model to faculty through professional organizations, professional reading, and personal networks.
Perform other duties as assigned by the Division Director and/or Head of School.