Middle School Learning Specialist and Language Arts Teacher

Catherine Cook School•Chicago, IL

1d•Onsite

About The Position

Catherine Cook School seeks a creative and collaborative Middle School (grades 5–8) Learning Specialist who is also a Language Arts Teacher (grade 7). This educator will provide individualized and small‑group academic support across subject areas, partner with teachers to implement accommodations and differentiated instructional practices, and contribute to a coordinated approach to student well-being as part of the DEI/Wellness Team. In addition to these responsibilities, the teacher will lead a 7th Grade Language Arts class, designing engaging learning experiences that strengthen students’ reading, writing, and critical‑thinking skills. Through this combined role, the educator will help ensure that all learners can access the curriculum, develop confidence, and fully participate in the life of the Cook community. The ideal candidate is a compassionate and intellectually curious educator who believes that young adolescents thrive when they feel understood, supported, and challenged. They see learning differences as natural variations in how students process the world. They design environments where every learner can access rigorous ideas, take academic risks, and develop confidence in their own abilities. Grounded in research‑based learning support practices and a commitment to responsive teaching, this educator approaches their work as both a specialist and a classroom teacher. They collaborate closely with colleagues to interpret assessment data, implement accommodations, and design instruction that honors diverse learning profiles. In the Language Arts classroom, they cultivate spaces where students read deeply, write with purpose, and engage with texts that broaden their perspectives and strengthen their sense of identity. They value growth over perfection, process over product, and relationships over routines. The ideal candidate approaches teaching as the craft of creating meaningful learning experiences that help students understand themselves as learners, advocate for their needs, and participate fully in the academic and social life of the community.

Requirements

Master’s Degree in Learning Disabilities, Specialist Education, or a related field
Experience working within the field of learning disabilities or special education
Background in Language Arts instruction within educational or specialized learning settings
Experience building supportive relationships with students in grades 5-8
Experience with teaching and supporting students in literacy
Experience remediating grade-level curriculum for grades 5-8 in the areas of reading and written language
Excellent communication skills and the ability to work effectively with students, parents/guardians, faculty and staff are essential

Responsibilities

Provide individualized and small‑group academic support across subject areas.
Partner with teachers to implement accommodations and differentiated instructional practices.
Contribute to a coordinated approach to student well-being as part of the DEI/Wellness Team.
Lead a 7th Grade Language Arts class, designing engaging learning experiences that strengthen students’ reading, writing, and critical‑thinking skills.
Analyze and interpret psycho-educational evaluations to create individual learning plans that include evidence-based interventions.
Communicate student learning needs to faculty and families.
Screen, observe, and evaluate students for learning and/or attention supports.
Provide individualized and small group instruction in literacy to identified students.
Assist teachers with differentiating instruction support or practices.
Participate in meetings regarding students of academic concern and assist in determining recommendations to help students succeed.
Serve as a liaison between the home, school, and outside professionals, inclusive of managing a specific case load and/or serving as a Case Load Manager for the Student Services Support (SSS) Team.
Train students in self-advocacy and executive function skills.
Design and facilitate engaging reading and writing experiences that nurture students’ curiosity, independence, and confidence as thinkers and communicators.
Implement a coherent grade‑level sequence of units that may include (based on grade level) historical fiction, narrative nonfiction, mythology, dystopian literature, argumentation, and world literature, while adapting instruction to meet diverse learner needs.
Guide students in close reading practices that deepen comprehension, strengthen analytical thinking, and build the ability to interpret complex texts across genres and cultures.
Teach students to craft clear, purposeful writing in multiple modes (narrative, informational, argumentative), emphasizing process, revision, voice, and audience awareness.
Foster rich classroom discussions that encourage students to listen actively, question thoughtfully, and consider multiple perspectives, especially when exploring themes of identity, justice, and social change.
Integrate vocabulary development, grammar instruction, and language conventions into meaningful reading and writing contexts rather than isolated drills.
Use formative and summative assessments to monitor student progress, provide actionable feedback, and adjust instruction to support growth for all learners.
Curate a diverse classroom library and incorporate texts that reflect a wide range of cultures, identities, and lived experiences to promote empathy and global awareness.
Cultivate a classroom environment that values risk‑taking, reflection, and student ownership of learning, consistent with Catherine Cook’s whole‑child approach.
Connect with and care for students and colleagues through weekly duties and administrative tasks.
Actively participate in meetings and professional development opportunities.
Apply skills as supported by training and protocols for proactive and responsive community building.
Proactively and reflectively communicate through various platforms the vision, goals, and progress of your work with both internal and external collaborators.
Actively participate in diversity, equity, and inclusion (DEI) and social-emotional learning (SEL) efforts.
Serve as an Ambassador for enrollment management and development efforts.
Employ Google and Outlook Applications for individual and team collaboration and communication.