Middle School Learning Specialist

Children's Day School•San Francisco, CA

1d•Onsite

About The Position

At Children’s Day School (CDS), we believe that what students learn and who they become are equally important. CDS is an independent, co-educational preschool through eighth-grade school serving over 450 students in San Francisco. We are a welcoming community that advocates for progressive values and strives for balance, ensuring students are both academically successful and grounded. Our graduates leave CDS confident, with the humility to listen and the resolve to speak up for what they see as right. The Middle School Learning Specialist reports to the Middle School Division Director and collaborates with K–8 Learning Specialists to support students with learning challenges. This role involves partnering with teachers, students, and families to design and implement targeted academic and social-emotional supports. The ideal candidate will possess expertise in assessment, differentiation, and case management, along with strong communication skills and the ability to build trust. Experience coaching faculty, applying Universal Design for Learning (UDL), and utilizing research-based practices to support students with learning differences is highly valued. CDS faculty are committed to rigorous diversity, equity, and inclusion work, demonstrating a commitment to ongoing learning and reflection. We seek candidates who are equity and justice-oriented, possess strong communication skills, genuine curiosity, and a deep desire to support children and families with learning differences.

Requirements

Demonstrated Knowledge and Experience Working with students with diverse needs and honoring a child-driven approach to learning
Effective teaching practices and approaches
Outstanding written and verbal communication skills
Experience with personalizing work structures and curriculum, providing a range of modifications and accommodations for learning
Knowledge of social-emotional, sensory, and academic needs and possible strategies to develop programmatic support for each student
Successful facilitation of meetings with multiple perspectives
Good working knowledge of current principles, practices, techniques, and objectives of instructional methods, including differentiated instruction; multisensory evidence-based instruction; current neuro-based instruction (i.e., structuring information for optimal processing and retrieval); knowledge of broad and narrow cognitive abilities and how these overlay with areas of achievement; understanding and application of assessment and educational planning successful for students with mild to moderate disabilities.
Experience with coaching educators to refine instructional practices
Ability to organize time and support across multiple projects
Use student data to inform interventions, monitor progress, and adjust support plans
Belief that all students can learn and achieve
Deep respect for children as beings that are qualitatively different from adults and have very different needs
Deep empathy for educators, students, and families - has the ability to see any situation from multiple perspectives
Value in active listening as a leadership approach
Solution-oriented and proactive approach
Dedicated to collaborative problem solving
Values and incorporates feedback
Deeply committed to equity and inclusion for all students
Lifelong learner
Ability to pivot and demonstrate high amounts of flexibility
Humility and joyfulness
Bachelor’s degree required
Experience working with middle school-aged students [Gr.5-8]
Experience in working in special education or working with similar cohorts of students in other settings
Live Scan background check
TB Assessment
Eligible to work in the U.S.

Nice To Haves

in special education or related field preferred
Master’s degree preferred
Special Education Credential / Certification in educational therapy or equivalent preferred

Responsibilities

Academically screening students to determine skill development and to help create support plans as needed
Provide 1:1 and small-group instruction aligned to student and classroom goals
Support the development of learner goals and reflections
Provide academic remediation for students with specific and undiagnosed learning differences
Partner with teachers to design strategies that improve classroom engagement and learning conditions
Provide pedagogical recommendations and support for individual students to deepen personalized learning experiences that aren’t on the student support caseload
Organize and lead executive function classes and study halls for students
Support educators on Tier 1 and Tier 2 interventions (RTI/MTSS framework), including modeling and co-teaching
Support whole class, small group, or individual student interventions (behavioral and academic)
Help teachers design and implement strategies and accommodations to support individual students’ learning styles
Lead professional development for faculty that supports and enriches teachers’ understanding of different learning styles and best practices for supporting all learners
Team with teachers, administrators, parents, and students to develop, implement, and monitor effective educational plans that meet individual students’ needs
Oversee identification, documentation, and progress monitoring for students on the learning support caseload
Refer families to outside resources for remediation and in-depth testing, and maintain up-to-date allied professional services banks
Interpret and analyze academic, neuropsychological, occupational therapy, and speech and language assessments, and relate this information simply and efficiently with stakeholders
Work with the admission team to assess and give feedback about student applicants throughout the spring, including group and individual evaluations and at least two Saturday assessment days.