The Learning Specialist is a 12 month, exempt position that reports to the Principal, Vice Principal of Academic Affairs, and Director of Counseling. The Learning Specialist oversees the review of all psychoeducational testing from families, develops learning adjustment plans so that they are in place for the start of school, and schedules relevant professional growth and training for faculty. The Learning Specialist also teaches in the summer bridge program for incoming ninth graders who have been identified as needing more support. In addition, they meet regularly with students 1:1 and in small groups, and provide training, support, and professional development for teachers. They may also teach at least one study skills course, as needed. The Learning Specialist serves as a member of the Counseling Department and Academic Council.

• Functions as the liaison for students and parents with Notre Dame High School administration and faculty to articulate the needs of students with learning differences.
• Collaborates with the Administration, Academic Council, and Counseling Department to implement policies aimed at supporting students with learning challenges.
• Develops and maintains the list of approved adjustments.
• Facilitates communication and support for the needs of students with parents, teachers, counselors, staff, administrators, including outside support personnel such as doctors, treatment facilities, additional tutors, etc.
• Reviews and interprets psychoeducational testing and develops student learning adjustment plans to be implemented by classroom teachers.
• Coordinates late summer/early fall meetings with teachers of students who have learning challenges to review the adjustment plans, provide relevant information, and answer any questions.
• Assists in the implementation of minor learning adjustments for students with specific learning challenges. Specifically, they would serve as a liaison between the student and teachers in specific educational needs e.g., distraction limited testing, extended time testing, large print test booklets, review/study guides, etc.
• Assists faculty in learning new ways and better techniques to serve their students with learning challenges, which includes coordinating and leading relevant professional growth and training.
• Coordinates with Librarian and library staff to maintain quiet and collaborative space in the library and room 80 for students to use after school and during x period.
• Liaisons with the College Board and ACT to secure the necessary and appropriate accommodations for students on college entrance exams.
• Assists in test administration and/or proctoring of school tests, psycho-educational tests, extended time final exams, entrance exam, and PSAT/SAT tests for students registered for College Boards SSD accommodations.
• Coordinates a peer tutoring program for students in need.
• Develops and maintains a list of external resources for students and families including learning specialists, tutors, etc.
• Oversees x period and after school extended time testing program.
• Teaches study skills courses in summer program and possibly during school year to support students with learning differences and/or those students who are struggling academically.
• Handles scheduling process for their cohort of students, and assists with enrollment and registration of incoming ninth graders as part of the counseling team.
• Assists senior college counselors in creating and maintaining a database of colleges and universities with strong support programs for students with learning challenges. 

• Minimum of a Masters Degree in Educational Therapy or a related field (i.e. psychology, school counseling, special education, etc.)
• Education Specialist Instruction Credential or Pupil Personnel Services Credential preferred, but not required.
• Minimum of 3 to 5 years of experience working as a Learning Specialist or in a related field such as general or special education, child development, school counseling, speech and language therapy, marriage and family counseling, etc.
• Familiarity with legal responsibilities of independent schools related to IEP and 504 plans.
• Experience as a leader with strong interpersonal skills and a proven record of collaboration.
• Excellent oral and written communication skills.
• Ability to relate to high school students, and build positive relationships while maintaining healthy boundaries.
• High-level of familiarity and competence across cultures and multiple perspectives.