What are the responsibilities and job description for the Learning Center Teacher (26-27 School Year) position at Brookstone School?
HOW TO APPLY: Interested candidates should submit a cover letter (addressed to Learning Center Director, Bonnie Smith), a resume, and a list of at least three professional references consolidated as a single PDF document through ADP.
Position: Upper School Learning Center Teacher
Reports to: Learning Center Director
Division: Upper School/Learning Center
FLSA Status: Exempt
The mission of the Learning Center is to support students in Brookstone’s college preparatory environment by providing the structure, strategies, and collaboration needed to engage fully with their academic work.
The Learning Center provides accommodations for qualifying K-12 students, targeted skill development through one-to-one instruction in Lower and Intermediate School, and structured academic support in Middle and Upper School that strengthens foundational skills, learning strategies, and executive function. In partnership with faculty and families and considering each student's needs, we establish clear, appropriate plans aligned with Brookstone’s academic policies and expectations.
Job Summary |
Teach Upper School Seminar with a focus on helping students understand expectations, establish effective study skills and habits, utilize available resources, and manage time, while promoting skill development and task completion and supporting each student’s content needs as appropriate
Key Responsibilities |
Offer content and executive functioning instruction for students enrolled in five sections of Seminar, a structured, teacher-led study course with eight or fewer students
Explicitly teach and model executive functioning skills, including planning, prioritization, task initiation, time estimation, and self-monitoring
Guide students in breaking down long-term assignments into manageable steps with clear interim deadlines
Guide students to develop and articulate a daily plan for use of Seminar time and reflect on their productivity and follow-through
Monitor and hold students accountable for completion of assignments, adherence to deadlines, and follow-through on commitments
Gradually reduce scaffolding to promote increasing independence and student ownership of the learning process
Maintain familiarity with each student’s Learning Profile, when applicable, and adjust approaches and strategies accordingly
Consult and collaborate with classroom teachers regarding Seminar students to ensure alignment of expectations and awareness of academic demands
Help students accurately interpret teacher directions, assignments, and rubrics
Reinforce that Seminar supports but does not replace classroom instruction, tutoring, or teacher office hours
Redirect students to classroom teachers for content clarification when appropriate
Guide students in preparing for assessments through planning, review strategies, and time management
Guide students in developing appropriate learning goals; encourage students to maintain momentum toward these goals and acknowledge and celebrate progress when achieved
Encourage students in their academic pursuits while maintaining clear expectations for accountability, communication, and independence
Teach and reinforce appropriate help-seeking behaviors, including when and how to approach teachers
Establish and maintain a structured classroom environment that promotes focus, productivity, and appropriate use of time and technology, while supporting both independent work and purposeful collaboration
Plan for impactful use of Seminar class time based on upcoming deadlines, anticipated student needs, reports from classroom teachers, and communication with parents, and require students to engage in purposeful, accountable work
Track and document student growth in executive functioning, independence, and work habits over time
Identify patterns such as avoidance, over-reliance on support, or inconsistent follow-through and adjust support and communication accordingly
Establish, cultivate, and maintain collaborative and transparent communication with parents and teachers
Schedule, prepare for, and/or attend parent conferences as needed
Provide progress and interim reports as required
Remain knowledgeable and current regarding best practices related to teaching and supporting students
Maintain confidentiality and exercise discretion in all matters, including records and information related to students, parents, faculty, and school business, in accordance with Brookstone policies and the Faculty Handbook
Serve as an extended-time proctor for midterm and final exams
Attend Upper School faculty meetings as needed
Attend Learning Center meetings
Complete teacher feedback forms as part of the evaluation process when requested
Work with Seminar students during daily office hours
Prepare materials for a substitute in the event of an absence
Support Learning Center team members with projects, questions, and problem-solving as needed
Key Qualifications |
Education: Bachelor’s Degree required, preferably in math and/or science
Additional Skills/Abilities:
Ability to teach and offer support in higher-level math and science classes
Knowledge and experience related to neurodiversity and serving students with dyslexia, ADHD, dysgraphia, anxiety, and executive functioning needs
Commitment to a growth mindset when working with students
Ability to build trust and develop positive relationships and rapport with students
Demonstration of effective verbal and written communication with multiple constituencies
Google Classroom/Google Workspace experience or willingness to learn and use the advanced components of these tools
A willingness to take on additional responsibilities as are mission-appropriate for this position
A willingness to attend special events as needed
Availability to attend New Teacher Orientation and Preplanning
Physical Requirements |
Ability to work at a desk and computer screen part of the school day
Ability to work in a traditional climate-controlled atmosphere
Ability to regularly listen and interact with students, parents, staff, and visitors
Ability to occasionally lift up to 30 lbs.
Ability and willingness to walk to and from classrooms and other buildings on campus
Ability to work Monday through Friday, 7:30 AM - 3:45 PM