Primary School - Academic Support Services Teacher

WHO WE ARE

Holland Hall was established in 1922 and currently serves approximately 1,000 preK through 12th grade students in a coeducational setting. An Episcopal school distinguished by an excellent academic program and a student-centered environment emphasizing a holistic approach to education, we strive to provide a challenging, comprehensive educational experience grounded in a rigorous liberal arts college preparatory curriculum that promotes critical thinking and life-long learning. We seek to foster in each student a strong moral foundation and a deep sense of social responsibility. The Holland Hall community welcomes faculty and students of diverse racial, cultural, and religious backgrounds.

THIS POSITION 

The Primary School Academic Support Services Teacher provides targeted, research-based academic support to students in PreK through 3rd grade. This role serves as a key resource for students, families, and faculty, supporting a range of learning needs with a particular emphasis on early literacy development.

The Academic Support Teacher observes and assesses students, develops individualized learning plans, and delivers direct intervention using structured, evidence-based practices. Grounded in the principles of the Science of Reading, this role requires expertise in early literacy instruction; training in an Orton–Gillingham based approach or similar structured literacy methodology is strongly preferred.

Responsibilities include administering and interpreting a variety of formal and informal assessments, including reading readiness screenings and admissions assessments, and using data to inform instruction and monitor student progress. The Academic Support Teacher collaborates closely with classroom teachers to support differentiated instruction and communicates regularly with families, including written reports and conferences twice per year.

This position also contributes to the broader school community through participation in school-wide committees and ongoing collaboration around best practices in student support and instructional design.

As a community we have four Educator Competencies that distinguish our faculty, their work, and engagement in professional learning as lifelong learners. 

WHO YOU ARE - Someone who strives for and seeks opportunities to grow in the following areas.

• Communicate with Positive Intent: Communities built on trust, care, and communication with positive intent create a healthy and supportive learning environment for faculty, students, and families.
• Engagement in Professional Growth: Educators who engage in professional learning and employ practices of self-reflection model lifelong learning and strive to create the conditions for each student’s success. 
• Build Collaborative Communities: Communities built on trust, care, collaboration, and high expectations connect and empower students, faculty, and families. 
• Design for Student Success: Teaching that creates a strong sense of belonging and incorporates best practices grounded in mind, brain, and education science empowers students to recognize strategies that improve learning outcomes. 

When you meet Holland Hall teachers, you will observe that they are joyful in their work with children, they are adaptive as they work to support all members of our close knit community. Our faculty appreciate the values of the Episcopal tradition and are committed to creating an outstanding experience for all who are a part of the Holland Hall School. 

The above essential functions are intended to describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all duties, responsibilities, and skills. Employees are expected to perform other job-related duties as assigned. 

Qualifications

Interested candidates must have a bachelor’s degree; Master’s degree in Education, Special Education, Reading, or a related field and independent school experience preferred. Previous teaching experience with the target age is also desired. Special consideration will be given to exemplary candidates who can also support a significant extracurricular activity or coach a sport.

• Demonstrated knowledge of early literacy development and the Science of Reading
• Training in Orton–Gillingham or another structured literacy approach strongly preferred
• Experience administering and interpreting academic assessments (formal and informal), particularly in early literacy
• Experience developing and implementing individualized learning or intervention plans
• Strong collaboration skills and ability to partner effectively with teachers and families
• Excellent written and verbal communication skills
• Experience working with young children (PreK–3) in a school setting preferred
• Commitment to fostering a supportive, student-centered learning environment

Working Conditions

• Work day from 7:45 to 3:45. Faculty often must prepare lesson plans and meet with parents/students well before and after the above mentioned times.
• Be able to occasionally lift up to 40 pounds.
• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
• Activities include walking, standing, bending, kneeling, lifting, finger dexterity, grasping, repetitive motions, talking, hearing and visual activity.
• While performing the duties of this job, the employee is exposed to outside weather conditions on a twice-daily basis for approximately thirty minutes at a time.
• Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of this position.
• This position is not eligible for telecommuting.