Instructional Coach and Learning Specialist 2025-26

Responsibilities

Manhattan Country School seeks an experienced learning specialist to provide instructional coaching to teachers, particularly focusing on supporting students with ADHD, learning disabilities, executive functioning challenges and other learning profiles. The learning specialist will join a team of specialists and administrators working closely together to support teachers as well as children and families. The instructional coach and learning specialist works closely with the Support Team at MCS. The Support Team currently consists of learning specialists, a school counselor, the LS and US directors, and sometimes the Afterschool and Farm directors. The Instructional Coach and Learning Specialist will be responsible for:

Collaboration and Support

• Work collaboratively with the Support Team to ensure that the school's
  
  

educational program addresses the diverse range of learners.

• Partner with teachers to adapt and differentiate instruction to meet individual
  
  

student needs.

• Actively participate in team and planning meetings, parent conferences, and
  
  

collaboration with the MCS Support Team.

Student Assessment and Data Analysis

• Collaborate with MCS Learning Specialists and the Student Support Coordinator to
  
  

administer screenings and analyze student performance data.

• Train teachers to enhance their understanding and application of assessment data
  
  

to inform instruction and make data-driven decisions.

• Identify students needing additional support through formal and informal
  
  

assessment processes in coordination with learning specialists.

• Document learning plans and student progress; keep careful anecdotal and
  
  

assessment records to contribute to the writing of accurate, comprehensive

reports

Teaching Strategies, Observation, and Learning Profiles

• Develop and share teaching and learning strategy profiles that reflect students'
  
  

unique learning needs.

• Coach faculty to understand and effectively use student learning profiles in their
  
  

instructional planning.

• Observe teachers in their classrooms to provide constructive feedback and
  
  

support, guiding them to implement effective strategies that meet diverse

student needs.

• Model best practices and demonstrate effective teaching techniques to support
  
  

teachers in implementing targeted interventions.

Direct Student Support and Skill Development

• Collaborate with teachers to meet classroom needs by working directly with
  
  

individual students or small groups.

• Teach essential skills, including study strategies, organizational techniques,
  
  

planning, reading comprehension, writing, and math skills.

Professional Development and Training

• Lead professional development sessions for teachers focused on teaching and
  
  

learning objectives, inclusive practices, and effective teaching techniques,

reflecting current trends and best practices in education.

Equity and Inclusion

• Actively engage in identity, equity, and inclusion initiatives to create a supportive
  
  

and welcoming learning environment for all students.

• Foster a culturally responsive teaching approach and support teachers in
  
  

incorporating equitable practices in their classrooms.

• Help teachers implement strategies to help students develop positive identities
  
  

around their learning and/or social-emotional profiles

Qualifications

• Master’s degree in Special Education (required).
• Proven experience working with students in grades K-8.
• Skilled in administering, scoring, and interpreting various screenings, reading
  
  

assessments, and diagnostic tests.

• Demonstrated ability to develop and implement strategies for study skills, time
  
  

management, organization, mathematics, literacy, and other academic subjects.

• Experience teaching and coaching differentiation strategies to educators,
  
  

fostering professional growth and instructional improvement.

• Experience working one-on-one with students who have complex learning
  
  

profiles.

• In-depth knowledge of differentiation, assessment, child development, and
  
  

addressing the social and emotional needs of children.

• Demonstrated commitment to equity and justice, with a strong understanding of
  
  

cultural competencies and inclusive practices.

• Maintain high expectations for all students and foster a positive, growth-oriented
  
  

learning environment.

• Excellent listening and communication skills (both verbal and written), with the
  
  

ability to take initiative and work independently.

Manhattan Country School (MCS) is a K-8th grade school in NYC recognized for its strong

academic program, racial and economic diversity, commitment to social justice, and

emphasis on environmental education that features a working farm in the Catskills.

Committed to principles of equity and antiracism, Manhattan Country School is unique

among NYC independent schools. MCS’s educational philosophy relies on educators who

have strong knowledge of child development and can apply it to effective pedagogies of

inquiry and learning, enjoy the exuberance and curiosity of children, want to help build a

community where diverse perspectives are valued, and appreciate the life-long impact of

working together for social and environmental justice. For more information, see

www.manhattancountryschool.org.

To apply, please send a cover letter and resumé to HR@manhattancountryschool.org

with “Instructional Coach and Learning Specialist” in the subject line. Please, no phone

calls.

As part of the interview process for this position, we will ask candidates to demonstrate

their leadership and teaching experience as well as their administrative skills and

emotional intelligence. This position has a salary range of $85,000-$100,000 annually.

Manhattan Country School is an equal opportunity employer that values diversity and

inclusivity in the workplace. MCS does not discriminate against any person on the basis

of race, color, national origin, religion, sexual orientation, sex assigned at birth, gender

identity, veteran, or disability status.