Westminster is an inclusive, Christian independent day school for boys and girls, where bright, motivated, curious students who are nurtured by challenge become leaders of conscience. Founded in 1951, Westminster is guided by a mission to prepare students for college and for life. With a current enrollment of approximately 1,870 students in grades pre-first through twelfth, 285 faculty, and 250 staff, Westminster fulfills its mission through a dynamic curriculum that engages children across the key dimensions of their growth – academic, physical, and spiritual.
This faculty member will join a growth-oriented, collaborative learning community committed to the School’smission and vision, including core values ofinclusivity andservice. Westminster excels regionally and nationally in every area of school life, from academics to the arts to athletics, achieving excellence through a wide range of programming supported by a wealth of resources. These include the Center for Teaching, a professional development institute located on the Westminster campus.
In fulfilling our mission to “develop the whole person for college and for life,” Westminster hires and retains passionate, talented, diverse educators to offer a rich and engaging curriculum, preparing our students to be lifelong learners and citizens well equipped to address local and global challenges.
Westminster teachers are more than academic experts, serving as coaches, advisors, and inspirational mentors.
This is a position for a proactive, deeply engaged person who is eager to connect in a vibrant and dynamic community. We seek someone excited to bring neuroscience out of the laboratory and into the daily lives of highly motivated students and teachers to foster a culture of personal growth and self-efficacy. The nature of this work demands a presence in classrooms, empowering teachers with information about learning styles of students, partnering with teachers in the development of assessment techniques, and motivating teachers to remain creative and persistent in their efforts to offer the best instructional practices to all students. Connections with individual students will focus on fostering self-awareness, increasing self-advocacy, and developing personalized strategies to maximize learning.
The Learning Specialist will be supported and guided by the Director of Student Support as part of a larger team of Learning Specialists and Counselors across three divisions. In addition to close partnership with teachers and students, the Learning Specialist works with grade level deans, Registrars, Directors of Studies, and school counselors as part of the school’s overall program of educating young people.
The anticipated start date for this position is July 31, 2018.
Supervisor:Director of Upper School
Position Status: This position is a salaried, exempt, full-time, regular, 10-month position.
The Learning Specialist will assist the school in the following areas:
Mentoring and training of teachers on current, scientifically validated ways to engage student learning, maximize retention, and facilitate creative and ongoing assessment.
Creation of proactive programming, both individual and group based, to ensure that students in grades 8-12 are empowered to understand and play a role in shaping their learning, retention and application of content.
Creation, implementation and oversight of protocols to identify, assess, and prescribe a plan of action for students with cognitive/neuropsychological concerns.
Interpretation and application of psychoeducational reports.
Organizing consultations with parents, teachers and administrators
Communicating with administration and Director of Enrollment about students with academic concerns
Facilitating consultations with other school support personnel and/or mental health professionals to assess and refer students as needed
Collaborating with teachers, deans, principals, and grade chairs to identify and maximize success opportunities for all students
Organization and application of electronic records, Google Docs, Excel spreadsheets, etc.
Candidates will be expected to offer academic coaching in individual or small group formatting before and after school day hours. The position runs August - May and follows school holidays, with testing and counseling work in late May and June as needed, including work with students in Summer School.
REQUIREMENTS AND QUALIFICATIONS
Relevant undergraduate degree, with masters in field strongly preferred.
Expertise in instructional and assessment strategies informed by the cognitive and neuropsychological development of upper school students.
Ability to motivate and encourage teachers to adopt flexible, engaging, and effective strategies for teaching and assessment.
Expertise in interpreting and implementing action steps given psychoeducational and neuropsychological reports
Ability to administer, score, interpret and apply data from psychoeducational testing instruments such as the CTOPP, GORT, Nelson Denny, VMI, achievement tests, and IQ tests.
Ability to speak confidently to groups
PHYSICAL DEMANDS AND WORK ENVIRONMENT
While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch and crawl; talk and hear; engage in moderately strenuous physical activity both indoors and out; and smell. The employee may occasionally lift or move up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
While performing the duties of this position, the employee is occasionally exposed to outside weather conditions and may frequently walk on slippery or uneven surfaces. The noise level in the work environment is frequently loud.
Travel is primarily local during the regular business day. Overnight and out-of-area travel may also be required.
EQUAL EMPLOYMENT OPPORTUNITY STATEMENT
Westminster is committed to the principle of equal opportunity in employment. It is Westminster’s policy to provide equal employment opportunities and administer terms and conditions of employment without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state, and local laws. EOE/M/F/D/V.
Note: This position description has been designed to indicate the general nature and level of work to be performed by employees within this classification. This position description should not be interpreted as a comprehensive inventory of all duties and responsibilities required or assigned to an employee in this position. Nothing contained in this this position description restricts Westminster’s right to assign or reassign duties and responsibilities to this position at any time
About The Westminster Schools
Westminster is a Christian, independent day school for boys and girls, which seeks to serve students who are bright, motivated, curious, and nurtured by challenge in an environment that develops leaders of conscience who will be a positive force in the world. The School was founded in 1951 guided by a mission to prepare students for college and for life. With a current enrollment of approximately 1,860 students in grades Pre-First through Twelfth, Westminster fulfills its mission through a dynamic curriculum that engages children across the key dimensions of their growth – academic, physical, and spiritual.
Westminster is a growth-oriented, collaborative learning community committed to the school’s mission and vision, including core values of inclusivity and service. Westminster excels regionally and nationally in every area of school life, achieving excellence through a wide range of programming supported by a wealth of resources.
Interested Candidates can click here to apply online.