Full-time, 10 month, Exempt
The Lower School (PK3- Grade 5) seeks a skilled and experienced Learning Specialist with expertise in literacy instruction. This individual works as a member of Lower School Student Resource Team to identify student needs, support those students as necessary, and assist teachers in those efforts. The Learning and Literacy Specialist will provide small group literacy intervention and remediation; support teachers in their efforts to advance students with different learning needs within the classroom; and work with parents, students, and outside professionals in order to best support the needs of SSFS Lower School students. We are looking for an energetic professional with a broad repertoire of teaching strategies and experience with differentiated instruction, multi-sensory teaching and assistive technology.
The ideal candidate will have experience as a Speech-Language Pathologist or Certified Academic Learning Therapist with Orton Gillingham certification and experience implementing a multisensory reading program, working with cooperative and differentiated instruction, and providing small group support in reading in an engaging and nurturing atmosphere to support academic success. An understanding of accommodations in approach, materials and assessment methods, as well as experience working with children with a variety of learning profiles, is required.
The Learning and Literacy Specialist should possess strong organizational and facilitation skills, exceptional written and oral communication skills, and solid technological and interpersonal skills. As SSFS seeks to nurture the whole child, a successful candidate should have a strong ability to work with elementary age children who represent a range of abilities and learning styles.
Qualifications include: Master’s degree or higher in special education or closely related field; Orton Gillingham certification, with a minimum 3 years of direct intervention/instruction experience in an early elementary setting. Evidence of expertise in compensatory learning strategies; knowledge of learning disabilities, psychoeducational tests, reports, and assistive technology is expected. Familiarity with Quaker education, independent school education, and the Responsive Classroom approach would be advantageous.
Sandy Spring Friends School does not discriminate on the basis of race, color, religion, national or ethnic origin, gender, sexual orientation, gender identity or a person's status as a qualified candidate with a disability in administration of its educational program, admission policies, financial aid program, staff hiring and other school-administered programs.
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