The Winchendon School, a not-for profit independent high school located in Winchendon, Massachusetts, is developing a new satellite day campus in Brooklyn, NY set to open on September 4, 2018 with a founding class of 40 students. Winchendon’s academic program builds timeless academic skills and exposes students to foundational content areas, while also creating a well supported space for students to direct their own education toward internships, independent projects, and initiatives that they are excited about. For all of our students, we strive to assist in the growth of character traits and life skills essential for successful futures--initiative, creativity, grit, empathy, cooperation, independence.
The Learning Advocate’s Role at The Winchendon School | Brooklyn
The Learning Advocate (LA) serves as a special advocate and resource for Winchendon’s students with learning differences, and for their teachers and parents. The LA intimately understands each student’s profile and acts as a catalyst to make sure that the student’s team (including teachers, parents, adviser, and other key resources) understand that profile, the supports the student should be receiving, and how the student is progressing through their high school career.
The LA must be committed to their own professional growth, learning, sharing, and implementing best practices for supporting students with different profiles and intelligences.
Role of Learning Advocate (LA)
Understanding and Communicating Each Student’s Profile:
Collect information from student, testing teams, current and former teachers, and parents to 1) understand each student, 2) maintain ISP (Individual Success Plans), and 3) communicate and “translate” the ISP for the student’s team.
Meet with public school and private evaluation teams when necessary to understand and transfer IEP/505 or other similar plans.
Help students understand themselves, especially those being evaluated for the first time
Talking with students about their profiles - “what does this mean for/to me?”
Help students advocate for themselves in classes.
Act as liaison between those same three constituencies and other administrators as necessary to make sure students are served as well as possible (frequent communications) and that progress is shared monthly through written review that encompass the student’s academic work and co-curricular activities (15th of each month).
Serve as point person between the school and family, with a target of a written update monthly and a bi-monthly 15 minute call to answer questions.
Supporting Student and his/her Teachers on ongoing basis
Make recommendations to student and teachers regarding strategies and methods to implement.
Be the catalyst with health services and therapists as appropriate.
Develop curricular supports for students who need accommodations (bookshare, study skills, etc.).
Provide aid to teachers to modify lessons, quizzes, tests, homework,exams, projects.
Obtain audiobooks and other accommodations for those who need them.
Advise in course placement, course changes, conference alternative.
Obtain accommodations for students on standardized tests as needed.
Be point person for teachers struggling to achieve success with specific students.
BA/BS in special education, psychology, or a related field.
A masters degree and/or other professional certification or training in special education.
3+ years as a learning specialist/academic support counselor.
Learning Advocacy: Expected caseload of 10 - 15 students
Teaching: 2 - 3 sections in a core academic subject area. Because the primary focus of this job posting is on learning advocacy and student support, we have some flexibility regarding subjects this faculty member can teach. While we can only consider candidates with the requisite experience in working with students with learning differences, we will consider teachers with math, science, humanities or world languages (French/Spanish) teaching capabilities.
Administration: Active participation in Student Success Committee (weekly meeting); Oversight of weekly comments and daily effort grades; Scheduling support for and organization of study hall and possible evening skills program.
Service Learning: Support of and participation in one year-long service learning project.
Extracurricular: 1 season (trimester) of leadership in a TBD extracurricular activity
Evening/Weekend: One weeknight (M-Th) supervising evening study hall per week (which lasts until 8:30PM); Weekend activities as determined based on extra-curricular and possible service learning commitments.
Compensation: Based on experience and competitive with peer independent schools.
Applicants should email Amirah Mahdi at firstname.lastname@example.org with cover letter, resume, and three references to be contacted by phone.
About The Winchendon School
The Winchendon School is a coed boarding school serving students in grades 9 through 12 in a highly diverse, multicultural community. Founded in 1926, our School is highly regarded for our skills-based program, very small classes, and persistent feedback for our students. The School is located 65 miles northwest of Boston.
To learn more about The Winchendon School please visit www.Winchendon.org.