The Wooster School Bridge Program believes that students with language-based learning disabilities can achieve at high levels through specialized instruction tailored to their unique needs, support that builds on their strengths and mitigate their challenges, and an environment that is engaging and sparks their desire to learn. Wooster believes that students’ learning experiences must be tailored to their individual needs, skills, and interests, and enable them to take ownership of their learning.
This Bridge Program Teacher will work with our 10th grade student cohort to: support students with different learning styles by providing intervention and remediation; support teachers in their efforts to advance students with different learning needs within the classroom; work with parents, students, and outside professionals in order to better support students with special needs, and collaborate with colleagues to support students’ learning.. The educator’s broad area of responsibility is to ensure that each student may learn and flourish academically, socially, and emotionally in a nurturing and responsive classroom and school environment.
Expectations / Responsibilities
Prepares, implements, and monitors, and documents datea concerning a strategic plan for ongoing intervention and remediation.
Teaches both literacy lessons and STEM support sessions with a small group instruction model.
Participates in a class push-in and collaborative consultant model with content area teachers.
Possesses a deep understanding of the diverse learning needs of students with disabilities, including how to support students’ executive functioning challenges.
Establishes and maintains frequent communication with parents, administration, and teachers about students’ academic, social, and emotional progress and needs. Holds parent meetings as needed concerning student progress and transition plans for the following year.
Supports efforts to ensure that the planning and implementation of services seamlessly meet the needs of students with disabilities, reduce the stigma of special education, and maximize accessibility to enable students with disabilities to meet high standards.
Assist classroom teachers in the implementations of learning accommodations.
Remains current with accepted and appropriate instructional practice and research. This includes engaging in regular and strategic professional development to advance the role of the Learning Specialist.
Uses Bridge Success Criteria to assess and analyze student strengths and needs.
Performs necessary duties including but not limited to advisory, after school activities and chaperoning.
Wooster teachers are empowered to take initiative in developing innovative curriculum and best practices in their disciplines. This is likely to include experiential, interdisciplinary, and collaborative learning. An understanding of Making Thinking Visible, Harvard Project Zero, metacognition, and John Hattie’s research are important elements of being a teacher at Wooster, and one through which the school supports its teacher-learners. Ongoing learning in your content area, mindfulness, regular reflection, and cognitive science are integral aspects of the teacher-learner story at Wooster.
Founded in 1926, Wooster School, a co-educational, K-12, college preparatory day school with an enrollment of approximately 375 students, is located in Danbury, Connecticut. Wooster educates a diverse population of students in academic ability, socioeconomic background, and ethnicity. The School is a member of the Connecticut Association of Independent Schools and the National Association of Independent Schools. Wooster is a community of thinkers, learners, and creators. By combining tradition, innovation, and the power of relationships, we produce curious, capable and compassionate learners who possess the skills and dispositions to be successful and fulfilled learners for life.
Wooster is an equal opportunity employer. In addition to a competitive salary, employees receive retirement, health insurance, tuition remission, short- and long-term disability, and life insurance benefits.
The disposition to collaborate with others.
The disposition to be broad, open-minded, and adventurous.
The disposition to be tolerant of some ambiguity.
The disposition toward wondering, problem finding, and investigating.
The disposition to consider other perspectives.
The disposition to make plans and be strategic.
The disposition to be metacognitive.
Valid Teacher Certification preferred
Masters Degree in Special Education or closely related field required
At least three (3) years of successful experience in the classroom, working with students with learning disabilities
Familiarity with Orton-Gillingham, multisensory approaches to learning
Capacity to support students towards gaining independence in high school level math, sciences, and humanities coursework.
Additional Salary Information: Salary & Benefits
This is a full?time, exempt position. Salaries are competitive with the local independent schools. Competitive benefits package includes health coverage.