Position Start Date: 7/1/2019 (2019-2020 school year)
About MICDS MICDS has a rich and distinctive history spanning more than 150 years. A leader in independent education, MICDS is a college-prep, coeducational school for grades JK-12. Our mission is to help students discover their unique talents, preparing them for higher education and a life of purpose and service as an engaged citizen in our ever-changing world.
Employee Benefits MICDS offers employees a competitive salary and comprehensive benefits plan, including a generous 403(b) retirement plan where the School contributes 8% of salary with an employee’s 3% contribution; medical, dental and vision insurance; flexible spending accounts and long term care insurance; life insurance and short-term and long-term disability insurances; tuition benefit; paid leaves; access to a fitness center; and free lunch.
Job Summary Reporting to the Director of Student Support Services, the Upper School Learning Specialist coordinates with the Lower and Middle School Learning Specialists and other Student Support Services team members in supporting student academic success. The learning specialist at the Upper School supports the MICDS mission to prepare students to think critically, act responsibly, and live virtuously and compassionately by supporting all students in becoming self-aware, self-regulated, strategic learners through direct and indirect support processes. The Upper School Learning Specialist should be innovative and open-minded. S/he should be able to balance independent work and successfully collaborate with the Upper School Head, Deans of Students, Director of Student Services, Student Services team, faculty, and parents.
Develop and evaluate programs and processes to increase Upper School capacity to support a broad range of student needs.
Expand the student support model through creation and coordination of universal, group, and individual intervention systems.
Demonstrate understanding and application of tiered models of student support.
Interpret and apply data in making decisions about school and student programs and processes.
Create processes that facilitate student advocacy for their learning needs.
Advance our Upper School understanding of adolescent development, effective pedagogical approaches and best practices that enhance learning of all students.
Develop and maintain a formal and working knowledge of a broad range of theoretical models of learning, which support and guide teachers as they employ classroom-based research intended to enhance student learning.
Educate faculty on how to better understand outside evaluation results, student profiles, accommodation plans, and the inextricable link between cognitive and social/emotional development.
Partner with parents to understand specific learning profiles and promote opportunities for individual student growth.
Generate and lead educational opportunities for constituents (e.g, faculty, parents, administrators, Board of Trustees) to increase the capacity of support systems both inside and outside of the classroom.
Collaborate closely with faculty and team members to implement programs/services, including but not limited to Upper School Student Support Group (SSG), Student Support Services, Upper School Academic Leadership, BOOM, Upper School Bridge, and Advisory Teams.
Support student development into strategic and self-aware learners.
Support the development of academic accommodations for students with identified learning needs- both in the classroom as well as through standardized test processes - with a strong emphasis on coaching students to understand and articulate their learning profile and need for accommodations.
Advise parents and students on academic accommodations at the Upper School as well as the standardized test application and approval process for College Board and ACT.
Coordinate with the Middle School Learning Specialist and other Student Services Team members to transition students from 8th to 9th grade and leverage what we know about students as learners.
Perform supervisory duties as deemed necessary by the Director of Student Services.
Job Requirements and Qualifications
Masters degree required in school psychology, educational psychology, and/or instructional support with experience working in an Independent School preferred but not required.
Three or more years experience in a school setting preferred.
A broad-base of knowledge in the areas of adolescent development, social-emotional needs, and systems thinking as well as a passion for working with Upper School students.
Demonstrated ability to work independently as well as collaborate and communicate effectively with others to accomplish objectives.
Ability to work in an environment that embraces a diverse community of students, educators, parents, and alums.
High level of interpersonal skills to handle sensitive and confidential situations.
Strong organization and research skills utilizing technology and computers to work in a 1:1 learning environment.
High level of intrapersonal skills with strategies for maintaining balance and ability to manage multiple demands on a regular basis.
A criminal history and background check is required and must be successfully completed.
Generally works in standard office conditions and climate.
May work at a desk and computer for extended periods of time.
Work intermittently in outside weather conditions, including extreme heat and cold.
About MICDS - Mary Institute and St. Louis Country Day School
Founded in 1859, MICDS is a nonprofit, independent, preparatory school offering non-sectarian education to qualified students regardless of national origin, race or religion. MICDS consists of the Ronald S. Beasley Lower School, for grades Junior Kindergarten-4; Middle School, offering a coordinate model of single-gender education in the core curricular classes, for students in grades 5-8; and the Upper School for grades 9-12. MICDS is recognized as one of the nation's leaders in independent education.