This position is full-time, from late August to late November, 2019, to cover for a planned leave of absence. The below duties list the tasks and responsibilities for this position during these three months. Compensation for this position will be in the form of a stipend based on the number of full-time weeks of work.
Meet individually, at the beginning of the year, with students who receive academic accommodations.
Create evaluation summaries for any new student with educational testing.
Notify all teachers via email of their specific students with academic accommodations.
Maintain the files and summaries for all students with academic accommodations.
Meet regularly with a fluctuating case load of 15-20 students who need academic support throughout the fall term.
Meet with teachers and advisers throughout the fall term to discuss specific students of concern.
Meet with parents who have concerns about their child’s academic progress.
Work with families to make referrals for educational testing.
Determine supervised study hall schedule and roster.
Meet with students to discuss supervised study hall as a possible support practice.
Proctor supervised study hall 1x per week.
Attend Student Support Team meetings weekly and bring forward any students with academic concerns.
Attend Academic Council weekly.
Present to the 3rd form students on the topic of study skills, organization, time management, etc.
Create exam week schedule for all students with accommodations.
Proctor exam week for students testing with accommodations.
Work with the College Counseling office testing coordinator to coordinate the roster of students taking standardized tests with accommodations.
Apply for College Board and ACT accommodations for students that request these accommodations.
Contact parents of students who need updated testing, as needed.
Read educational testing from prospective students and communicate with admissions whether or not we are able to support the student's individual needs.
Communicate my role and the support I can offer to prospective student parents, as needed.
Bachelor’s degree in special education or a related field (Master’s strongly preferred)
Experience working with adolescents with learning differences, preferably in an independent school environment
Experience with educational, psychological, and neuropsychological testing and assessment
Knowledge of study skills, test-taking strategies, and metacognition
Outstanding communicator and collaborator
Excellent interpersonal and organizational skills
Able to work independently to support students and to develop Hill’s student support program