Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves a diverse community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx, and the other in Manhattan.
What is essential about working at our school?
The Ethical Culture Fieldston School has a long history of equity and inclusion deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace diversity of ancestry, family, identity, culture, and belief and seek a student body and faculty that reflect the pluralism and socio-economic diversity of metropolitan New York. We affirm both our differences and commonalities, and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives, and see the world beyond the self.
We expect members of our community to engage in open dialogue about living and learning in a diverse environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic and progressive school a reality.
Our Learning Center Approach
The Learning Center at ECFS serves students in grades 6-12. We focus on individual student needs and learning styles. The goal of our program is to cultivate the skills and habits of mind that students need to be academically successful. We work to strengthen and develop core academic skills within the context of the middle and upper school curriculum, not in isolation. In the Middle and Upper divisions, an individual Learning Center specialist will follow a student from 6th grade to graduation so that we build continuity and help the student develop a greater sense of autonomy and self-awareness, the ability to access one’s strengths and one’s areas of growth, and the confidence to advocate for oneself. We take a comprehensive and collaborative approach to supporting our students, partnering with families/parents, teachers, administration and with tutors, specialists, therapists, etc., if necessary. We help students understand that advocacy means identifying what one needs, how one is strong, and how to communicate with teachers to ask for help. Members of the Learning Center also serve as a resource to faculty.
Currently, we have a full-time position for a Middle/Upper School Learning Specialist. The ideal candidate is knowledgeable about current brain research as it relates to learning and is able to implement best practices in supporting students with learning differences. Additionally, we are interested in candidates who approach their work from a strengths-based perspective, inclusive of one’s diverse identities, and who works within a collaborative model. Excellent candidates must be open to their own continued professional growth, understand how to receive critical feedback and approach instruction with a growth mindset.
? Actively provide academic support in a one-on-one setting for middle and high school students.
? Assess and assist students in the development of strategies for studying, organization, time management, and critical reading and writing skills
? Maintain and keep track of a student’s skill development and growth over time, understanding when to maintain support and when to phase it out.
? Serve as the liaison between the family/student, faculty, the Learning Center and the administration.
? Regularly attend and participate in team, department, division, and other committee meetings
? Actively collaborate with families, teachers, advisors, and outside learning support.
? Support classroom teachers with developing strategies to implement into their teaching practice
? Masters Degree or higher in learning disabilities, special education, and/or related education fields.
? Minimum of 5 years previous experience in providing specialized learning support to students in a school setting.
? High EQ and understanding the developmental stages of middle and high school students. An understanding and commitment to cultural competency and how to support a diverse student population.
? Knowledge and understanding of how to read and neuropsychological evaluations
? Excellent oral and written communication skills.
? Knowledge of recent research in brain development and language learning, current research on best-instructional practices for working with students with learning differences.
? Approaches student support through a collaborative, team model.
To be considered for the above-mentioned position, please send a letter of interest, a resume, a statement of your educational philosophy, and the email and phone contact information for three professional references to the online employment portal. Please generate all documents in MS Word or a converted .pdf file. Complete applications will be reviewed as they are received, and the position will remain open until filled. No phone calls please.
About Ethical Culture Fieldston School
Ethical Culture Fieldston School is a progressive PreK to 12 independent school serving students from throughout New York City and the surrounding suburbs.
Committed to academic excellence, ethical learning, and progressive education, ECFS offers a rich and challenging curriculum in the arts, sciences, and humanities.
A coed, nonsectarian school, it serves a diverse community of about 1,700 students from PreK to 12 on two campuses -- one in the Riverdale section of the Bronx, and the other in Manhattan.