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Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose.

GCDS is fortunate to have built a large endowment which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. 

Greenwich Country Day School seeks a dedicated and innovative Upper School Learning Specialist to join our academic support team. The ideal candidate will have expertise in STEM education, special education strategies, and executive functioning development. This role is pivotal in supporting diverse learners, ensuring they achieve academic success while fostering independence, resilience, and a love for learning.

Key Responsibilities

1. Academic Support and Instruction:

• Provide targeted, and individualized support for high school students in STEM subjects, adapting instruction to accommodate diverse learning styles and abilities in a support class format.
• Create and run study groups for review sessions and test prep.
• Collaborate with STEM faculty to design and implement differentiated instruction, ensuring accessibility for students with learning differences.
• Support students in mastering core STEM concepts and developing critical thinking and problem-solving skills.

2. Student Support:

• Develop and implement accommodation plans in collaboration with students, families, and the school team.
• Use evidence-based practices to address learning challenges, including dyslexia, ADHD, executive functioning, and other learning challenges.
• Monitor and assess student progress, adjusting interventions as necessary to ensure academic and personal growth.
• Maintain confidential student records and keep accurate documentation of sessions, meetings, and assessments

3. Executive Functioning Development:

• Teach strategies for effective note-taking, test preparation, and managing long-term projects.
• Provide coaching and tools to help students enhance skills in organization, time management, goal setting, and task prioritization.
• Foster student self-awareness and self-advocacy to build confidence and autonomy.

4. Collaboration and Consultation:

• In Collaboration with the student support team, identify student needs and interventions.
• Work closely with teachers, counselors, and families to create cohesive support plans tailored to each student's needs.
• Provide professional development and guidance to faculty on best practices for inclusive education and differentiation.
• Act as a resource for faculty to ensure curriculum and assessments are accessible to all learners.

5. Student Advocacy and Mentorship:

• Serve as a trusted advisor and mentor to students, building meaningful relationships that promote well-being and academic success.
• Advocate for students in meetings with parents, teachers, and administration.
• Cultivate a growth mindset in students, encouraging perseverance and a positive attitude toward challenges.

Qualifications:

• Bachelor’s degree in related course of study
• Mastery of high school-level math and science courses including Algebra, Geometry, PreCalculus, Biology, Chemistry, and Physics.
• Demonstrated expertise in working with students with diverse learning profiles, including neurodivergent learners.
• Experience teaching or supporting high school-level STEM courses.
• Strong understanding of executive functioning skills and strategies to support their development.
• Exceptional communication, collaboration, and organizational skills.
• A passion for inclusive education and a commitment to fostering an equitable learning environment.

Preferred Qualifications:

• Advanced degree in education, special education, or a STEM-related field.
• Certification in special education, STEM instruction, or a related area is highly desirable.
• Experience with assistive technology and accommodations for students with disabilities.
• Knowledge of Universal Design for Learning (UDL) and other inclusive instructional frameworks.

Interested candidates are invited to use the link provided to submit a cover letter and resume to Raquel Salcedo, Director of Recruiting & Talent

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About The Greenwich Country Day School

Greenwich Country Day School is an independent, co-educational day school with current enrollment of over 1400 students in grades N-12, and a faculty and staff of 400. The original Old Church Road campus is home to grades N-8. The new High School campus (9-12,) established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose.

Connections working at The Greenwich Country Day School