Johns Island, South Carolina
Posted: 05-Jun-25
Location: Hebron, Maine
Type: Full Time
Categories:
The Director of Learning Support is responsible for implementing initiatives that support student academic success and achievement, including overseeing the day-to-day operations of the Center for Academic Excellence and coordinating systems for delivering student learning support and accommodations. This includes managing documentation, scheduling, and communication for students, working collaboratively with others to strengthen the learning support framework for the school.
ESSENTIAL DUTIES & RESPONSIBILITIES:
? Provide leadership and oversight of the day-to-day operations of the learning support program.
? Review neuropsychoeducational testing, documentation and reports, create and update Learning Plans (LPs) with the Director of the Upper School, and maintain support plan files for students with documented or demonstrated learning differences and/or neurodivergent learning profiles.
? Develop and execute an institutional process and plan for annual review of students' LPs.
? Consult with the Director of the Upper School and Director of the Middle School to refine an age-appropriate plan for student support and academic coaching that meets student and school needs.
? Develop and coordinate communication systems for faculty and families regarding student needs and progress.
? Collaborate with the Director of Upper School and the Director of the Middle School on coordinating parent communications that follow school-wide reporting/communication timelines.
? Serve as a resource for families, schedule and facilitate conversations around the school's learning support programs, accommodations, and students’ individual learning plans.
? Develop and implement a training plan for academic coaches designed to promote an alignment of philosophy and the implementation of a consistent set of practices when working with students.
? Work with College Counseling and the Director of the Upper School to ensure accommodations for standardized testing, when those are appropriate, are documented and meet eligibility requirements.
? Administer assessments for students as required to monitor the development of skills, track student progress, and plan effective learning support measures.
? Manage a caseload of students and provide direct student support through small-group and/or one-on-one instruction. Build strong and trusting relationships with students.
? Support students requiring accommodations by proctoring assessments, advocating for their specific learning needs, pushing into classrooms or pulling students out for individual support, and assisting them to understand their learning profiles and to practice self-advocacy skills.
? Coach students to transfer skills learned from academic coaching support into their classwork, homework, and community interactions.
? Serve as a member of the administrative Student Support Team and Academic Affairs Committee.
? Coordinate school-wide professional development in the areas of learning differences and learning support for faculty, in collaboration with the Dean of Faculty.
? Promote differentiated instructional strategies across the curriculum and within varied class settings (e.g. including but not limited to assisting teachers to develop effective whole-group practices, small-group interventions, and individualized learning activities).
? Support faculty in differentiating plans for students based on their unique learning profiles to ensure that students are engaged and challenged and that each student has the opportunity for success.
? Assist teachers with determining the effectiveness of interventions and accommodations.
? Serve as a resource to the faculty, administrators, and community on matters pertaining to learning support.
? Collaborate with the academic team to create comprehensive onboarding plans of academic support for students with academic support needs.
? Remain current on relevant educational research and act as a resource to faculty and administration in the areas of curriculum, instruction, and assessment practices, including the implications for the school's student life and residential life programs.
? Demonstrate professionalism and a strong work ethic and the ability to serve as a strong team member both inside and outside the classroom.
? Participate actively in after school, weekend, residential, and extra-curricular programming along with other members of the faculty to understand students outside as well as inside the classroom.
OTHER DUTIES:
? Lead or supervise after school activities or their equivalent
? Night/weekend duty as assigned
? Other duties as assigned
QUALIFICATION REQUIREMENTS:
? Bachelor’s degree in education or special education; Master's degree preferred
? At least 5 years prior experience in the field of learning support for students requiring accommodations with a record of high achievement
? Expertise in interpretation and application of neuropsychoeducational testing, individual academic plan processes, reporting, and coordination of neuropsychoeducational testing services
? Demonstrate a thorough understanding of differentiated instructional strategies across the curriculum, Universal Design for Learning (UDL), and Specially Designed Instruction (SDI)
? Effective communication skills that promote positive relationships with students, families, and colleagues
? Exemplary organizational skills
? Experience working with and coordinating work with student support teams and parents
? Strong work ethic and high level of integrity
? Experience working at independent schools; boarding school experience preferred
Interested candidates should submit a cover letter, resume and three references to employment@hebronacademy.org