Position Purpose

The ideal candidate will provide learning support and enrichment for students in grades 9- 12, as well as build teacher capacity and their understanding of instructional best practices. The successful candidate has expertise in interpreting psychoeducational evaluations, learning profiles, and accommodation plans. The candidate has expertise in intervention and enrichment strategies; a passion for teaching and learning; creativity and a thirst for innovation; enthusiasm for working with students, families, and colleagues; a very high level of flexibility, a growth mindset, and a sense of humor. This position starts August 22, 2025.

Essential Functions

• Provides individual pull-out intervention, small group support, or classroom push-in services to US students who demonstrate learning differences to develop effective learning strategies using various methodologies, including direct instruction, front-loading, and re-teaching of content-specific skills.
• Reports to the Upper School Psychologist and the Assistant Head of Upper School to identify students needing a higher tier of support and develop appropriate intervention plans.
• Collaborates with the Student Resource Center Coordinator to monitor and review student data to appropriately support students' needs through a tiered level of intervention.
• Collaborates with respective department heads and/or teachers to review curricular needs, targeted interventions, and differentiated instruction, and provide observation feedback and data.
• Conducts progress monitoring assessments and screenings, as needed.
• Supports students with needs such as, but not limited to, math problem-solving, written expression, reading comprehension, and executive functioning skills.
• Serves as a supportive resource for families and builds trusting relationships that align with the school's mission and values.
• Stays current with best practices in student support services and diverse learners.
• Embraces the school's mission, philosophy, and core values to build strong relationships with students.
• Other duties as assigned by the Upper School Psychologist or her designee.

Preferred Qualifications

• Special Education Degree or Certification required.
• Master's Degree preferred; Reading Specialist Certification and or Math Support Background preferred.
• Instructional background in secondary curricula, including Language Arts, Sciences, and advanced Math concepts.
• Expertise in Orton-Gillingham, IMSLEC or CERI certification preferred.
• Minimum of three years of experience working with high school-aged students.
• Continued engagement in professional learning experiences through conferences, presentations, and/or workshops.
• Knowledge of best practices for supporting learning development.
• Demonstrated sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building.
• Demonstrated deep understanding of cultural competency skills and enthusiasm for issues of diversity, equity, inclusivity, and belonging.
• Proficient in GSuite.

Physical Requirements and Work Environment

• Able to move around the classroom and other school environments.
• Regularly use close and distance vision.

Application Procedure

To be considered, candidates must upload a cover letter, resume, statement of teaching philosophy, and information for three references through our online platform.

Springside Chestnut Hill Academy is an Equal Opportunity Employer.

The School is committed to providing reasonable accommodations for qualified individuals with disabilities during the application process and in employment as required by law.

About Springside Chestnut Hill Academy

Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education. Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth. Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives. SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond. Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.

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Connections working at Springside Chestnut Hill Academy