Bridges Academy is dedicated to understanding and educating gifted and highly gifted students with learning differences (twice-exceptional or 2e students) and fostering a successful academic and social experience for our students and the broader community. We do this through the work of two divisions: Bridges Academy (LA) and The Center for Twice-Exceptional Research and Professional Development (The 2e Center).

Bridges Academy (LA), a college preparatory school for Grades 4-12, empowers its students to thrive academically and socially through small classes and differentiated instruction, creating an environment in which gifts are recognized and developed and learning differences and disabilities are accepted. Many students come to Bridges defined by their challenges but graduate defined by their strengths and talents.

For the 2025-2026 school year, Bridges Academy is looking for an energetic and committed part-time learning specialist. Bridges seeks a candidate from independent, public, or charter schools who has experience supporting students in grades 9-12. 

Responsibilities include but are not limited to:

• Providing direct academic support for students in grades 9-12
• Helping students use their strengths to drive deep and relevant learning
• Creating student-centered school routines that foster students’ academic, social, and emotional growth
• Conducting classroom observations and providing both verbal and written feedback to teachers and families 
• Meeting with students and families to discuss growth opportunities and goals
• Maintaining and regularly updating student learning profiles
• Collaborating with faculty, staff, and outside providers in the IEP process
• Keeping records of meetings with families, students, and outside providers
• Participating in and contributing to meetings, professional learning opportunities, and school-wide events

Bridges Academy wishes to prepare students for life by offering a rich experiential learning environment in which students are safe to explore, discover, and make meaning. To that end, students are offered choices that challenge them while bolstering their strengths and talents.

Nondiscrimination Policy

Bridges Academy is an equal opportunity employer and makes employment decisions based on merit. We aim to have the best available person in every job. School policy prohibits unlawful discrimination based on race (including traits historically associated with race, such as hair texture and protective hairstyles), religion (including religious beliefs, observance, or practice, including religious dress or grooming practices), color, sex (including gender, gender identity, gender expression, transgender status, transitioned, transitioning, or perceived to be transitioning), sexual orientation (including heterosexuality, homosexuality, and bisexuality), national origin, ancestry, citizenship status, marital status, pregnancy and breastfeeding, age, medical condition, genetic characteristics or information, military and veteran status, physical or mental disability, or any other consideration made unlawful by federal, state, or local laws. The policy also prohibits unlawful discrimination based on the perception that anyone has any of these characteristics, or is associated with a person who has or is perceived as having any of these characteristics. Additionally, Bridges Academy does not permit discrimination based on dressing consistently with one’s gender identity or gender expression, or preferred gender, name, or pronoun usage.

Required education and experience:

• A master’s degree in education with a concentration in special education, school psychology, and/or educational therapy is preferred.
• Candidates with a master’s in other fields and related experience as a learning specialist or educational therapist will be considered.
• Candidates with an advanced degree who are working towards or taking classes in special education, school psychology, educational psychology, and/or educational therapy may also apply.

A successful candidate will:

• Develop warm, trusting relationships with students and adults
• Provide a positive, strength-based environment for student learning
• Demonstrate integrity, initiative, self-awareness, and a growth mindset for both students and themselves
• Have a passion for education, especially for gifted, neurodiverse students that is also grounded in inclusion, equity, and belonging
• Demonstrate flexibility, sound judgment, strong social skills, and the ability to read, assess, imagine, evaluate, calculate, and make wise decisions
• Bring significant experience in and comfort with differentiated instruction
• Demonstrate strong communication skills in person, in writing, by phone, and via Zoom
• Show enthusiasm, creativity, and compassion
• Work comfortably in a team environment
• Collaborate with faculty, counselors, administrators, and families to update student learning profiles and create pathways for success
• Communicate with students and families regarding student progress, potential, and behavior through phone calls, emails, and parent/teacher conferences

Lastly, ideal candidates will have the following knowledge base:

• Current knowledge of best practices in gifted and 2e pedagogy
• Understanding of the development of gifted, neurodiverse students 
• Knowledge of assistive technology
• Understanding of diagnostic and progress assessment measures
• Knowledge of and comfort with data-informed practice
• Understanding of problem and project-based learning
• Understanding of Google Suite and the willingness to learn new technology