POSITION STATEMENT
Learning Specialist & All-School Learning Support Coordinator

Start Date: August 24, 2026

OVERVIEW
Brooklyn Friends School (BFS), a thriving Early Childhood-12 grade school located in vibrant Downtown Brooklyn, seeks a Learning Specialist & All-School Learning Support Coordinator within a dynamic community of colleagues (BFS uses the all-inclusive term, colleagues, to refer to all rather than one that delineates faculty/staff). Founded in 1867, Brooklyn Friends School’s pillars – diversity, equity & belonging; global social impact; and wholeness & well-being –  serve as guideposts for our action-oriented collective work. Our school’s history has been illustrious and reflective of the expansive nature of human experiences. Guided by our mission, BFS provides a dynamic, diverse, and robust social/emotional environment and academic program that cultivates compassionate, intellectually curious, and confident changemakers. As a school, we affirm that human diversity includes, but is not limited to: race, ethnicity, culture, national origin, religion, gender, gender identity and  expression, sexual orientation, age, socioeconomic class, family structure and physical ability, as well as diversity of thought, talents, and learning style. Brooklyn Friends School does not discriminate based on these characteristics or any characteristic prohibited by law and provides reasonable accommodations to otherwise qualified colleagues and applicants. If you need an accommodation related to any part of the hiring process, please send an email to hiring@brooklynfriends.org.   

This short video gives you a glimpse into our contemporary experience.

Primary Responsibilities Include:

This position reports to the Assistant Head of School for Educational Program & Professional Growth and collaborates directly with the Head of the Middle School.

Learning Specialist

• Reports to and collaborates directly with the Head of Middle School
• Facilitate learning, support, and collaboration with faculty to enable teachers to differentiate instruction, integrate metacognitive strategies, teach toward mastery, and use student-centered methodologies across all subject areas and grade levels.
• Analyze, summarize, make accessible and constructive for teachers and families information regarding neuropsychological evaluations, psychoeducational evaluations, IESPs, and 504 Plans completed in consultation with the wellbeing team to ensure a student’s social-emotional wellbeing and academic needs are communicated and supported appropriately.
• Partner with teachers to ensure proper and appropriate testing accommodations for all school assessments.
• Provide academic support to students with evaluations through skill-building, metacognitive learning strategies, and direct curricular teaching.
• When appropriate, identify students with learning needs, facilitate their evaluation, design, share, and help teachers and students use an individualized Evaluation Summary, or Strategy Letter, which may include a behavioral modification plan or a reentry plan after a medical leave or other extended absence.
• Work in partnership with the Department of Education to evaluate students and meet the support needs outlined in  student IEPs.
• Partner with parents to discuss their child’s learning needs and develop individualized support plans.
• Coordinate with outside programs through which students may obtain course credit to ensure that their academic requirements and needs are met.
• Collaborate with support personnel and outside providers to ensure students are adequately supported in and out of school.
• Promote equity and inclusion for students in all classrooms.
• Collaborate with the School Admissions Committee to assess applicants and ensure each newly-admitted student requiring resources is appropriately supported.
• As necessary, collaborate across the school to support inter-community events, traditions, and mission-aligned student experiences, especially in the case of identity works as it connects to  neurodivergence. 
• Teach a course or courses focused on cognition, executive function, and learning skills to students.
• Perform other duties as assigned by the Head of Middle School.

All-School Learning Support Coordinator

• Reports to and collaborates directly with the Assistant Head of School for Educational Program & Professional Growth
• Partners with academic leaders of the school to facilitate and coordinate professional development for colleagues pertaining to learning differentiation and support.
• Partners with other student life colleagues such as deans, counselors/psychologists, learning specialists, and health team to shape a strategic vision for our school in support of an increasingly positive and balanced student experience.
• Visits classes on a regular basis and serves as a resource and support to faculty.
• Keeps abreast of current learning support research and practices within Pre-K-12 schools as well as colleges and universities nationwide and makes time to visit various school environments. 
• Uses expertise and voice to spread global awareness and model examples of BFS’s work in these areas. 
• Directs and collaborates on the hiring and recruitment of learning specialists school-wide.
• Researches, designs, and implements evidence-based learning support initiatives.
• Develops and maintains systems for proper data and records keeping for all students in our early-childhood through 12th grade program who have received neuropsychological evaluations, psychoeducational evaluations, IESPs, and/or 504 Plans.
• Develops strategic and sustainable partnerships with organizations and agencies that support the school community’s learning support strategy including close partnership with the NYC DOE.
• Leads, monitors, updates, and facilitates presentations on learning support research, policies and protocols annually in collaboration with school leadership and the All School Well-Being Coordinator. 
• Supports transition programs for new students.
• Perform other duties as assigned by the Assistant Head of School for Educational Program & Professional Growth.

Qualifications and Characteristics Sought:

• Bachelor’s degree required (MS or PhD in related field preferred)
• Commitment to the School’s mission, values, and vision
• 3-5 years of relevant experience
• Extensive knowledge of learning differences and strategies therein
• Experience administering a variety of assessments to track and support student growth
• Ability to create a learning environment that addresses and supports each student’s needs from a strengths-based approach
• Ability to create lesson and unit plans and an understanding of curriculum design
• Ability to use technology to enhance the learning experience
• Ability to think ahead and plan for effective one-on-one or small group instruction
• Ability to organize and manage multiple priorities
• Experience leading professional development activities for teachers  
• Strong working knowledge of the IEP process, 504s, and ISPs, and familiarity with neuropsychoeducational testing, individual academic plan processes, and reporting
• Strong working knowledge of Multi-Tiered Systems of Support (MTSS) framework 

• Interest in and willingness to use new and different educational approaches

• Demonstrates strong communication skills (oral and written)
• Approaches work with flexibility, patience, grace, connection, and a willingness to learn 
• Demonstrates cultural competency and a commitment to diversity, equity, social justice, and inclusion
• Brings a passion and desire to create a joyful learning environment
• Respect for the life of the child
• Compassion, integrity, and open-mindedness in all interactions
• Collegiality, approachability, flexibility, and adaptability
• Ability to partner and collaborate across professional statuses, i.e., with all colleagues (i.e., staff, leadership, families, student body, local and national independent school communities, and the neighborhood community)

Physical Requirements of the Job: 

• Must be able to work in a school environment including prolonged periods of sitting and standing.
• Must be able to stand, bend over, twist and reach to access file cabinets, bookshelves and navigate office and workstation spaces.
• Must be able to ambulate through hallways and classroom settings, including walking up stairs.
• Must be able to lift and carry up to 25 pounds.

Union Status: Non-Union

Salary Range: $113,403 - $118,682

This salary range represents the expected annual salary range for this position. Ultimately, in determining your pay, we'll consider your education level, experience, and other job-related factors.

• Benefits: Colleagues may be eligible to participate in employment benefits including, but not limited to, health insurance, dental insurance, vision insurance. Benefits are subject to change at any time, and are subject to applicable plan documents.

To apply, please provide the following:

1. Cover letter punctuating your interest in and experience for the position. Your cover letter should also address the ways in which you feel that your professional journey aligns with our school’s Quaker values and pillars of global social impact, diversity, equity, and belonging, and wholeness and well-being. 
2. Resume/Curriculum Vitae
3. List of three references (with emails, phone numbers, and relationship to you)
4. Supporting materials encouraged (letters of recommendation, evidence of teaching, productions directing, and/or performing, etc.)

Please email the above attachments as a single PDF to: hiring@brooklynfriends.org and put Learning Support Coordinator in the subject line.

About Brooklyn Friends School

Brooklyn Friends School (BFS) is a thriving Preschool-12 grade school located in vibrant Downtown Brooklyn with a dynamic community of colleagues (BFS uses the all-inclusive term, colleagues, to refer to all rather than one that delineates faculty/staff). Founded in 1867, Brooklyn Friends School’s pillars of social justice, service learning/civic engagement, and Quakerism, serve as guideposts for our action-oriented collective work. Our school’s history has been illustrious and reflective of the expansive nature of human experiences. Guided by our mission, BFS provides a dynamic, diverse, and robust social/emotional environment and academic program that cultivates compassionate, intellectually curious, and confident changemakers. As a school, we affirm that human diversity includes, but is not limited to: race, ethnicity, culture, national origin, religion, gender, gender identity and expression, sexual orientation, age, socioeconomic class, family structure and physical ability, as well as diversity of thought, talents, and learning style.

Connections working at Brooklyn Friends School