Who we are?
Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves an inclusive community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx, and the other in Manhattan. The Upper School, located in the Bronx, is comprised of approximately 600 students and 80 faculty members.  

What is essential about working at our school?
The Ethical Culture Fieldston School has a long history of inclusion and belonging deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace all aspects of an individual, including their ancestry, family, identity, culture, and beliefs. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self.  

We expect members of our community to engage in open dialogue about living and learning in an inclusive environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality. 

Our Learning Center Approach 
Fieldston Upper School Learning Center is a 1-1 program that partners with students to empower the development of metacognitive practice, while embracing their multiple identifiers. As an academic department of Learning Specialists, we bring a wealth of expertise in the area of differentiated learning and specialized instruction. Through a one-time-a-week learning profile specific, age appropriate, and individualized session, students find their voice, developing their genuine interests while pursuing academic success. We have the benefit of working with students as they develop over a trajectory of multiple years, and move through levels of support and into greater independence. 

The Learning Center specialists partner and guide students across all areas of the curriculum as they further develop critical thinking skills with a focus on organization, time management, reading comprehension, writing, studying, and test-taking. Over time and through this partnership, students develop and fine tune their skills to identify the salient questions needed to guide their own learning, providing students with the opportunity to develop strategies that enhance their learning, confidence, and eventually, their  independence. Students find their voices, aligned with the intersectionality of their identities and become self-advocates who understand and celebrate their own unique learning style, as well as the identities of those around them.

The development and strength of the 1-1 working relationship in the Learning Center weaves into the fabric of ECFS’s mission by cultivating life-long learners who find their voices, know themselves well, seek clarity and passion in the learning process. Students develop the critical thinking skills to become agents of change, understanding the confluence of their multiple identifiers, finding success at Fieldston, and beyond, as they become responsible citizens of the world.

Currently, we are seeking  a full-time Upper School Learning Specialist for the 26/27 school year. This is a 1.0 FTE (full time equivalency) role and the salary range will be $75,261-$184,830.

Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs.

Responsibilities
Specific responsibilities of the learning specialist will include:

• Having a collaborative approach with other colleagues, including sharing resources and communicating about curriculum and students;

• Preparing for and communicating details about student performance and growth with parents and/or guardians at scheduled conferences;

• Appropriately addressing student behavioral issues and other challenges that may arise in the classroom in order to maintain a safe environment and a sense of calm in such situations;

• Actively providing academic support in a one-on-one setting for high school students;

• Writing and amending Learning Plans that speak to the strengths and areas of focus for a student, including recommendations for strategies with equity and access to the curriculum;

• Reading and understanding neuropsychological evaluations, facilitate explanations to teachers, admin and parents as it relates to the learning profile impact on the academic and social/emotional performance in school;

• Being knowledgeable about current brain research as it relates to learning and is able to implement best practices in supporting students with learning differences;

• Assessing and assisting students in the development of strategies for studying, organization, time management, and critical reading and writing skills;

• Maintaining and keeping track of a student’s skill development and growth over time, understanding when to maintain support and when to phase it out (progress monitor);

• Supporting the implementation and facilitation of approved accommodations, including by not limited to proctoring one to one testing when appropriate; 

• Serving as the liaison between the family/student, faculty, the Learning Center and the administration;

• Regularly attending and participating in team, department, division, committee and school-wide meetings;

• Actively collaborating with families, teachers, advisors, and outside learning support;

• Supporting classroom teachers with developing strategies to implement into their teaching practice;

• Participating fully in the Fieldston community, including additional duties, such as serving as a form advisor;

• Maintaining compliance with all school policies, state regulations, and educational standards; and

• Performing other related projects and duties as needed and assigned.

Position Requirements
The successful incumbent will possess: 

• A Masters Degree or higher in learning disabilities, special education, and/or related education fields; 

• A minimum of 5 years previous experience in providing specialized learning support to students in a school setting;

• A high EQ and understanding the developmental stages of middle and high school students; 

• A commitment to cultural competency and to fostering an inclusive environment that supports students of all backgrounds;

• Excellent verbal, written, and oral communication skills;

• Knowledge of recent research in brain development and language learning, current research on best-instructional practices for working with students with learning differences and how to read and comprehend neuropsychological evaluations;

• The ability to approach student support through a collaborative, team model;

• A positive attitude and the ability to listen effectively and be receptive to feedback; 

• The ability to manage time effectively, stay organized, and prioritize required tasks; 

• A commitment to engaging in ongoing professional development and proficiency in utilizing and learning new technologies (i.e., Google Workspace tools); 

• Reliability, punctuality, and consistent attendance; and

• The ability to cultivate a welcoming culture in which all members of our community feel valued and appreciated.

To Apply
All candidates should visit our employment page at www.ecfs.org to apply. Please send a letter of interest, a resume, and contact information for three references. 

EEO
ECFS is an equal opportunity employer. We seek to be a welcoming community of professionals that broadly reflects the people of the metropolitan New York City area, our students, and families. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. We are committed to hiring practices that ensure all candidates are given fair consideration in alignment with our institutional mission and goals. 

About Ethical Culture Fieldston School

Ethical Culture Fieldston School is a progressive PreK to 12 independent school serving students from throughout New York City and the surrounding suburbs. Committed to academic excellence, ethical learning, and progressive education, ECFS offers a rich and challenging curriculum in the arts, sciences, and humanities. A coed, nonsectarian school, it serves a diverse community of about 1,700 students from PreK to 12 on two campuses -- one in the Riverdale section of the Bronx, and the other in Manhattan.

Connections working at Ethical Culture Fieldston School