Greenwich, Connecticut
Hartford, Connecticut
Wallingford, Connecticut
Avon, Connecticut
Avon, Connecticut
Posted: 04-Dec-25
Location: Litchfield, Connecticut
Type: Part Time
Categories:
Preferred Education:
Part-Time Executive Functioning Coach - Immediate Opening
Reports To: Chief Cognition & Learning Officer
10-month position, 20-hours per week
Position Overview
Forman School seeks a certified, trained Executive Function Coach to join the Cognition & Learning team. This role will support the School’s commitment to individualized and tailored academic support, including executive functions, structured literacy, and metacognition. Our commitment to research-backed best practices is essential to our daily practice and will be integral to this role.
Forman’s Mission, Promise, and Core Values
Forman School is an independent, coeducational, college preparatory school for boarding and day students with identified learning differences. Forman develops the whole student, based on each individual’s learning profile, so that all graduates become educated, confident self-advocates throughout life.
Forman is committed to sustaining an inclusive environment that fosters a deeper understanding of differences in race, gender, sexual orientation, age, ethnicity, religion, socioeconomic status, geographical origin, physical ability, and family structure.
We believe society is bettered when we learn from and embrace those with different experiences and perspectives from our own. Our community values truth, respect, and kindness.
Key Responsibilities
- Provide individual coaching sessions with students to co-create collaborative partnerships using open-ended goal-directed questions that are action-oriented and promote self-reflection, accountability, planning, and problem-solving. All sessions are done in service of supporting students in their development of self-awareness, self-advocacy, and confidence in all facets of life.
- Coach students during three of the eight blocks of the school’s academic schedule
- Collaborate with classroom teachers by integrating EF skills and coaching practices into content-specific classes.
- Work directly with dorm families to support students in developing essential life skills, including establishing and maintaining morning/night routines, practicing good personal hygiene, and meeting dorm expectations. Provide guidance to dorm staff on best practices for fostering independence, self-regulation, and accountability in residential life.
- Review current students' psychoeducational evaluations and identify information to consider in your work with students.
- Integrate assistive technology in individual coaching sessions and instructional practices by identifying, recommending, and teaching students how to use tools for speech-to-text, note-taking, task management apps, digital planners, and other accessibility features to support executive functioning; Collaborate with faculty to incorporate assistive technology into the classroom to enhance student engagement and success.
- Serve as a resource for faculty and administrators on topics related to ADHD/EFs.
Educational and Experiential Background and Credentials
Required:
- Bachelor’s degree in special education or a related field
- Completion of an accredited ADHD/EF training program and/or 60 hrs of ICF-accredited training
- An understanding of psychoeducational evaluations and the ability to understand and apply relevant information
- Minimum two years of experience coaching teens/young adults in an academic setting or private practice
- Remain current with topics related to research and best practices in topics related to ADHD & executive functions, twice-exceptionality, and assistive technology
Preferred:
- Master’s degree in a related field (e.g., special education, psychology, educational therapy)
- Experience working within a school setting, collaborating with educators and support staff to implement executive function strategies
Other Expectations
This position is a member of a boarding school faculty. Candidates should be interested in contributing outside of the classroom and becoming fully involved in the student life program. Faculty are expected to demonstrate respect for diversity of identities and experiences, an orientation toward equity and inclusion, and cultural competency in all aspects of school life.