San Francisco, California
Posted: 19-Oct-25
Location: San Francisco, California
Type: Full Time
Salary: $80,000 - $100,000 - DOE
Categories:
Preferred Education:
Reports to: Lower School Division Head
Primary Responsibilities:
Serves on the Student Support Services team and is a key partner with the Lower School Division Head. Works with excellence and empathy with students who are experiencing academic difficulty and/or who have diagnosed learning differences. Identifies learning styles, analyzes and interprets testing data, provides screenings, reviews other pertinent information, and prescribes specific, appropriate, and practical learning strategies. Coordinates a team effort that includes teachers, other educational professionals, physicians, the student, and parents. Supports students in developing strategies in the areas of time management, organization, and study skills through structured intervention.
Requirements: Master’s Degree in Special Education or Master’s in Elementary Education and Educational Therapy certification (or equivalent); additional credential(s) in reading remediation or mild to moderate learning disabilities or gifted and talented education. Candidates that are currently pursuing their qualifications may also be considered.
Hours/Classification: Full-Time; Exempt; In-Person
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Expectation of Employee Civility and Commitment
The Hamlin School seeks to hire employees who will support and implement the school’s mission and Creed* at all times. Hamlin employees are known for being compassionate, collaborative, and dedicated professionals who treat their colleagues and supervisors with respect and who take seriously the daily care of Hamlin students. As such, Hamlin employees pay close attention to the students’ social-emotional wellbeing, their physical and mental health, and their moral development. Hamlin employees are committed to their own personal and professional growth; thus, they pay close attention to the research and innovations that impact their respective fields. All employees are expected to be flexible thinkers and nimble actors in support of the school’s overarching strategic goals and demonstrate a commitment to their colleagues’ success.
*The Hamlin Creed: Compassion; Courage, Honesty; Respect; Responsibility
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At The Hamlin School, we are committed to a policy of equal employment for all applicants and employees. As part of our commitment to a diverse and inclusive workplace, we recruit and hire applicants with diverse backgrounds and professional experience that show their commitment to K-8 education and being a contributing member of a learning community.
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PROFESSIONAL RESPONSIBILITIES
Students
- Advises students on effective learning strategies and helps them to demystify their learning profiles
- Meets regularly with students who have learning differences in an effort to support classroom instructional goals and their self-confidence
- Administers assessments to help screen for learning differences
- Provides individual and small group academic interventions according to need
- Monitors caseload students’ progress and maintains accurate records of growth
Parents
- Serves as the point person for outside providers and parents whose children require support beyond classroom instruction
- Attends and participates in meetings with parents, Director of Community Well-being, division head(s), teachers, and outside student support such as tutors, related therapists, doctors, etc.
- Provides opportunities for parents to increase their knowledge about learning differences and accommodations
- In partnership with the administration, supports and crafts the continuing education of Hamlin parents (i.e. meetings, the facilitation of parenting groups, recommendations of appropriate books, speakers, workshops).
- Maintains a robust webpage on the Hamlin website that includes pertinent information and valuable resources for parental support
- Interprets standardized test scores with parents for students with low or discrepant scores or as requested by parents
Faculty
- Consults with teachers regarding students’ learning needs–both for students with identified learning disorders and those identified as gifted
- Teaches and demonstrates learning strategies to teachers to enable them to support students’ academic growth and executive functioning
- Offers professional development sessions to faculty during division meetings or in smaller groups
- Works in partnership with the Director of Community Well-being, school counselor(s), Mathematics Specialist (K-4), and Literacy Specialist (K-4) to build faculty capacity to understand and meet students’ needs
- Coordinates with other school Learning Specialists to ensure successful transitions for students through transfer of student information between divisions
Administrative Tasks
- Serves as a member of the Student Support Services Team with fellow Learning Specialists, Counselors, and Director of Community Well-being
- Remains current on developments in the fields of special education, learning and the brain, classroom methodologies, and the unique challenges for girls in academic settings
- Recommends, in close partnership with the Director of Community Well-being, full neuropsychological testing and therapeutic support when needed
- Generates records of recommendation for Tier 2 and Tier 3 interventions
- Maintains and updates student learning profiles and official notes using School’s online student information system
- Reads and distills neuropsychological reports and interprets results for school personnel
- Creates individualized learning plans for students with identified learning needs, including classroom and testing accommodations
- Designs a balanced schedule, maximizing student needs through academic intervention groups and teacher collaboration time
- Manages the process for standardized testing accommodations and administration of such tests with the division head(s).
WORK AUTHORIZATION REQUIREMENTS
- Clear the Department of Justice background screening (Livescan)
- Authorized to work in the United States (I-9)
- Provide health (TB) clearance (an update is expected every four years)
PHYSICAL REQUIREMENTS
- Demonstrate normal depth perception
- Dexterity of hands and fingers to operate a computer keyboard, operate standard office equipment, and use a telephone
- See and read a computer screen and printed matter with or without vision aids
- Hear and understand speech at normal levels and on the telephone with or without auditory aides
WORK ENVIRONMENT
The work environment characteristics are representative of those in a normal classroom/school setting that one might encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Work indoors in a standard office environment, computer lab, and/or classroom environment
- Exposure to dust, oils, and cleaning chemicals
- Some exposure to childhood and other diseases in a school environment
- May be required to work outside of typical work days and office hours to meet operational deadlines