Middle School Learning Specialist

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.
 
Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.
 

Georgetown Day School, a PreK-12 coeducational day school, located in Washington, D.C. and dedicated to the creation of a just, inclusive and diverse school community, invites applications for a Middle School Learning Specialist.  Candidates who seek to partner with teachers, students, and their families in maximizing the academic learning experiences of all students are particularly encouraged to apply.

 

Qualifications:

Essential qualifications include a master’s degree in Special Education with a focus on Learning Disabilities, experience working with middle school students, and familiarity with a range of developmentally–appropriate supports for the diverse learning needs of middle school students.

 

Primary Job Responsibilities

·       Work closely with, and serve as a resource for Division Principal, teachers, and families to support students who need additional support in accessing curriculum content and maximizing their learning experience.

·       Provide research-informed suggestions to teachers and tutors for accommodating students with diagnosed learning disabilities as well as those who are struggling.

·       Understand the strengths and needs of all students with psycho-educational testing, both from observation in classes and discussions with teachers. Collect and organize pertinent information about all MS students needing academic support, including diagnoses, dates of evaluation, and names of tutors, making it easier to communicate about students as they move between divisions.

·       Work closely with Division Principal, Advisors, and Department Chair of Learning Services to track students who are not making adequate progress in our program.

·       Attend all team meetings and parent meetings of students of concern throughout the year.  Be available for consultation during parent conference days.

·       Consult about students’ academic strengths and needs, both as individuals when communicating with teachers, and as a group when meeting with the administrative team. 

·       Observe classes and offer manageable and useful suggestions to teachers about how to best meet students’ needs through general teaching style and techniques. 

·       When working with individual students, provide expertise to help students develop effective learning strategies.

·       Meet regularly with learning specialists from all three divisions to communicate about students and to work on goals as the Learning Resource Team.

·       Collaborate regularly with the MS Counselor on students whose needs are both academic and social/emotional.

·       Attend administrative meetings when invited to present information about learning issues, support concerns and development questions relative to students at GDS.

·       Attend workshops and seminars to remain knowledgeable about the current research in accommodating students with learning disabilities in the middle school classroom.

·       Read all admissions files for grades 5-8 and attend all pertinent meetings in the Admissions process.

·       Create profiles for middle school students from psycho-educational evaluations and make them accessible to teachers in a timely manner. Develop and system to ensure teacher understanding and implementation of accommodations. 

·       ERB testing: Order CTP materials, set schedule, organize proctors, manage extended time, send student materials back to ERB for scoring, organize results from ERB, consult as needed with families following their receipt of score reports.

·       Communicate with and supervise tutors using GDS space during school hours.  Monitor communication between tutors and teachers.

·       Observe students who are struggling and make recommendations for support, including time after school with classroom teachers, short term support with MS learning specialist (including the possibility of push–in/pull–out support), long term tutoring (either for remedial work or for homework support), and if necessary, outside evaluation. 

·       Support students with short term support on issues of organization, note-taking, test preparation, and other study skills.  Make recommendations for long term tutoring if necessary.

·       Continue developing and expanding resource lists for referrals to evaluators and/or tutors.

·       Meet with professional evaluators to ensure they are familiar with GDS when they are making recommendations for support in their evaluations.

 

Qualified candidates should submit a cover letter, resume and, list of three references using our online application system. To apply and to find out more about the school, candidates should visit our website at www.gds.org. 

 

How to Apply

Georgetown Day School does not discriminate in its educational, admissions, and personnel programs and policies or activities on the basis of race, color, national or ethnic origin, age, religion or religious creed, sexual orientation, gender identity and/or expression, disability or any other characteristic protected under applicable federal, state or local law.

More Jobs

The Associate Director is responsible for leading the Lower School admissions and enrollment efforts in order to attract a broad, diverse, and mission-aligned applicant pool to enroll in our foundational grades. As the primary ambassador for our Lower School program, this individual will play a crucial role in influencing applicant families to make a significant financial and emotional investment in their children’s early learning years.

Georgetown Day School (GDS) is now accepting applications for its newly created position, Director of Human Resources. The ideal candidate will be a human resources generalist with labor relations experience who can provide a comprehensive range of Human Resources capability in support of the school’s employees.

Georgetown Day School seeks a long-term substitute Visual Arts teacher for the first semester of the 2020-2021 school year, beginning September 14, 2020 and continuing until January 6, 2021. The position entails teaching a full range of courses across the Lower/Middle School.

Georgetown Day School, a PreK-12 coeducational day school, located in Washington, D.C. and dedicated to the creation of a just, inclusive and diverse school community, invites applications for a Middle School Learning Specialist.  Candidates who seek to partner with teachers, students, and their families in maximizing the academic learning experiences of all students are particularly encouraged to apply.