Learning Support Specialist, Lower and Middle Divisions

Overview

Stevenson School is a PK-12 co-educational, college-preparatory, boarding and day school with enrollment of 750 students on two campuses in Central Coast California. The Upper Division campus (Grades 9-12) is located in Pebble Beach. The Lower/Middle Divisions Campus (Grades PK-8) is in Carmel-by-the-Sea. Stevenson is a mission-driven school that aims to help students shape joyful lives while instilling a passion for learning and achievement to prepare them for success in school and beyond.

Stevenson School is seeking a Learning Support Specialist, Lower and Middle Divisions, for an immediate start. The Learning Support Specialist (LSS) partners with students, families, faculty, and school leaders to ensure students with diverse learning profiles have equitable access to the Stevenson curriculum. Working under the direction of the Director of Learning Support and in collaboration with the Heads of Lower and Middle Divisions, the LSS provides evidence-based interventions, develops and implements Student Accessibility Plans, consults with faculty, monitors student progress, and collaborates with families and outside providers to promote student success.

This is a full-time, 10-month per year, non-exempt position with summer project work in preparation for the next school year, as directed by the director of learning support and heads of the lower and middle divisions.

• Student Support & Intervention:
  Provide individualized and small-group academic support for Lower Division students; design and implement evidence-based interventions in reading, writing, mathematics, executive functioning, organization, study skills, and self-advocacy; deliver explicit instruction in organization, planning, time management, metacognition, and self-regulation; interpret psycho educational and neuropsychological evaluations to develop, implement, and annually revise Student Accessibility Plans; provide targeted before- and after-school intervention sessions for individual students and small groups as needed.

• Assessment & Progress Monitoring:
  Administer and interpret school-based academic screeners and informal assessments; analyze assessment data to identify student strengths and areas of need; use data to inform intervention planning and instructional decisions; maintain accurate progress-monitoring systems and student records; evaluate intervention effectiveness and adjust instructional approaches based on student outcomes.

• Faculty Collaboration & Instructional Consultation:
  Partner with teachers to differentiate instruction and accommodations for students with Student Accessibility Plans; conduct classroom observations and ensure effective implementation of accommodations; promote inclusive instructional practices using Universal Design for Learning (UDL); develop and facilitate professional learning related to learning differences and inclusive education; consult with the Admissions Office regarding applicants with learning profiles; review psycho educational evaluations for prospective students;
  
  participate in admissions conversations regarding support and fit.

• Family & School Partnership:
  Build collaborative relationships with families through regular communication about progress and support strategies; participate in Student Success Team meetings and parent conferences; coordinate with outside providers with family consent to support student needs.

• Program Development & Administrative Responsibilities:
  Maintain confidential student records and ensure compliance with school policies regarding accommodations; maintain records of interventions and progress data; organize and facilitate Lower Division Learning Support Meetings; collaborate with Student Success Team and division leaders to support student well-being and academic success; contribute to ongoing evaluation and improvement of Stevenson School's Learning Support Program.

• Professional Responsibilities:
  Stay current with research and best practices in learning differences, literacy, math intervention, executive functioning, and inclusive education; participate in professional development, faculty meetings, committees, and planning; contribute to school life through service and events; build positive relationships with students, families, faculty, and colleagues; demonstrate professionalism, confidentiality, cultural competency, and commitment to an inclusive, student-centered environment.

• Bachelor's degree or the equivalent in education and experience;
  Master's degree in Special Education, Educational Therapy, School Psychology, Reading Specialist, or related field preferred.
• Minimum 3 years of experience working with neurodiverse students; experience in assessing, implementing, and overseeing Student Accessibility Plans preferred.
• Experience supporting students in independent/public school or elementary/middle school settings.
• Experience interpreting psycho educational evaluations; experience collaborating with multidisciplinary…