Student Support Specialist

PRIMARY PURPOSE

The Student Support Specialist provides targeted, research-based support to students with diverse learning profiles, ensuring they can access and thrive within the school's curriculum, instructional program, and learning environment. This role acts as a bridge between specialized support services and the general classroom, collaborating with faculty, families, and external professionals to foster an inclusive and academically rigorous environment.

• Provide individualized and small-group support focused on executive functioning skills, including organization, time management, and self‑monitoring.
• Foster student self‑advocacy by helping students understand their unique learning profiles and how to communicate their needs to teachers.
• Offer social‑emotional support and behavioral interventions, utilizing restorative practices or counseling to address academically related emotional challenges.
• Serve as Academic and Personal Counselor to a caseload of identified students, providing academic and personal support.

• Partner with teachers to implement classroom accommodations and differentiated instructional strategies that support neurodiverse learners while maintaining academic rigor.
• Conduct regular classroom observations of students on their caseload to better understand student needs and the pedagogical environment.
• Actively participate in Student Support Team (SST) meetings to ensure a cohesive approach to student care.
• Facilitate meetings with teachers at the start of the semester/year to discuss students’ learning profiles, accommodations, and potential instructional strategies.

• Review and explain psycho‑educational and neuropsychological evaluations for faculty and families.
• Develop and monitor internal support documents, including the HBA Educational Plan.
• Maintain accurate, timely, and confidential records regarding student progress and interventions.

• Serve as a primary point of contact for parents/guardians, providing regular progress reports on the effectiveness of strategies and student growth.
• Organize and host all annual high school family meetings and reviews for students with diagnosis.
• Provide resource referrals to families for external testing or specialized services (e.g., educational therapists, psychotherapists).
• Collaborate and consult with any external providers that the student/family is working with to provide coordinated support.

• Manage logistics for standardized testing accommodations through agencies such as the College Board and ACT.
• Schedule and coordinate proctoring of in‑school assessments for students eligible for extended time or other documented accommodations.
• Support the Admissions Office by conducting applicant observations or reviewing prospective student files.
• Collaborate with Principal, Director of Counseling, Vice Principal, and Curriculum Director for leading professional development regarding learning and neurodiversity.
• Contribute to the broader life of the school by serving as a club advisor or coach.
• Plan and implement workshops for students and parents on topics such as executive functioning and study skills strategies.

• Works collaboratively with supervisors of other departments in matters regarding student caseload.
• Other duties as assigned.

• Spiritual:
  Must have accepted Jesus Christ as Lord and Savior of their life and demonstrate a living relationship with Jesus Christ as described in “The Baptist Faith and Message,” the tenets of the Southern Baptist denomination. Active member of a Southern Baptist Church preferred.
• Skills/Knowledge:
  Instructional techniques, strong understanding of neurodiversity, child/adolescent development, skills in working with people and a collaborative mindset.
• Education/Training:
  An advanced degree, such as a Master’s or Ph.D., in Special Education, Counseling Psychology, Educational Psychology, or a related field is strongly preferred.
• Experience:
  
  Must have teaching and experience. Leadership experience is of benefit. Minimum of 3–5 years of experience in learning support, counseling and/or classroom teaching.