Early Childhood​/Lower School Literacy Specialist

About Léman

Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12, offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.

Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates.

Our community represents over 130 countries, fostering a global perspective and inclusive culture. Blending distinguished tradition with cutting‑edge innovation, Léman prepares students for the rapidly evolving college and career landscape — guided by our mission: “Each student, future prepared.”

This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students. Each employee demonstrates a commitment to anti‑bias and anti‑racism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme’s philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders.

As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.

• Works collaboratively with grade‑level teachers to provide coaching and support in regards to background knowledge and instructional planning
• Collaborates with grade‑level teachers on implementing differentiated teaching strategies to support a wide range of learners
• Is knowledgeable of learning styles and recommends appropriate strategies for teachers [and students] to implement, including ensuring that student needs are met
• Meets with homeroom teachers at least once a week to support literacy instruction
• Meets with DEIJ and Library faculty to support literacy across Early Childhood and Lower School
• Meets and collaborates with Learning Specialists to incorporate reteaching and extension plans for students
• Helps to plan, and may push in for, small group instruction to support literacy development
• Pushes into Early Childhood & Lower School classrooms weekly
• Provides continuity and progression within content areas
• Thinks creatively and flexibly on best structures to support student learning (based on data from varied ongoing assessments e.g. MAP testing with the support of IXL)
• Acts as a liaison and information resource for ELA vertical team
• Continues to research best practices and resources in the field of literacy, developing new reference sources for learning drives as needed
• Plans and implements parent information sessions (coffees), as well as adds to parent education drive to build understanding of school programs and student supports for home
• Attends Student Study Team meetings weekly
• Presents a positive role model for staff and students that supports the mission of the school; demonstrates behavior that is professional as identified in Employee Handbook
• Continues to grow professionally by participating in educational opportunities, reads professional publications, and participates in professional organizations
• Demonstrates flexibility and a positive attitude toward new challenges and growth opportunities
• Participates in school‑wide events; attends during and after‑school functions in support of school community
• Completes a minimum of two duties as assigned by Division Head (number of duties may vary depending on role)
• Attends and participates in all required faculty and staff meetings and serves on school committees as required

• Master’s Degree in Education/Literacy
• At least 7‑10 years of experience in a high‑performing school
• Multi‑grade classroom experience with foundations of reading, writing, and word study
• Extensive experience with pre‑emergent and emergent readers, writers, continuums, and supports
• Experience with reviewing, aligning, and creating curriculum
• Knowledge of varied assessment methods and is able to use data to inform next steps of instruction
• Exhibits strong collaboration, communication, and interpersonal skills
• Is able to multi‑task in differing areas concurrently
• Shows the ability to listen to all voices, be inclusive of all team members, and understand different learning and work styles
• Is highly organized, self‑directed, and reliable
• Commitment to the school’s mission, core values, and inclusion statement