Learning Support Coordinator

Berkeley Rose Waldorf School is seeking a collaborative, knowledgeable, and resourceful Learning Support Coordinator to strengthen our ability to support students with diverse learning profiles from Preschool through Grade 8.

This is a full-time, 40-hour-per-week position. Applicants seeking a 0.75 FTE position may also be considered.

Working in partnership with teachers, families, administrators, and outside professionals, the Learning Support Coordinator will coordinate Individual Learning Plans, provide classroom consultation, offer targeted small-group instruction, and help teachers identify practical strategies and accommodations that support students within the classroom community.

At Berkeley Rose, we believe children flourish when they are deeply known, thoughtfully supported, and surrounded by caring adults working together on their behalf. Our goal is not to create a separate system around children who learn differently, but to help students remain meaningfully included in the life, relationships, and learning of their classrooms whenever Berkeley Rose can appropriately meet their needs.

The Learning Support Coordinator will bring knowledge and experience to this work while also listening carefully, learning about our school, and helping strengthen the Learning Support Program in partnership with faculty and school leadership.

Develop, implement, and monitor Individual Learning Plans for students who require accommodations or additional support.

Conduct classroom observations and appropriate student screenings.

Review educational and psycho-educational evaluations and translate recommendations into practical school-based supports.

Collaborate with teachers to develop classroom strategies, accommodations, instructional approaches, and organizational supports for students with diverse learning profiles.

Provide targeted small-group instruction in literacy, executive functioning, mathematics, study skills, or other foundational learning areas.

Meet with families to discuss evaluations, Learning Plans, student progress, and appropriate outside resources.

Coordinate communication with educational evaluators, educational therapists, psychologists, speech-language pathologists and other outside professionals.

Participate in Student Support Team meetings and other collaborative student support processes.

Review admissions materials and participate in admissions discussions when an applicant has identified learning or support needs.

Provide faculty consultation, resources, and occasional professional development related to neurodiversity, structured literacy, executive functioning, accommodations, and inclusive educational practices.

Maintain accurate and confidential student records and communications.

Berkeley Rose does not provide one-to-one tutoring, intensive remedial services, or a separate special education program. When a student's needs extend beyond the support available through the school, the Learning Support Coordinator helps, if possible, the family identify appropriate outside resources.

Bachelor's degree in education, special education, educational therapy, child development, psychology, or a related field.

Experience supporting students with diverse learning profiles in a school or educational setting.

Experience collaborating with teachers and families.

Ability to interpret educational and psycho educational evaluations and translate recommendations into practical classroom supports.

Strong organizational, written, verbal, and interpersonal communication skills.

Demonstrated ability to maintain confidentiality and exercise sound professional judgment.

A willingness to learn more about Waldorf education and how learning support can complement Berkeley Rose's educational philosophy and classroom practices.

Master's degree in education, special education, educational therapy, school psychology, reading, or a related field.

Experience in an independent school or Waldorf school.

Experience as a Learning Specialist, Resource Specialist, Educational Therapist, Reading Specialist, Special Education Teacher, or in a similar role.

Training or experience in structured literacy or evidence-based approaches such as Orton-Gillingham, Wilson Reading, Lindamood-Bell, SPIRE, Sounds in Syllables, or a comparable program.

Experience providing classroom consultation, teacher coaching, or targeted small-group instruction.

Knowledge of dyslexia, dysgraphia, dyscalculia, ADHD, executive…