Lower School Learning Specialist (EC–4)

Reports ToDirector of Learning Support and WellnessCollaborates Closely with Lower School Director, classroom teachers, reading and math specialists (as applicable), schoolcounselors, Student Support Team, and families, as well as outside providers when appropriate.Position SummaryThe Lower School Learning Specialist is a senior learning-support practitioner and instructional leaderwho advances the Schools commitment to helping every young learner thrive. The Learning Specialistsupports a caseload of students with learning differences and learning needs that may include ADHD,specific learning disabilities, dyslexia and other language-based learning differences, dysgraphia,executive functioning challenges, and related profiles involving attention, memory, and processing thataffect learning.The Learning Specialist delivers evidence-based, developmentally appropriate instruction andintervention through a combination of push-in, pull-out, small-group, and individual support. Equallyimportant, the Learning Specialist partners with classroom teachers to strengthen inclusive anddifferentiated instructional practice, ensuring that accommodations and learning plans move from paperto daily classroom impact.This role requires strong professional judgment, refined communication skills, comfort interpretingeducational evaluations, and a collaborative, systems-oriented approach. The Learning Specialist is amember of the Student Support Team and contributes to a coordinated, student-centered model thatintegrates academic support with social-emotional and wellness supports.Core ResponsibilitiesStudent Support, Intervention, and Skill-BuildingProvide targeted intervention and strategy instruction aligned to student needs in areas such asfoundational literacy and language, written expression, math problem-solving, and executivefunctioning (time management, organization, planning, initiation, self-monitoring).Support students in developing age-appropriate self-advocacy and a positive learner identity.Deliver support using flexible service models (push-in, pull-out, small group, and 1:1) to maximizeapplication and generalization of skills.Case Management and Individualized Learning PlanningManage a Lower School caseload, including: Reviewing student information (teacher observations, work samples, screening/assessment data, andoutside evaluation reports) to identify strengths, needs, and prioritiesCreating, maintaining, and regularly updating individualized Learning Plans/Service Plans that includeclear goals, recommended strategies and accommodations, progress indicators, and review timelinesEnsuring plans are actionable for teachers, understandable for families, and developmentally appropriatefor studentsMaintaining accurate, confidential student records and documentation of services and outcomesScreening, Assessment, and Data-Informed Decision MakingIn collaboration with colleagues, support a coherent Lower School screening and interventioncycle by: Administering or coordinating approved academic screeners and/or diagnostic measures (reading and/ormath, as appropriate to the schools program)Interpreting formal and informal assessment results, including the practical classroom implications ofpsychoeducational/neuropsychological evaluationsMonitoring progress frequently and adjusting intervention intensity, strategy, and/or setting based onstudent responseProducing concise summaries for teachers and families that translate data into next stepsMaking recommendations for additional evaluation and/or outside services when concerns persist despitetargeted interventionFaculty Partnership and Instructional LeadershipServe as a trusted teaching partner to faculty by: Coaching teachers in evidence-based differentiation, inclusive practices, and faithful implementation of accommodations and learning plansModeling strategies in classrooms and/or co-planning lessons that proactively reduce barriers to learningObserving students in classroom contexts to understand learning demands, classroom structures, andopportunities for supportSupporting teachers in creating learning environments that are structured, warm, and developmentallyappropriateProviding targeted professional learning (informal coaching and formal PD sessions) connected tolearning differences, executive functioning supports, and effective intervention practicesFamily Communication and Relationship-BuildingPartner with families through: Clear, timely, and compassionate communication about student progress, goals, and strategiesParticipation in parent-teacher conferences and student-support meetings as neededGuidance to families on understanding learning profiles and selecting appropriate external resources(tutoring, evaluation providers, therapy supports)Coordination with outside providers, with family permission and in alignment with school protocols, toensure coherent supports across settingsStudent Support Team Collaboration and Referral ProcessesAs an active member of the Student Support Team, the Learning Specialist will: Participate in regular Student Support Team meetings and referral processesHelp analyze referrals, determine next steps, and coordinate follow-up actionsCollaborate with school counselors and wellness professionals to ensure academic concerns areaddressed in tandem with social-emotional and wellness factorsContribute to an integrated approach that recognizes learning, behavior, and wellbeing as interconnectedCommunity Partnerships and Systems NavigationWhen appropriate and aligned to school policy, coordinate with relevant community entities and resources tosupport students and families, which may include cooperation with Fort Wayne Community Schools forevaluation or service coordination processes when families pursue services outside the Schools resources.Professional Responsibilities and School LifeUphold the professional obligations expected of independent-school faculty/staff members by: Attending Early Childhood/Lower School meetings, Student Support Team meetings, and LearningSupport and Wellness meetings, and providing timely updates to the Director of Learning Support andWellnessParticipating in school-wide professional development and maintaining current knowledge of learningsupport research and practiceDemonstrating excellent professional ethics, discretion, and confidentialityContributing positively to School culture and collaborating respectfully with colleaguesSupporting recruitment and retention through strong relationships with students and their families