Lower School Learning Coach

Description

At The Mount Vernon School , students are empowered to discover, explore, learn, design, create, and effect change. With a commitment to Identity, Diversity, Equity, and Action (IDEA), we welcome the opportunity to engage in honest, vulnerable, and courageous conversations that challenge our biases and assumptions. Our goal is to design a better world, so we choose to equip students with the knowledge, skills, attributes, and relationships they need to be impact-ready.

The Team

The Lower School Team works collaboratively to teach foundational literacies and build hands-on inquiry/project-based experiences for students. Each gravel-level team is led by a Head of Grade and works with a Learning Coach to meet the needs of every individual student. Leveraging tools and resources such as visible thinking routines, off-campus expeditions, mindfulness/SEL, internal/external experts, and a team of connectors (Maker, Performing Arts, Physical Educator, Science, Spanish, Visual Arts) the Lower School team is able to activate agency and imagination for our learners who are ready to make an impact today.

The Role

The learning coach is responsible for helping all students to be successful in their learning journeys through small-group, differentiated instruction and assessment, student progress monitoring, student support accommodations, and parent support in conjunction with the classroom teacher. The unique position has the opportunity to act as a student advocate and bridge with all stakeholders (teachers, parents, outside providers). This role is important as we seek to customize and personalize the learning experience for each individual student. Strong candidates will have experience with student learning differences as well as working twice exceptional and/or gifted students.

Responsibilities

• Facilitate small group, differentiated instruction with small pull-out/push-in groups of 4 to 8 students for extension/remediation.
• Teach/model student-centered, interdisciplinary, and curiosity-driven learning experiences
• Design data-driven, small-group experiences for both remediation and enrichment in both math and literacy
• Coordinate, communicate, implement, and monitor student accommodation plans
• Collaborate with teachers, parents, and outside providers to support students’ individual needs
• Co-design and administer differentiated curriculum and assessments with Grade-level teams
• Maintaining comprehensive records of performance, progress, and goals using MV tools
• Actively participating in professional growth opportunities
• Participate in and lead weekly school/division/team meetings/professional development
• Meet the needs of the division by helping with coverage and duties
• Lead professional learning and support grade-level teams on best practices in student support

Core Competencies

• Cultivate respectful and affirming environments
• Demonstrate cultural proficiency & equity literacy
• Facilitate learning through inquiry-based learning pedagogies and executive functioning
• Consistently and accurately document/communicate student progress
• Understanding of Competency-Based Assessment/Mastery Approach to Learning
• Ability to collaborate and communicate with different stakeholders effectivel
• Knowledge of Inquiry-Based Learning Pedagogies (PBL, VTR, QFT, DT)

Requirements

• Bachelor’s degree in education, human and organizational development, and/or related fields (Master’s Degree preferred)
• Deep knowledge of child development, pedagogy, learning differences, and gifted education
• Training in Orton-Gillingham or other systematic phonics and math instruction
• Experience developing curriculum through innovative and experiential collaborations
• Classroom experience (preferred)

Start Date | July 28, 2025 

This job description is intended to describe the basic elements of the job and should not be construed as an exhaustive list of all responsibilities, skills, efforts or working conditions associated with the job. This job description does not constitute a contract. It may be modified or amended at any time as determined in the School’s discretion.

The faculty and staff of The Mount Vernon School believe the fair and equitable treatment of employees is critical to fulfilling its mission and purpose. It is the policy of The Mount Vernon School is to conduct business and provide equal employment opportunity to all persons without regard to race, color, age, gender, religion, national origin, disability status, protected veteran status, or any other characteristic protected by federal, state or local laws