Upper School Learning Specialist

Position Purpose

We are seeking a collaborative innovator to serve as a vital bridge between pedagogy and practice. This role is designed for a learning specialist who doesn't just support students but actively builds teacher capacity. The successful candidate can turn recommendations from psychoeducational evaluations and learning profiles into practical classroom strategies, helping ensure the grades 9–12 curriculum is accessible, challenging, and engaging for all learners. This position starts August 28, 2026.

Essential Functions

• Preplan for and teach a small-group support class, with a focus on implementing learning support strategies and executive functioning.


• Push-in to classrooms to support students, teachers, and the learning environment. May also provide targeted "pull-out" intervention.


• Utilize direct instruction, front-loading, and re-teaching to support students in all content areas and executive functioning.


• Implement recommendations from learning profiles and conduct progress monitoring to adapt support in real-time.


• Collaborate with Department Heads and faculty to review curricula, model differentiated instruction, and provide observation-based feedback.


• Work closely with Student Resource Center faculty and Upper School leadership to manage tiered intervention plans.


• Advises approximately 10 students, serving as a mentor and liaison between the school and family, and providing academic, social, and emotional support.


• Design creative, innovative enrichment and intervention strategies that spark a passion for learning.


• Build trusting, mission-aligned relationships with families as a supportive resource.


• Conducts progress monitoring assessments and screenings, as needed.


• Maintain a growth mindset by staying current on neurodiversity research and best practices.


• Foster an inclusive environment that values diversity, equity, and belonging in every interaction.

Preferred Qualifications

• A degree or certification in Special Education is required. A Master's Degree or Reading/Math Specialist certification is preferred.


• Minimum of 3 years working with high school-aged students.


• Proficiency in Google Workspace and expertise in Orton-Gillingham, IMSLEC, or CERI (preferred).


• Strong background in secondary curricula (Language Arts, Sciences, and advanced Math).


• A high level of flexibility, a great sense of humor, and a drive for creative problem-solving.

Application Procedure

To be considered, candidates must upload a cover letter, resume, statement of teaching philosophy, and information for three references through our online platform.

Springside Chestnut Hill Academy is an Equal Opportunity Employer.

The School is committed to providing reasonable accommodations for qualified individuals with disabilities during the application process and in employment as required by law.