Upper School Learning Specialist

McDonogh School seeks a passionate and innovative Upper School Learning Specialist to join our inclusive community. The ideal candidate will bring expertise in learning support, a deep commitment to student success, and the ability to foster an environment where every student can thrive. This role offers the opportunity to make a meaningful impact on students' academic journeys in grades 9-12 while collaborating with a dedicated team of educators and working closely with the Director of Learning Services, the multi-divisional Learning Services team, and the Head of Upper School to ensure program continuity and alignment across divisions.

Compensation will generally be offered in the range of $60,000- $75,000. Individual offers will be specific, and based on education, experience, and benchmarking parameters.

Essential Functions

• Student Support & Development
• Provide direct academic coaching and support to students with learning differences, ADHD, executive functioning challenges, and other learning needs
• Guide students in developing essential academic skills, including critical reading, analytical writing, time management, executive functioning, and effective study strategies
• Monitor student progress through data collection and assessment, adapting support strategies to ensure continued growth
• Facilitate student self-advocacy and independence in their learning journey
• Interpret psycho-educational evaluations and other special education documentation to create and maintain comprehensive Student Learning Plans
• Collaborate with teachers, administration, and families to identify if/when a student needs psychoeducational evaluation and help the student and families navigate through that process
• Communicate regularly with teachers, administration and families regarding student progress, strategies, and support plans
• Faculty Collaboration & Leadership
• Partner with classroom teachers to implement effective differentiation strategies and accommodations
• Participate in weekly student advocacy meetings to ensure comprehensive support and coordinate interventions
• Serve as a resource and consultant for faculty in developing inclusive teaching practices and addressing individual student needs
• Collaborate with department chairs and the Academic Dean on curriculum accessibility and universal design for learning
• Support teachers in understanding and implementing accommodations outlined in Student Learning Plans
• Program Support & Coordination
• Engage as an productive team member of McDonogh's Learning Services team, including participating in departmental meetings and initiatives
• Maintain confidential student records and documentation in compliance with privacy regulations
• Provide regular program updates and data analysis to school leadership
• Work collaboratively with the Director of Learning Services to ensure vertical alignment and program continuity across divisions
• Maintain strong relationships and communication with Learning Specialists in Lower and Middle School to facilitate smooth student transitions
• Participate in admissions processes, including reviewing applications and providing insights on prospective students' learning needs
• Professional Growth and School Contributions
• Engage in ongoing professional development to stay current with best practices in learning support, assistive technology, and inclusive education
• Act in accordance with and overtly support the school's mission and values
• Contribute to the broader school community through participation in school initiatives and committees
• Support school-wide initiatives and policies
• Exhibit professional standards of presentation, punctuality, courtesy, and discretion
• Respond flexibly to the evolving needs of the School as determined by the Director of Learning Services and the Head of Upper School

Bachelor's degree in Education, Special Education, Psychology, or related field (required). Master's degree in Education, Special Education, School Psychology, Educational Psychology, or related field (preferred).

• Background in curriculum development and differentiated instruction (preferred)
• Demonstrated expertise in learning differences and evidence-based support strategies (required)
• Experience in independent school settings (preferred)
• Expertise in creating and implementing accommodation plans
• Familiarity with Section 504, ADA, and best practices in learning support
• Minimum 5 years of experience working with high school students with diverse learning profiles (required)
• Proficiency with learning management systems, assistive technology tools, and current educational technology
• Training in executive functioning coaching and academic skills development (preferred)
• Understanding of educational testing, assessment, and interpretation of psychoeducational evaluations

• Ability to analyze data and use it to inform support strategies
• Ability to build trust and maintain strict confidentiality
• Approachability and ability to build supportive relationships with students and families
• Collaborative approach to problem-solving and teamwork
• Commitment to creating an inclusive and equitable learning environment
• Cultural competency and ability to work successfully with and within a culturally diverse student body, staff, and community
• Flexibility and adaptability in meeting diverse and evolving student needs
• Must be able to comply with background check, including finger prints, as required by the agency and / or state regulations.
• Must possess personal qualifications including flexibility, patience, professionalism, and physical and mental health consistent with the demands of the position
• Strong communication and interpersonal skills with students, families, faculty, and external providers
• Strong organizational and project management skills
• Strong work ethic and commitment to student success
• Warmth, enthusiasm, and genuine care for adolescent learners

Evening and occasional weekend hours may be required for parent meetings, school events, or professional development. Physical demands include sitting for extended periods during meetings and individual student sessions, as well as standing and walking. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. This position requires the ability to move around campus throughout the day, including walking and/or climbing stairs to various locations.