US Academic Skills Teacher 2021-2022

Position Description:

Paramount to fulfilling our mission and modeling, embodying, and implementing our citizen leader framework we call Lead from Here is the commitment to nurturing a young person’s individual potential, including the different ways each student learns. Our Upper School Academic Skills teacher must have an in-depth understanding of learning differences, the ability to teach learning strategies that support executive function, to advocate for students and their families, and be able to manage confidential information.

A major responsibility of the position is to assist with the development of the total child including the ability to identify and communicate the most effective and efficient  methods for working with each student in the program. 

Proper collaboration will include being able to establish an effective working relationship with the Upper School Leadership Team, in particular the Upper School Counselor, and the Chair of the Academic Skills department. Forming effective partnerships with faculty team members, parents, and outside providers in determining a learning plan that will help meet each student’s goals is of primary importance.

He or she must prioritize relationship building, exhibit effective communication skills, and focus on nurturing and caring for students and families dealing with sensitive circumstances.  He or she must exercise good judgment and comply with school standards as they relate to faculty conduct.

Responsibilities:  

The master teacher should bring energy and passion for teaching students with learning differences. Other responsibilities and necessary competencies include the following:

•  Understanding executive function skills and supporting students with developing strategies. 
• Teaching five classes; planning and executing lessons; managing and monitoring student learning.
• Writing weekly progress reports for enrolled students in the Academic Skills program.
• Supporting classroom teachers by sharing best practices for working with students with learning differences.
• Reading psycho-educational reports; planning and communicating appropriate accommodations to students, parents, and teachers.
• Developing, implementing, and reviewing individualized learning plans with students, parents, and teachers. 
• Advising 10-12 students; facilitating the “Lead From Here” curriculum; meeting with parents of advisees.

Participating in other aspects of the School community - coaching a sport highly preferred