Greensboro Day School’s mission is to develop the intellectual, ethical, and interpersonal foundations students need to become constructive contributors to the world.
Learning Resource Coordinator
Assistant Head of School for Student Services and Dean of Student Life
Greensboro Day School teachers are responsible for providing students with developmentally appropriate, engaging learning experiences. Lessons should be aligned with the department and/or division curriculum and expectations. Teachers model lifelong learning by remaining current with leading edge, student-centered pedagogy and content. They are responsible for the physical, social, and emotional well-being of students.
The Upper School Learning Resource Coordinator collaborates and consults with faculty, administration, and learning resource colleagues in supporting students with diagnosed learning differences. They also collaborate with faculty in supporting students who need enrichment or remediation. The Upper School Learning Resources Coordinator serves as a liaison between classroom teachers and families. They understand the range of learning differences students exhibit, and they remain current on brain research and associated effective teaching and learning strategies.
Work one-on-one, in pairs, or in small groups with students who have diagnosed learning differences (or other diagnoses when working in conjunction with the Nurse or Counselor) that impact achievement.
Address student reading, math, and writing skills based on information from teachers or testing.
Create and maintain a database of all students with an educational psychological evaluation that includes their learning plan
In collaboration with the classroom teachers, develop and implement appropriate support for students that may include specific curriculum, charts, forms, or other aids to help assigned students learn classroom material addressing learning strategies, study skills, developmental issues, executive function systems, and other identified learning profile needs
Familiar with standardized test administration and accommodations for students with educational psych evaluations on file. For example ACT, College Board, ERBs, etc.
Plan and execute lessons, using varied methods of instruction and assessment, that are in accordance with the School’s mission, Diversity Statement, educational philosophy, and departmental curriculum and competencies
Provide a safe, nurturing, caring educational environment in which every student sees the teacher as an ally and accessible advisor in the student’s quest to succeed
In collaboration with the classroom teachers, communicate in a timely manner with parents to inform them of progress and/or challenges in the classroom and in the school more generally
Provide a safe, nurturing, caring educational environment in which every student sees the learning support coordinator as an ally and accessible advisor in the student’s quest to succeed
Attend conferences with parents and/or teachers as requested.
Observe students who do not have psycho-educational reports in order to assess student needs. Complete quarterly comments for all students with diagnoses with 70 or below.
Ahead of major testing and assessment dates, communicate with students and families about extended time and other accommodations.
Ensure appropriate accommodations and modifications are made for the growth and development of students in accordance with the Student Accommodations policy in the GDS Family Handbook
Visit classrooms to work with small groups for remediation or enrichment as necessary.
Provide support to the tutoring program.
Stay abreast of current brain, learning differences, and pedagogical research
Communicate with and respond to parents’ questions and concerns in an effective and timely manner through a variety of means (email and telephone)
Attend scheduled meetings: whole school, division, grade, etc.
Participate as a member of the Student Support Team.
Participate in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook where applicable
Contributes to the life of the school through the completion of assigned duties and attendance at school events (examples include lunch supervision, extra academic help for students, carpool, clubs, admission events, advising, activities periods, arts and athletic events, field trips – day and overnight, assemblies, budget review and preparation, and bus duty)
In conjunction with Learning Resource Department, plans, organizes, and leads various professional development experiences for faculty
Participates in committees as necessary (i.e. Grade Level Teams, Student Services Team, etc)
Serves as a role model to faculty through the active participation and leadership opportunities in professional organizations; reads professional publications, and maintains personal networks
Performs other duties as assigned by the Head of School, Division Head, and Department Head
REQUIRED QUALIFICATIONS, KNOWLEDGE, SKILLS, AND EXPERIENCE:
Bachelor’s Degree required, Masters Degree or higher and requisite certification in teaching area desired
At least 2 years of teaching experience preferred
Understanding of child development for ages of students in class or grade
Proficient in the use of technology as a classroom tool
Excellent interpersonal and public presentation skills
The ability to communicate clearly and concisely in both written and oral form
The ability to define problems, gather and analyze data, establish facts, and draw conclusions
The ability to manage conflict with colleagues, students, and parents
Personal qualities of integrity, credibility, and unwavering commitment to Greensboro Day School’s mission
Collaborative and flexible
Sense of humor is appreciated
Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student specific health-related needs. Some weekend, evening, or early morning work may be required from time to time.
All teachers/staff must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. Some evening and weekend commitments including school celebrations, admissions and athletic events, concerts, and plays are encouraged as part of the job.
List by job title any positions to be supervised by the incumbent.
About Greensboro Day School
Celebrating it's 50th year, Greensboro Day School is a dynamic, co-ed independent day school located in Greensboro, North Carolina. Our vibrant learning environment provides the backdrop for an academic program that teaches students how to think--not what to think. We prepare them not only for college, but for life in a global society. Serving 765 students age 2- grade 12, character and leadership development, unsurpassed facilities, award winning arts, and a competitive athletics program are all part of the Greensboro Day School experience.