Trinity Episcopal School is seeking a K-8 Learning Catalyst. This employee is a member of the faculty and reports directly to the Assistant Head of School for Academics. This 10.5-month, full-time, exempt position meets regularly with the Lower School and Middle School Administrative Teams. In support of the School’s Mission Statement where “a student of Trinity is challenged to academic excellence while honored as an individual with unique potential,” the K-8 Learning Catalyst will strive to maximize the learning potential of all students through teacher, parent, and student support, collaboration, and education. Though our curriculum allows our teachers to differentiate instruction for students where needed, some students may need additional interventions and/or accommodations in the classroom and beyond to ensure success. Specifically, the K-8 Learning Catalyst will work closely with teachers to support curriculum implementation and instructional differentiation. The K-8 Learning Catalyst leads the Student Support team, which includes the division heads, academic deans, school counselors, and teachers.  The K-8 Learning Catalyst supports the work of the School by promoting the mission, values, and policies of Trinity Episcopal School. Finally, like all other faculty, the K-8 Learning Catalyst will assist the overall educational efforts of the school by participating whenever and wherever he/she can.  

Primary Responsibilities: The K-8 Learning Catalyst’s primary responsibilities include the following:

General Administration and Responsibilities  

• Lead and manage all scheduling for bi-weekly Learning Catalyst meetings with each grade level in the Lower School, and weekly meetings with all teachers in the Middle School, to discuss the needs of students, create a plan for success and implement strategies that support those students. Learning Catalyst meetings are also attended by the Student Support Team which includes the division head, academic dean, school counselor, and community life representative
• Provide resources and materials for teachers and parents to support academic success and differentiation
• Assess the academic and behavioral needs of both current and potential students. For the latter, work closely with the Admission team in determining the academic readiness for all applicants
• Coordinate and update student testing, records, and transition notes, and communicate this information, as well as information on learning differences and classroom strategies, to teachers and other appropriate staff
• Attend parent/teacher conferences when needed 

• Maintain professional contacts with Charlotte area specialists, such as psychologists, speech therapists, occupational therapists and tutors, offer recommendations of outside services when appropriate and serve as a liaison between the school and outside professionals.

Faculty: Meet regularly with lower school and middle school teaching teams to determine the learning strategies and the developmental needs of students. Specifically this person will:  

• Collaborate daily to support teachers and instructional assistants in the classroom in the area of curriculum and instructional differentiation.
• Act as a resource to faculty by modeling instructional strategies, identifying and developing curricular and instructional resources 
• Monitor and evaluate the curricular and instructional programming in support of providing appropriate differentiation support for all learners
• Use all available data and assessment to proactively plan for differences (small guided groups, curricular resources, homework, etc) with research-based and specific learning strategies
• Design and facilitate effective professional development workshops and opportunities for faculty and staff members 
• Partner with the Academic Deans, Digital Learning Catalyst, English Language Learning Catalyst, and School Counselors in support of student learning needs, differentiation, and social-emotional support

Families: Support the parents and guardians of students, specifically those with learning differences. Specifically, this person will: 

• Guide families through the process of psychological educational testing, 504 and IEP planning as needed and appropriate
• Design and present parent engagement opportunities to support families as partners with the school. 
• Provide resources and other materials to families in support of the teaching and learning needs of students
• Serve as a liaison to the parent affinity group and its members
• Coordinate the Trinity Tutors which connects faculty to students in support of learning
• Coordinate and manage outside services such as speech therapy, Orton-Gillingham tutoring, and Occupational Therapy for students

Students: In collaboration with teachers, work with students using a “push-in” model to provide academic support, differentiation, and organizational skills with an emphasis on literacy and mathematics. Specifically this person will:

• Advocate for the needs of students with learning differences, including advanced and struggling learners. 
• Meet one-on-one and with small groups of students to support their differentiation needs
• Teach, advise, or assist in conducting support groups for students where needed

Education and Work Experience

• A minimum of an undergraduate degree in education or a related field is required.
• An advanced degree or certification/specialization in special education and gifted education is preferred.
• Three or more years of experience in a similar position and five or more years of lead teaching experience in an elementary and/or middle school environment are required

Skills and Qualifications

• Initiative, the ability to collaborate, and flexibility are key skills for this role
• Excellent interpersonal, presentation, writing, organizational and communication skills
• Strong knowledge and experience using Google suite applications

About Trinity Episcopal School

Founded in 2000, Trinity Episcopal School is an independent, co-educational school of more than 435 students in grades K?8. Situated on an urban campus in the Garden District of Charlotte’s First Ward neighborhood, TES capitalizes upon the vibrant Center City as an extended classroom for cultural enrichment, hands?on learning, and opportunities to serve the community. A mission?driven school, Trinity is dedicated to three equally valued and thoroughly intertwined goals: creating scholars, nurturing spirituality, and embracing diversity. TES is a place of pride and passion, where teachers and students are fully engaged. Trinity’s constructivist curriculum challenges students to academic excellence and seeks to maintain the curiosity found in young learners. In keeping with the Episcopal educational tradition, spiritual development is integral to the Trinity experience and is reflected in regular opportunities for community worship and a comprehensive service?learning program. The founders of Trinity Episcopal School sought to create a student body that would reflect the population of the Charlotte metropolitan area, and it is comprised of a diverse community of learners who lear...n together with a mutual sense of belonging, respect, and acceptance. Trinity is populated by a rich variety of people from diverse racial, ethnic, religious, and socioeconomic backgrounds. This intentional pluralism is a hallmark of Episcopal schools that Trinity has embraced since its founding. Additionally, Trinity has established an honor code that holds students to the highest standards of integrity and personal conduct.

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