Jobs

Andover School of Montessori Part-Time Reading/Learning Specialist 

Andover School of Montessori is seeking an experienced Learning Specialist with a Master’s Degree in reading, learning differences, special education or similar field to work in a private school setting with pre-k through middle school students. The Learning Specialist should have experience with children who have language based learning disabilities and provide instructional support to students through offering organizational and time management strategies and teaching effective study skills. The Learning Specialist will work closely with teachers, program level directors and Head of School to provide and help implement strategies and learning plans to meet the needs of the individual students.   

To apply, email resume and cover letter to incoming Head of School, Barbara Orlowitz, borlowitz@andovermontessori.org.

Personal Qualities

• Ability to communicate effectively (orally and in writing) and establish and maintain effective working relationships with students, faculty, staff and parents. 
• Excellent organizational skills
• Excellent interpersonal skills
• Ability to be flexible, manage complex situations and adapt to changing work priorities and assignments

Academic Qualifications

• Master’s degree – psychology or related field specializing in literacy, learning 
• A minimum of five years experience in an educational institution as a school reading/learning specialist or special educator
• Ability to provide differentiated approach to literacy instruction
• Broad knowledge of learning differences
• Training in Orton-Gillingham, Wilson Fundations or similar program desired

Responsibilities

• Facilitate skills classes that focus on executive function
• Help students gain self-awareness of their learning style, needs, and strategies for academic success
• Collaborate with faculty to discuss strategies and resources for individual students
• Oversee consistent implementation of learning strategies
• Provide differentiated approach to literacy instruction
• Conduct small reading groups (tier 2 – 2 times/week)
• Meet with students individually; informally evaluating learning style; make recommendations; write up learning plans, follow up on learning plans
• Administer DIBELS three times a year to K, 1 & 2 year students
• Support teachers in developing and administering monitoring systems that provide information on students’ progress in meeting benchmarks  
• Work with teachers and program level directors to evaluate the individual academic needs of students who demonstrate a need for support intervention and review their progress
• Maintain close communication with families regarding student progress and supports in place, including parent conferences and team meetings as necessary