Middle School Learning Specialist at Headroyce

Learning Specialist - starting August 1, 2026   Head-Royce School is seeking an additional Learning Specialist to work in its Middle School division (grades 6-8). The Learning Specialist is a full-time, 10 month position. The Learning Specialist supervised by the MIddle School Director.    The Middle School Learning Specialist is responsible for identifying and supporting students with learning differences and those who are experiencing academic challenges. The specialist works closely with students (individually and in small groups), coaches faculty, partners with administration, and with parents. The Learning Specialist provides professional development to the faculty, interprets evaluations, and recommends accommodations to be implemented in the classroom. The Learning Specialist plays a key role in fostering an inclusive academic environment where every student can thrive.   Student Advocacy and Learning Support • Analyze and synthesize student evaluations to develop comprehensive learning profiles, effectively communicating these insights to faculty and students to inform instructional strategies. • Meet with students in one-on-one or small-group settings to implement personalized learning plans and strategies. • Create and lead a structured study hall for identified middle school students, implementing a scaffolded curriculum that balances independent student support with explicit & targeted group lessons on executive functioning, such as organization, time management, and self-advocacy. • Design an advisory curriculum that supports students’ development of executive functioning skills across all grade levels. • Screen and track student progress using both informal and formal assessment tools, and provide regular feedback to students, parents, and teachers. • Communicate with outside specialists who work with students with learning differences. • Manage and maintain confidential student records and accommodations rosters, ensuring data is accurately, consistently, and efficiently recorded. Ensure data access for all authorized staff. • Seek and vet diverse providers and economically accessible outside support providers • Schedule tutoring spaces Professional Development and Faculty Collaboration • Observe and plan with teachers to provide feedback on the implementation of a differentiated approach and instructional techniques, keeping learning profiles in mind. • Consult with and advise faculty and administrators on the needs of specific students who have been identified with learning differences. • Interpret the results of in-house screenings and outside professional reports, communicating this information to teachers. • Schedule observations and regular support for classrooms • Provide professional development for faculty in areas of learning differences. • Collaborate with deans, counselors, equity and community, and other program staff to enhance student support, bringing a lens on neurodiversity to policy and programmatic discussions. • Participate in weekly SST meetings to determine the level of intervention and support needed. • Organize accommodations for standardized testing. • Cross-divisional collaboration for transitions to/from MS and for K-12 learning support alignment • Collaboration with administration for long-term K-12 learning support evolution and growth • Admissions committee work (activity days, reading files, following up with families) • Partner with Lower School and Upper School Learning Specialists to ensure cross-divisional alignment and strategy • Design and implement an executive functioning curriculum and provide direct instruction to students in skills such as organization, planning, time management, and self-advocacy, while also collaborating with teachers to embed these strategies across classrooms Family and Community Engagement • Help families understand their child's learning style, needed accommodations, and techniques that can be used at home. • Provide consultation and referral services for student or developmental issues. • Participate in grade-level parent/guardian education evenings and other parent events, including but not limited to Back-to-School Night, Open House, and admitted students day. • Coordinate educational workshops for families. • Screen and update a referral list of diverse allied professionals. • Maintain written communication with parents regarding policies and procedures. • Liaison with LDN Desired Qualifications • Master's degree in Special Education, Educational Therapy certificate, or a related field. • Experience in a middle school setting. • Strong knowledge of learning disabilities and executive function challenges. • Excellent communication and interpersonal skills. • Proficiency with various assessment tools and educational technologies. • Experience with implementing and supporting a multi-tiered support system (MTSS) • Experience with individual and small group instruction • Deep knowledge of cognitive and social-emotional development • Member of professional organizations and networks • Consistent participation in PD to keep abreast of developments in the field and new research To Apply:   Interested candidates are asked to submit a letter of interest (cover letter) as well as a current resume.  Application materials should be submitted through our website.   Priority to applications received by March 21, 2024 Located on a 22-acre campus in Oakland, California, Head-Royce School (HRS) is a pre-eminent, co-educational, independent, K-12 day school with a 138-year history. Our mission is to develop students of character, intellect, and creativity. We deliver on our mission by living our values:  * Students First: We prioritize student learning, development, and well-being. * Academic Excellence: We pursue knowledge and assess our learning to better ourselves and our community. * Diversity: We embrace our different perspectives, backgrounds, experiences and identities to expand and enrich what we can learn and do together. * Belonging: We create the conditions in which everyone thrives and brings their authentic selves. * Civic Engagement: We connect students to the local community and beyond to enhance their academic experiences and foster genuine engagement. Head-Royce enrolls approximately 920 students in the three separate divisions—Lower, Middle and Upper—and provides a dynamic, whole-child education to every student. We envision a future where education unlocks the promise and purpose of every student to better the world. HRS is unable to provide immigration sponsorships such as H1B Visas. Applicants must be authorized to work in the United States and be willing to undergo both Livescan background check and TB screening as part of the hiring process. Employment is also contingent upon successful completion of background checks and compliance with California SB 848, which requires prior educational institution employers to disclose credible complaints, substantiated investigations, or discipline involving egregious misconduct. Head-Royce provides equal employment opportunities on the basis of merit, fitness, qualifications, and experience. The school’s commitment to equal employment opportunity extends to all job applicants and employees and to all aspects of employment. Head-Royce makes employment decisions without regard to race, color, creed, religion, sex (including pregnancy, childbirth or related medical conditions and breastfeeding), reproductive health decision-making, sexual orientation, gender, gender identity, gender expression, marital status, national origin, ancestry, physical disability, mental disability, medical condition, genetic information, citizenship, military or veteran status, age, or other categories defined by state law, federal law or local ordinance. Head-Royce prohibits discrimination or harassment based on these classifications. Discrimination and harassment based on a perception that anyone is in any of these protected classifications or is associated with a person who has or is perceived as being in any of these protected classifications, are also prohibited. Head-Royce School seeks to be a community in which every individual is treated with sensitivity, courtesy and respect.  Required Disclosure: AB 2534 & SB 848- As of January 1, 2026, in accordance with Education Code section 44939.5 (as amended by California AB 2534 & SB 848) and Education Code 44051 (as amended by SB 848) applicants for all positions are required by law to provide a complete list of every school district, county office of education, charter school, state special school, diagnostic centers operated by the CA Department of Education, and/or private schools with which they have previously been employed, regardless of the length of service. Please include any full-time, part-time and/or substitute employment positions on your application. Failure to disclose all previous educational employment, regardless of length or location, may result in the disqualification of your application and/or may be deemed dishonestly in the hiring process and subject to discharge should you become employed.