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Catlin Gabel School

Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.


The School believes that each employee makes a significant contribution to its success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his/her services wherever and whenever necessary to ensure the success of our endeavors.


Position Title: Upper School Learning Specialist (Temporary)
Department: Upper School

FTE: 0.5 (Exempt)
Reports to: Upper School Head


The Upper School Learning Specialist provides support in the development of differentiated curriculum, effective instructional methods, and individualized educational plans for upper school students in collaboration with teachers, students, parents, and outside support services. We seek applicants who are interested in a dynamic relationship with their colleagues.
Catlin Gabel teachers and staff enjoy working with colleagues and students outside of their classroom responsibilities; we see this as necessary and rewarding in order to build a joyful, caring community.  This position is temporary and will conclude at the end of the 2018-2019 school year.


• Provide learning strategies instruction to students
• Track, document and communicate student learning needs through the school’s systems and tools
• Coordinate, track, and monitor student progress in collaboration with staff, teachers and tutors as appropriate
• Identify the needs for outside lerning evaluations, and facilitate the process of outside referals
• Document and communicate learning evaluation results, recommendations and accommodations to teachers, advisors, tutors and parents
• Schedule, attend and facilitate meetings between teachers and outside services as necessary
• Coach teachers in providing alternative methods of instruction and assessment for students
• Consult with teachers periodically to follow up on students with learning needs to ensure recommendations and accommodations are executed
• Help facilitate smooth transition for incoming Upper School students
• Collaborate and meet regularly with other Catlin Gabel Learning Specialists to work on school-wide priorities and coordination
• Attend meetings or conferences with teachers and parents as necessary
• Maintain a list of possible outside evaluators for assessments and screenings as well as a current list of providers for speech and occupational therapy
• Curate a group of appropriate tutors and provide them with traning and information to ensure successful learning coordination between them, families and school
• Coordinate tutoring services within the Upper School, as necessary
• Provide parents, teachers, advisors, tutors and students with specific information about a student’s learning, academic performance, and most effective instructional techniques
• Serve as school liaison for educational consultants or psychologists working with families, in collaboration with other learning specialists, counselor and dean of students
• Other duties as assigned by Upper School Head.
• Participate as a part-time faculty member


Other duties:
• Work with students to help them develop curiosity, creativity, teamwork, resilience, empathy, independence, time management, and responsible decision making
• Communicate in a clear and timely fashion with parents, students, and colleagues
• Have a high collegial quotient and be a positive, committed and dedicated team player in the professional community
• Regularly attend, actively listen, and contribute to meetings
• Pursue professional growth opportunities and be accountable and responsible for individual professional learning
• Integrate the use of technology to enhance student learning
• Actively support the school through participation in the variety of activities that make the Catlin Gabel School a vibrant community


• Understand of a variety of teaching methods to support diverse learners
• Understand and embrace culturally competent teaching approaches
• Deep knowledge of learning differences and experiences that encompasses the range from learning disabilities to intellectual giftedness
• Possess strong organization and coordination skills, attention to detail in preparing text and numerical material and ability to establish priorities and meet deadlines
• Ability to move from educational observation to solutions
• Ability to work independently and to juggle multiple tasks in a fast-paced environment
• Ability to communicate clearly with students, teachers, parents, and administrators
• Individual must balance the interests of individual students and the overall mission of the school
• Understand nuances between learning differences and learning disabilities.
• Possess strong background in diagnostic testing, learning disabilities, ADD/ADHD, and study skills
• Ability to deal tactfully with difficult conversations and situations


Though the work is performed largely independently, ongoing collaboration is expected with all colleagues across the school and most directly with the counselor, dean of students, other learning specialists, academic dean and division head. Most work is done independent of direct supervision and involves handling confidential information.


This position is not supervisory in nature.


Works with students, faculty, parents, administrators, and psychologists, learning specialists and other professionals in the community.


• BA or BS in Special Education, Teaching, Learning Differences or related fields
• MA or MS preferable
• At least two years demonstrated effective experience as a learning specialist
• Understanding and experience with student-centered teaching, project-based learning, and performance-based assessment is preferable.
• Experience in assessing and teaching children with learning difficulties
• Experience teaching in a classroom preferred
• Understanding of learning and development of adolescents is essential


This is a position with an academic year schedule, plus additional days before and after the school year for planning and prepping. The part time learning specialist is expected to be on campus for 20 hours per week, in coordination with other faculty members (Full-time faculty are expected to travel to retreats, conferences and workshops as well as accompany students on various experiential activities throughout the year). There are some mandatory evening and weekend commitments.

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☆ Dont forget to tell your interviewer that you heard about this opportunity from the Urban League of Portland ☆