The Lower School Learning Coordinator is part of the Learning and Counseling team that provides educational care for all students in the Lower School. In her/his role s/he is available to all teachers, parents, students and administrators who may seek her/his counsel in how best to support the learning needs of students. She/he has extensive knowledge about the kinds of learning issues that may present themselves at various stages in a child's development and can make recommendations for strategies; interventions and/or accommodations that may help ameliorate some of the problems students and teachers encounter. S/he educates parents about learning issues and helps guide them through the process of understanding and accepting their child's learning profile.
The Lower School Learning and Counseling team is comprised of the Learning Coordinator (LC), counselors, academic specialists, curriculum support teacher, Director of Student Services and the Lower School administrative team. Involvement by team members will vary on a case-by-case basis depending on what is required for any given child. This model has evolved over time and its success can be attributed to team members having thorough and comprehensive knowledge of the Lower School and being able to focus on the needs of Lower School students.
Teachers are responsible for developing curriculum, supervising students both in and out of the classroom and maintaining up-to-date teaching techniques to provide students with a quality educational experience. Teachers are also expected to build deep relationships with students, families, other faculty and staff to communicate about student progress and to foster a culture of community. We are looking for team members who will emanate optimism, solve problems collaboratively, reflect on how your actions impact others, create an engaging and inclusive school culture, and share in the united pursuit of Labâ™s mission.
All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement and are expected to work the required days as stipulated in that agreement.
Observation, consultation, referrals: Collaborates with teachers regarding students with diagnostic testing or screening results; responds to teacher concerns about student learning; sets up time for regular meetings which include the grade level counselor and/or academic specialist; regularly observes in classrooms and special area classes; strategizes with teachers to manage studentsâ™ learning profiles in the classroom; meets regularly with Lower School counselors, academic specialists, and administration to discuss classrooms, individual children, etc.; meets with parents on request to discuss range of issues, problems, observations concerning their child; refers students for tutoring and/or an assessment, based on consultation with classroom teacher, counselor, or parent
Coordination/case management: Provides follow-up and coordination between outside professionals and school personnel; schedules and conducts staffings; assists in the transition of students from Primary and into Middle School; maintains an active file on every student in Lower School with identified learning differences
Ongoing communication: Responds daily to e-mails and phone calls; collaborates in a timely manner with teachers on updates regarding their students; collects comments from special area teachers; creates and updates learning profiles for students followed by the department
Testing: Oversees progress monitoring (AimsWebPlus) for the Lower School. Works with Academic Specialists to plan intervention based on progress monitoring results. Screens students of concern. Consults with the classroom teacher, learning and counseling team members, and parent prior to testing; observes the child in the classroom and/or in special area classes; makes referrals to outside clinicians; periodically administers in-school testing scheduled in cooperation with the homeroom teacher; scores tests and writes a narrative report explaining results of in-house testing; makes recommendations based on test results; meets with parents to review testing results; coordinates communication of testing results; maintains files of testing results
Ability to be agile and flexible required.
Ability to interact with a diverse group of faculty, staff, students, and parents required.
Knowledge of diversity, equity and inclusion issues and dynamics in the classroom and in developing healthy, supportive relationships with all students.
Strong knowledge of course subject matter required.
Knowledge of instructional methodologies required.
Strong knowledge of child development required.
Ability to develop curricula, lesson plans and assessment tools required.
Analytical skills required.
Problem-solving skills required.
Decision-making skills required.
Attention to detail required.
Organizational skills required.
Computational skills required.
Verbal and written communication skills
Interpersonal skills required.
Ability to work independently and as part of a team required.
Ability to manage stressful situations required.
Ability to maintain confidentiality required.
Ability to work on multiple projects simultaneously, set priorities, and meet deadlines required.
Education, Experience, and Certification:
Master's degree in Special Education or Learning Disabilities required
Educational Specialist degree or doctorate in Psychology preferred
Minimum of three years as a Learning Disabilities Specialist or School Psychologist required
Teaching experience preferred
Experience administering diagnostic tests (Woodcock Johnson Psychoeducational Battery, Diagnostic Reading and Math Assessment) required
Experience progress monitoring required
Experience working with a wide range of students with diverse backgrounds such as race, ethnicity, sexual orientation, learning abilities, class, language and nationality
Technical Knowledge or Skills:
Experience with AimsWeb Plus preferred
Ability to use standard productivity software (Google Drive, Microsoft Office, calendar/schedule software, etc.) required
Reference contact information
The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.
Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via the Applicant Inquiry Form.
The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at: securityreport.uchicago.edu. Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637.
Internal Number: JR00224
About University of Chicago
One of the world's premier academic and research institutions, the University of Chicago has driven new ways of thinking since our 1890 founding. Today, UChicago is an intellectual destination that draws inspired scholars to our Hyde Park and international campuses, keeping UChicago at the nexus of ideas that challenge and change the world.