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 their role, they are available to all teachers, parents, students, and administrators who may seek their counsel in how best to support the learning needs of students. They have 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. They educate parents about learning issues and help 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, 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.
Faculty members 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. Faculty members 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 faculty members 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 concerns and observations related to 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: Response 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; observe 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 quickly adapt to changing circumstances and be flexible.
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.
Ability to use standard productivity software (Microsoft Office, calendar/schedule software, etc.) required.
Education, Experience, or Certifications:
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.
Working Conditions and Physical Requirements:
Ability to move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.
Ability to move class-related equipment/tools, as appropriate, around school property.
When appropriate, the ability to escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.
Ability to demonstrate lessons, when appropriate.
Reference contact information
NOTE: When applying, all required documents MUST be uploaded under the Resume/CV section of the application.â‹
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