About the Opportunity 

MCS seeks an experienced and skilled Learning Specialist. Working collaboratively with classroom teachers, administrators, and families, the Learning Specialist provides targeted support to students with a range of learning profiles. You will help design and implement individualized strategies and accommodations, support differentiated instruction, and contribute to a consistent, inclusive approach to learning support across the school. Through observation, assessment, and direct and indirect student support, you will help foster each child’s independence, confidence, and love of learning—ensuring that all students can fully engage in a classroom environment that is welcoming, orderly, beautiful, and responsive to diverse learning needs.

Roles & Responsibilities

The Learning Specialist will perform the following duties:

Student Support & Program Design

• Partner with classroom teachers to ensure that all students — particularly those with diverse learning profiles (e.g. autism spectrum disorder, ADHD, dyslexia, dyscalculia, etc.) — can access and thrive within the Montessori curriculum and environment.
• Design and implement individualized and small-group interventions, accommodations, and behavior support plans aligned with each student’s behavioral and academic strengths and needs.
• Support the development and consistent implementation of learning plans (e.g., accommodation plans, behavior support plans) across classrooms.
• Provide direct and indirect support to students, including in-class support, small group instruction, and targeted skill-building (e.g., literacy, math, executive functioning).
• Collaborate with teachers to differentiate instruction and materials while maintaining fidelity to Montessori philosophy and practice.
• Help foster students’ independence, self-advocacy, confidence, and love of learning – both during the Montessori work cycle, as well as by providing push-in support during enrichment specialist classes and whole-school activities.
• Support students’ behavioral and academic success by helping students in developing executive functioning, organization, and self-regulation skills.
• Promote a consistent, inclusive, and strengths-based approach to supporting neurodivergent learners across the school.

Observation, Assessment & Documentation

• Conduct regular student observations across classrooms to identify needs, monitor progress, and inform support strategies.
• Utilize assessment data (e.g., classroom-based assessments, NWEA MAP Growth, and other relevant tools) to guide intervention planning and measure student growth.
• Maintain accurate, timely, and confidential records of student support, progress, and communication using the school’s systems (e.g., Transparent Classroom or equivalent).
• Contribute to student support meetings and help guide data-informed decision-making.
• Assist in the preparation of reports and documentation for family conferences and, when applicable, outside providers.

Collaboration & Consultation

• Serve as a thought partner and resource to teachers in supporting a wide range of learners.
• Collaborate closely with the Student Support Services team, administrators, and specialists to ensure cohesive and aligned support.
• Partner with teachers to implement and monitor classroom strategies, accommodations, and interventions.
• Support faculty in understanding learning differences and applying effective, developmentally appropriate strategies.
• When appropriate, coordinate with outside professionals (e.g., educational therapists, psychologists, speech-language pathologists) to align support for students.

Family Engagement

• Partner with families as collaborative, informed participants in their child’s learning journey.
• Communicate proactively and compassionately with parents/caregivers regarding student progress, challenges, and strategies.
• Participate in family conferences and meetings as needed, helping to interpret data and provide guidance on supporting learning at home.
• Serve as a resource to families navigating learning differences, referrals, and external support services.

School Culture & Community

• Embody MCS’s core values in all interactions with students, families, and staffulty.
• Help cultivate an inclusive, equitable, and supportive school environment for all learners.
• Participate in the life of the school community, including events and occasional evening or weekend commitments.
• Support school-wide practices that promote student well-being, belonging, and positive behavior.

Professional Responsibilities & Growth

• Engage in ongoing professional learning related to learning differences, intervention strategies, and Montessori-informed support practices.
• Seek and incorporate feedback from colleagues and supervisors to continually refine practice.
• Maintain appropriate confidentiality and professionalism in all aspects of the role.
• Complete all required documentation, reporting, and administrative responsibilities in a timely manner.

Qualifications

Successful candidates for this role will evidence the following qualifications:

Professional Qualifications

• Bachelor’s degree required; Master’s degree in Special Education, Educational Therapy, School Psychology, or a related field strongly preferred.
• Training and/or certification in learning differences, special education, or a related discipline (e.g., Educational Therapy, Orton-Gillingham, Wilson, or similar evidence-based approaches) preferred.
• Minimum of 3–5 years of experience working with children with diverse learning profiles, including students with learning differences, ADHD, autism spectrum disorder, and/or executive functioning challenges (preferred). Experience working in a school setting strongly preferred.
• Demonstrated experience designing and implementing individualized interventions, accommodations, and support strategies in a school setting.
• Strong understanding of child development and learning variability across elementary and/or middle school age ranges.
• Experience collaborating with teachers to support differentiated instruction and inclusive classroom practices.
• Familiarity with assessment tools and data-informed instruction (e.g., curriculum-based assessments, NWEA MAP Growth, or similar) and the ability to interpret and apply data to support student growth.
• Excellent observation, documentation, and organizational skills; ability to maintain accurate and confidential student records.
• Skilled communicator with the ability to partner effectively with students, families, faculty, and outside professionals.
• Commitment to a strengths-based, student-centered approach that fosters independence, confidence, and self-advocacy.
• Demonstrated cultural competency and a commitment to equity, inclusion, and belonging in working with a diverse school community.
• Ability to work both independently and collaboratively in a dynamic, team-oriented environment.
• Montessori training or experience strongly preferred, or a demonstrated interest in learning and working within a Montessori framework.
• Familiarity with executive functioning coaching and social-emotional learning frameworks.
• Strong communication and collaboration skills, with the ability to work effectively with teachers, parents, and other school staff.
• Ability to work independently and as part of a team in a fast-paced, dynamic environment.
• Excellent organizational and time-management skills.

Essential Job Functions 

The physical demands described here represent essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions.

• The role is performed primarily in a school setting and requires the physical stamina necessary to engage regularly with preschool- and elementary-aged children.
• Duties include frequent standing, walking, bending, kneeling, crouching, stooping, reaching, and sitting at children’s level, including teaching full lessons while seated on the classroom floor.
• The position requires the ability to lift, carry, push, or pull items weighing up to 50 pounds, such as classroom materials or emergency supplies, and to assist a child if needed for safety purposes.
• The employee must be able to use hands and fingers to handle or manipulate materials, including Montessori materials of various sizes, shapes, and textures.
• The employee must be able to move quickly and safely in response to student behaviors or emergency situations, both indoors and outdoors.
• Vision abilities include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus, necessary for observing children, reading instructional materials, and using a computer.
• Hearing and speaking abilities are required to communicate clearly with students, staff, and parents; give instructions; participate in meetings; and respond to safety concerns or emergencies.
• The employee is regularly exposed to indoor and outdoor environmental conditions, including varying weather, moderate noise levels, and the typical hazards associated with supervising active children.
• The role requires daily direct interaction with students, including close physical proximity, to provide instruction, guidance, redirection, and classroom management.
• Regular in-person communication and collaboration with parents, colleagues, administrators, and other members of the school community is required.

All MCS employees must clear a DOJ/FBI background check (LiveScan), must provide a negative TB test, must know the school emergency procedures, and must perform other duties not specifically stated as directed by the Head of School.

About Montessori Center School

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