Job Description
Job Description
Reports To
Director of Learning Support and Wellness
Collaborates Closely with Lower School Director, classroom teachers, reading and math specialists (as applicable), school
counselors, Student Support Team, and families, as well as outside providers when appropriate.
Position Summary
The Lower School Learning Specialist is a senior learning-support practitioner and instructional leader
who advances the School's commitment to helping every young learner thrive. The Learning Specialist
supports a caseload of students with learning differences and learning needs that may include ADHD,
specific learning disabilities, dyslexia and other language-based learning differences, dysgraphia,
executive functioning challenges, and related profiles involving attention, memory, and processing that
affect learning.
The Learning Specialist delivers evidence-based, developmentally appropriate instruction and
intervention through a combination of push-in, pull-out, small-group, and individual support. Equally
important, the Learning Specialist partners with classroom teachers to strengthen inclusive and
differentiated instructional practice, ensuring that accommodations and learning plans move from paper
to daily classroom impact.
This role requires strong professional judgment, refined communication skills, comfort interpreting
educational evaluations, and a collaborative, systems-oriented approach. The Learning Specialist is a
member of the Student Support Team and contributes to a coordinated, student-centered model that
integrates academic support with social-emotional and wellness supports.
Core Responsibilities
Student Support, Intervention, and Skill-Building
Provide targeted intervention and strategy instruction aligned to student needs in areas such as
foundational literacy and language, written expression, math problem-solving, and executive
functioning (time management, organization, planning, initiation, self-monitoring).
Support students in developing age-appropriate self-advocacy and a positive learner identity.
Deliver support using flexible service models (push-in, pull-out, small group, and 1:1) to maximize
application and generalization of skills.
Case Management and Individualized Learning Planning
Manage a Lower School caseload, including:
Reviewing student information (teacher observations, work samples, screening/assessment data, and
outside evaluation reports) to identify strengths, needs, and priorities
Creating, maintaining, and regularly updating individualized Learning Plans/Service Plans that include
clear goals, recommended strategies and accommodations, progress indicators, and review timelines
Ensuring plans are actionable for teachers, understandable for families, and developmentally appropriate
for students
Maintaining accurate, confidential student records and documentation of services and outcomes
Screening, Assessment, and Data-Informed Decision Making
In collaboration with colleagues, support a coherent Lower School screening and intervention
cycle by: Administering or coordinating approved academic screeners and/or diagnostic measures (reading and/or
math, as appropriate to the school's program)
Interpreting formal and informal assessment results, including the practical classroom implications of
psychoeducational/neuropsychological evaluations
Monitoring progress frequently and adjusting intervention intensity, strategy, and/or setting based on
student response
Producing concise summaries for teachers and families that translate data into next steps
Making recommendations for additional evaluation and/or outside services when concerns persist despite
targeted intervention
Faculty Partnership and Instructional Leadership
Serve as a trusted teaching partner to faculty by: Coaching teachers in evidence-based differentiation, inclusive practices, and faithful implementation of accommodations and learning plans
Modeling strategies in classrooms and/or co-planning lessons that proactively reduce barriers to learning
Observing students in classroom contexts to understand learning demands, classroom structures, and
opportunities for support
Supporting teachers in creating learning environments that are structured, warm, and developmentally
appropriate
Providing targeted professional learning (informal coaching and formal PD sessions) connected to
learning differences, executive functioning supports, and effective intervention practices
Family Communication and Relationship-Building
Partner with families through: Clear, timely, and compassionate communication about student progress, goals, and strategies
Participation in parent-teacher conferences and student-support meetings as needed
Guidance to families on understanding learning profiles and selecting appropriate external resources
(tutoring, evaluation providers, therapy supports)
Coordination with outside providers, with family permission and in alignment with school protocols, to
ensure coherent supports across settings
Student Support Team Collaboration and Referral Processes
As an active member of the Student Support Team, the Learning Specialist will: Participate in regular Student Support Team meetings and referral processes
Help analyze referrals, determine next steps, and coordinate follow-up actions
Collaborate with school counselors and wellness professionals to ensure academic concerns are
addressed in tandem with social-emotional and wellness factors
Contribute to an integrated approach that recognizes learning, behavior, and wellbeing as interconnected
Community Partnerships and Systems Navigation
When appropriate and aligned to school policy, coordinate with relevant community entities and resources to
support students and families, which may include cooperation with Fort Wayne Community Schools for
evaluation or service coordination processes when families pursue services outside the School's resources.
Professional Responsibilities and School Life
Uphold the professional obligations expected of independent-school faculty/staff members by:
Attending Early Childhood/Lower School meetings, Student Support Team meetings, and Learning
Support and Wellness meetings, and providing timely updates to the Director of Learning Support and
Wellness
Participating in school-wide professional development and maintaining current knowledge of learning
support research and practice
Demonstrating excellent professional ethics, discretion, and confidentiality
Contributing positively to School culture and collaborating respectfully with colleagues
Supporting recruitment and retention through strong relationships with students and their families
Job Requirements
Required Qualifications
Master's degree in Special Education, Learning Disabilities, Literacy/Reading, School Psychology,
Educational Therapy, or a closely related field
Significant successful experience supporting elementary learners with learning differences in a school
setting, including direct intervention and collaborative consultation (minimum of 5 years; more strongly
preferred)
Demonstrated ability to interpret educational evaluations and translate recommendations into practical
classroom accommodations and intervention plans
Demonstrated experience coaching teachers and partnering with families
Strong working knowledge of research-aligned literacy instruction for students with language-based
learning differences and/or dyslexia
Strong organizational systems, documentation habits, and the ability to manage multiple timelines and
stakeholders
Excellent written and verbal communication skills, with a professional, student-centered approach
Demonstrated commitment to creating equitable and inclusive learning environments for students who
have a variety of learning differences
Preferred Qualifications
8+ years of increasingly responsible experience in elementary learning support, including program
development or team leadership
Additional credentials or training in structured literacy and/or Orton-Gillingham-aligned instruction; executive function coaching; and/or math intervention
Experience in an independent school environment and comfort with independent-school culture,
expectations, and family partnership norms
Experience supporting students through referral/evaluation cycles and coordinating with outside
providers across disciplines (OT, PT, speech and language, mental health therapy, medical)
Fluency with common assessment tools, data tracking practices, and educational technology used to
support differentiated learning
Personal Attributes and Professional Dispositions
The successful candidate will be warm, steady, and growth-oriented; demonstrate sound judgment; balance
empathy with clear boundaries; and bring the confidence and humility required to lead adult learning while
remaining deeply child-centered.
Mission
The School's mission centers on maximizing the potential of young people through a challenging, enriching,
and supportive learning environment, helping students build a foundation for lives of purpose, passion, and
meaning. Artist. Athlete. Scholar.
Nondiscrimination and Equal Opportunity
The School is committed to nondiscrimination in its educational programs and employment practices. It
admits students and hires employees without unlawful discrimination, and it does not discriminate in the
administration of its educational policies, financial assistance programs, hiring practices, or other school administered
programs.
Seniority and Program Leadership Expectations
To signal the senior level of this role clearly, the Innovation Curriculum Coordinator is expected to function as
a PK-12 academic leader, not solely a technology integrator. In addition to supporting classroom
implementation, the Coordinator is expected to:
Shape and advance school-wide strategy for innovation in teaching and learning
Build faculty capacity through coaching, professional development, and sustained implementation
support
Lead cross-divisional program design and systems alignment
Serve as a trusted advisor to the Head of School on future-facing academic priorities
Play a central role in the educational visioning, planning, and launch strategy for Canterbury's
STEAM/Innovation Center
Serve as a key academic/programmatic contributor to the School's next strategic plan and campus master
plan
Translate ambitious ideas into sequenced, measurable, mission-aligned initiatives
First-Year Success Indicators
Success in the first year is typically reflected in outcomes such as:
A clear PK-12 innovation roadmap with priorities, timelines, and decision-making structures
Strong faculty engagement in coaching and professional learning, with evidence of classroom
implementation in multiple divisions
Development and/or launch of high-quality interdisciplinary or STEAM initiatives that are visible, well supported,
and instructionally sound
Established responsible AI guidance and practical faculty support for classroom use
Improved coherence across divisions in innovation language, goals, and student experiences
Clear communication to families and the broader community about the purpose and value of innovation
efforts
A clearly articulated educational vision and program framework for Canterbury's STEAM/Innovation
Center, aligned with School mission and PK-12 academic goals
A draft or finalized educational specifications document for the STEAM/Innovation Center (in
collaboration with leadership and design partners)
A phased implementation plan linking space, curriculum, staffing, faculty development, and launch
priorities
Meaningful contribution to the School's next strategic plan and master plan, with innovation priorities
clearly integrated into both
Terms of Employment and Hiring Practices
Employment is contingent upon successful completion of all pre-employment requirements outlined by
the School, which may include reference checks and a background screening consistent with school policy
and applicable law.
Reports To
Director of Learning Support and Wellness
Collaborates Closely with Lower School Director, classroom teachers, reading and math specialists (as applicable), school
counselors, Student Support Team, and families, as well as outside providers when appropriate.
Position Summary
The Lower School Learning Specialist is a senior learning-support practitioner and instructional leader
who advances the School's commitment to helping every young learner thrive. The Learning Specialist
supports a caseload of students with learning differences and learning needs that may include ADHD,
specific learning disabilities, dyslexia and other language-based learning differences, dysgraphia,
executive functioning challenges, and related profiles involving attention, memory, and processing that
affect learning.
The Learning Specialist delivers evidence-based, developmentally appropriate instruction and
intervention through a combination of push-in, pull-out, small-group, and individual support. Equally
important, the Learning Specialist partners with classroom teachers to strengthen inclusive and
differentiated instructional practice, ensuring that accommodations and learning plans move from paper
to daily classroom impact.
This role requires strong professional judgment, refined communication skills, comfort interpreting
educational evaluations, and a collaborative, systems-oriented approach. The Learning Specialist is a
member of the Student Support Team and contributes to a coordinated, student-centered model that
integrates academic support with social-emotional and wellness supports.
Core Responsibilities
Student Support, Intervention, and Skill-Building
Provide targeted intervention and strategy instruction aligned to student needs in areas such as
foundational literacy and language, written expression, math problem-solving, and executive
functioning (time management, organization, planning, initiation, self-monitoring).
Support students in developing age-appropriate self-advocacy and a positive learner identity.
Deliver support using flexible service models (push-in, pull-out, small group, and 1:1) to maximize
application and generalization of skills.
Case Management and Individualized Learning Planning
Manage a Lower School caseload, including:
Reviewing student information (teacher observations, work samples, screening/assessment data, and
outside evaluation reports) to identify strengths, needs, and priorities
Creating, maintaining, and regularly updating individualized Learning Plans/Service Plans that include
clear goals, recommended strategies and accommodations, progress indicators, and review timelines
Ensuring plans are actionable for teachers, understandable for families, and developmentally appropriate
for students
Maintaining accurate, confidential student records and documentation of services and outcomes
Screening, Assessment, and Data-Informed Decision Making
In collaboration with colleagues, support a coherent Lower School screening and intervention
cycle by: Administering or coordinating approved academic screeners and/or diagnostic measures (reading and/or
math, as appropriate to the school's program)
Interpreting formal and informal assessment results, including the practical classroom implications of
psychoeducational/neuropsychological evaluations
Monitoring progress frequently and adjusting intervention intensity, strategy, and/or setting based on
student response
Producing concise summaries for teachers and families that translate data into next steps
Making recommendations for additional evaluation and/or outside services when concerns persist despite
targeted intervention
Faculty Partnership and Instructional Leadership
Serve as a trusted teaching partner to faculty by: Coaching teachers in evidence-based differentiation, inclusive practices, and faithful implementation of accommodations and learning plans
Modeling strategies in classrooms and/or co-planning lessons that proactively reduce barriers to learning
Observing students in classroom contexts to understand learning demands, classroom structures, and
opportunities for support
Supporting teachers in creating learning environments that are structured, warm, and developmentally
appropriate
Providing targeted professional learning (informal coaching and formal PD sessions) connected to
learning differences, executive functioning supports, and effective intervention practices
Family Communication and Relationship-Building
Partner with families through: Clear, timely, and compassionate communication about student progress, goals, and strategies
Participation in parent-teacher conferences and student-support meetings as needed
Guidance to families on understanding learning profiles and selecting appropriate external resources
(tutoring, evaluation providers, therapy supports)
Coordination with outside providers, with family permission and in alignment with school protocols, to
ensure coherent supports across settings
Student Support Team Collaboration and Referral Processes
As an active member of the Student Support Team, the Learning Specialist will: Participate in regular Student Support Team meetings and referral processes
Help analyze referrals, determine next steps, and coordinate follow-up actions
Collaborate with school counselors and wellness professionals to ensure academic concerns are
addressed in tandem with social-emotional and wellness factors
Contribute to an integrated approach that recognizes learning, behavior, and wellbeing as interconnected
Community Partnerships and Systems Navigation
When appropriate and aligned to school policy, coordinate with relevant community entities and resources to
support students and families, which may include cooperation with Fort Wayne Community Schools for
evaluation or service coordination processes when families pursue services outside the School's resources.
Professional Responsibilities and School Life
Uphold the professional obligations expected of independent-school faculty/staff members by:
Attending Early Childhood/Lower School meetings, Student Support Team meetings, and Learning
Support and Wellness meetings, and providing timely updates to the Director of Learning Support and
Wellness
Participating in school-wide professional development and maintaining current knowledge of learning
support research and practice
Demonstrating excellent professional ethics, discretion, and confidentiality
Contributing positively to School culture and collaborating respectfully with colleagues
Supporting recruitment and retention through strong relationships with students and their families
Job Requirements
Required Qualifications
Master's degree in Special Education, Learning Disabilities, Literacy/Reading, School Psychology,
Educational Therapy, or a closely related field
Significant successful experience supporting elementary learners with learning differences in a school
setting, including direct intervention and collaborative consultation (minimum of 5 years; more strongly
preferred)
Demonstrated ability to interpret educational evaluations and translate recommendations into practical
classroom accommodations and intervention plans
Demonstrated experience coaching teachers and partnering with families
Strong working knowledge of research-aligned literacy instruction for students with language-based
learning differences and/or dyslexia
Strong organizational systems, documentation habits, and the ability to manage multiple timelines and
stakeholders
Excellent written and verbal communication skills, with a professional, student-centered approach
Demonstrated commitment to creating equitable and inclusive learning environments for students who
have a variety of learning differences
Preferred Qualifications
8+ years of increasingly responsible experience in elementary learning support, including program
development or team leadership
Additional credentials or training in structured literacy and/or Orton-Gillingham-aligned instruction; executive function coaching; and/or math intervention
Experience in an independent school environment and comfort with independent-school culture,
expectations, and family partnership norms
Experience supporting students through referral/evaluation cycles and coordinating with outside
providers across disciplines (OT, PT, speech and language, mental health therapy, medical)
Fluency with common assessment tools, data tracking practices, and educational technology used to
support differentiated learning
Personal Attributes and Professional Dispositions
The successful candidate will be warm, steady, and growth-oriented; demonstrate sound judgment; balance
empathy with clear boundaries; and bring the confidence and humility required to lead adult learning while
remaining deeply child-centered.
Mission
The School's mission centers on maximizing the potential of young people through a challenging, enriching,
and supportive learning environment, helping students build a foundation for lives of purpose, passion, and
meaning. Artist. Athlete. Scholar.
Nondiscrimination and Equal Opportunity
The School is committed to nondiscrimination in its educational programs and employment practices. It
admits students and hires employees without unlawful discrimination, and it does not discriminate in the
administration of its educational policies, financial assistance programs, hiring practices, or other school administered
programs.
Seniority and Program Leadership Expectations
To signal the senior level of this role clearly, the Innovation Curriculum Coordinator is expected to function as
a PK-12 academic leader, not solely a technology integrator. In addition to supporting classroom
implementation, the Coordinator is expected to:
Shape and advance school-wide strategy for innovation in teaching and learning
Build faculty capacity through coaching, professional development, and sustained implementation
support
Lead cross-divisional program design and systems alignment
Serve as a trusted advisor to the Head of School on future-facing academic priorities
Play a central role in the educational visioning, planning, and launch strategy for Canterbury's
STEAM/Innovation Center
Serve as a key academic/programmatic contributor to the School's next strategic plan and campus master
plan
Translate ambitious ideas into sequenced, measurable, mission-aligned initiatives
First-Year Success Indicators
Success in the first year is typically reflected in outcomes such as:
A clear PK-12 innovation roadmap with priorities, timelines, and decision-making structures
Strong faculty engagement in coaching and professional learning, with evidence of classroom
implementation in multiple divisions
Development and/or launch of high-quality interdisciplinary or STEAM initiatives that are visible, well supported,
and instructionally sound
Established responsible AI guidance and practical faculty support for classroom use
Improved coherence across divisions in innovation language, goals, and student experiences
Clear communication to families and the broader community about the purpose and value of innovation
efforts
A clearly articulated educational vision and program framework for Canterbury's STEAM/Innovation
Center, aligned with School mission and PK-12 academic goals
A draft or finalized educational specifications document for the STEAM/Innovation Center (in
collaboration with leadership and design partners)
A phased implementation plan linking space, curriculum, staffing, faculty development, and launch
priorities
Meaningful contribution to the School's next strategic plan and master plan, with innovation priorities
clearly integrated into both
Terms of Employment and Hiring Practices
Employment is contingent upon successful completion of all pre-employment requirements outlined by
the School, which may include reference checks and a background screening consistent with school policy
and applicable law.
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