Learning Specialist Teacher

Header Image

Reports to:  Relevant Divisional Head



  • Develops and implements a Learning Support program which adheres to the current curriculum, gearing the program to address the needs, special talents, styles, and pace of learning of the individual child.
  • Assists in the planning and preparation of the learning environment including setting up and maintaining the classroom, and preparing and/or obtaining needed supplies, materials, and textbooks. This process should be conducted in an organized, thorough, and timely manner.
  • Conducts him/herself in a professional manner at all times which reflects the mission and philosophy of the Academy.
  • Ensures that adequate and complete lesson plans are available for a Resource session substitute for a planned or unplanned absence.
  • Establishes and maintains effective partnership with parents through conferences, conversations and consistent and frequent communication. Keeps parents informed about Resource activities and the individual development of their children.
  • Ensures the safety of the children at all times.
  • Treats children, parents, faculty, staff, and administration with dignity and respect and practices positive approaches to discipline, as outlined in the Academy’s Discipline Policy.
  • Keeps the Divisional Head apprised of children’s progress, potential problems, or needed consultation between parents, teachers, and the Divisional Head.
  • Support the classroom teacher(s) through sharing expertise and assisting with systematic instruction; particularly with accommodating diversity and multi-level learning
  • Maintain current knowledge of recommended instructional strategies and multiple methods for teaching as outlined in the SJA curriculum
  • Provide diagnostic and prescriptive services for students
  • Provide direct instruction to students on an individual or small group basis either in the regular classroom or in a separate location (as considered appropriate).
    • Instruction provided outside of the classroom (pull-out) is done for a specific purpose, for a predetermined amount of time, and with the goal of increasing the student(s)’ skill level and independence to facilitate full participation in, and benefit from, regular classroom instruction.
  • Use a variety of assessment procedures to gather additional information necessary to determine appropriate interventions and programming. This may include observations, analysis of work samples, interviews, meeting with parents/guardians, informal inventories and checklists and formal assessments as necessary.


  • Maintains and reports absences and lateness according to established procedures.
  • Maintains students’ grades where appropriate to Resource sessions and reports these grades with narrative comments on report cards according to established procedures.
  • Completes conference reports after each parent/teacher conference; reviews critical conference results with the Divisional Head.
  • Attends parent conferences with teachers and maintains notes for Student Support Meetings
  • Attends all regularly scheduled and special faculty meetings and liturgies
  • Responds to communication regarding students within 24 hours
  • Responsible for the orderly arrangement, appearance, and décor of his/her Resource classroom; maintaining sanitary conditions for faculty and students.
  • On a rotating basis, will be responsible for assuming the supervision duties of arrival and/or departure carpool, recess, lunch, etc. as assigned or needed.
  • Be part of the school-based Student Support Team that meets on a regular basis to review caseloads, programming and supports for students
  • Participate as an active member of the Student Support Team in carrying out the student services department’s vision
  • Review school referral process in collaboration with administrator
  • Act as an advocate for the students as required
  • Review student records and discusses pertinent information with classroom teachers


  • Participates in recommended training programs, conferences, seminars, courses, and other professional development opportunities to further enhance professional and personal growth.
  • Develop personal professional knowledge and skills for co-teaching models and co-teaches with classroom teachers
  • Must be willing to fully participate with theDivisional Head in performance evaluations and in assessing development activities and personal improvements needed to ensure continuing professional and personal growth.


  • Three or more years of teaching experience.
  • A Masters degree in elementary/middle school education is preferred.

St. James Academy does not discriminate on the basis of race, color, religion, sexual orientation, age, gender identity, national or ethnic origin, or disability in the administration of its hiring, education and admissions, financial aid programs, and athletic or other school-administered programs.