Learning Specialist

Position:Learning Specialist

Reports To:Assistant Head of School for Academics

Supervises:Assisted Study Instructor(s)/Proctor(s)

Status:Full\-time

Start Date:August 1, 2026

JOB SUMMARY

The Learning Specialist is an experienced educator and expert in current educational trends, particularly regarding learning differences and the social\-emotional needs of teenagers. Reporting to the Assistant Head of School for Academics, the Specialist manages a teaching load of five Assisted Study sections. Supported by instructors and proctors, this dedicated class time provides students with regular check\-ins, accountability strategies, and a space for accommodations such as extended testing time, for students with and without diagnosed learning disabilities.

The Specialist must build trust across the campus community to deepen stakeholders' understanding of student support needs. Working both independently and collaboratively, they propose, manage, and execute interventions for individuals facing diverse educational challenges. A core component of the role is creating student Learning Profiles and liaising directly with parents, faculty, the Counseling Center, the Health Center, Student Services, and the Assistant Heads of School to provide holistic academic support.

The ideal candidate embraces neurodiversity and brain\-based research to advance effective methods within our school community. Familiarity with independent and boarding schools is preferred. This is a standard faculty position requiring some summer preparation. Work is performed in an office and classroom environment with extensive stakeholder contact. Modest housing may be available in exchange for dorm parenting, subject to availability.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Student Instruction and Support

• Serve as lead teacher of Assisted Study class sections for a diverse group of students with and without disabilities who need additional structure or support. This includes working with ELL students.
• Help to create an atmosphere in the Assisted Study Classroom and on campus at large that is welcoming and supportive for students from underrepresented groups and helps all students feel safe seeking support.
• Work with students as needed in one\-on\-one, small groups, or class settings to support individual learning needs and/or challenges, including teaching ownership of their own learning, self\-advocacy, academic, executive functioning, study, and test\-taking skills.
• Participate in the process of identifying, monitoring, and remediating students who struggle to succeed in arts and academic courses.

Administrative

• Collaborate with students, families, instructional faculty, school counseling, and residential life faculty to design and implement curricular support for a variety of students and to help stakeholders better understand students and their needs.
• Work with the Assistant Head of School for Academics, the Counseling Center, and the Health Center Director to develop and maintain confidential student supports and/or support plans informed by neuropsychological or educational assessments, teacher observations, classroom needs, evidence\-based practices, and the goal of developing student ownership and independence.
• Effectively communicate with families, and analyze former IEP’s and/or 504 plans to determine Learning Profiles for students.
• Determine and create Learning Profiles for students within Idyllwild Arts’ LMS. This includes regularly updating student files with information on effective strategies and classroom accommodations, including the use of assistive technology, within the limits of available academic accommodations in our program.
• Maintain appropriate documentation on student growth, learning, and family communication.
• Take daily attendance in Assisted Study and write comments for semester report cards and mid\-semester progress reports.
• Work with families and the Student Support Team to onboard and design appropriate supports for newly enrolled students from underrepresented groups.
• Collaborate with the Assistant Head of School to purchase and maintain learning tools within the available budget.

Consultation/Collaboration

• Partner with faculty through individual consultations, group meetings, and professional development workshops to implement differentiated instruction to provide guidance and support on making accommodation and instructional choices for students in and out of the classroom.
• Work with the Director of College Counseling to support standardized testing accommodations.
• Collaborate with Admissions, Assistant Head of School, and/or Counseling Center, and/or Director of Health Center, as needed, on conversations with prospective students and families.

Knowledge, Skills, and Abilities:

• May require work outside of a traditional 8\-hour workday to deal with particular student or parent issues.
• Ability to follow and execute specific verbal and written instructions.
• Ability to communicate effectively, both verbally and in writing.
• Ability to promote and maintain positive interaction with all internal and external stakeholders.
• Demonstrate respect for cultural, ethnic, spiritual, and linguistic diversity and values, including differences in personal goals, lifestyle choices, and varying family backgrounds and histories.

General

• Maintain timely and professional communication with students, families, faculty, Assistant Heads of School, and Idyllwild Arts staff.
• Maintain confidentiality of diagnoses while managing student Learning Profiles and support plans.
• Serve as Advisor of a group of Academy students, and other typical full\-time Academy faculty duties i.e. chaperoning campus events or trips, etc..
• Participate in other administrative duties, including, but not limited to, attending faculty, committee, or other meetings.
• Perform other duties as needed or assigned by the Assistant Head of School for Academics, the Head of School, or the IAF President.
• Respects the culture, diversity, and rights of all students, their families, and the community.
• Prioritizes duties in a manner consistent with organizational objectives and growth.

REQUIRED EDUCATION, SKILLS, AND EXPERIENCE

• At least a Master's degree in Special Education, Educational Psychology, Child Psychology, or a related field. The ideal candidate will also hold a SpEd credential.
• 3\+ years of Learning Specialist experience within a high school institution.
• Strong knowledge of learning differences, including dyslexia, dysgraphia, and dyscalculia, as well as a deep understanding of ADHD, autism, executive functioning, and academic anxiety.
• High level of organizational skills and outstanding professional communication skills.
• High level of comfort with high school students and international cultures, including English Language Learners.
• Demonstrated commitment to diversity, equity, inclusion, and belonging as related to learning challenges and academic support.
• Familiarity with technology as appropriate in the context of learning support, including computer systems, Google software suite, and email systems, as well as work with learning management systems and student information systems.
• Classroom teaching experience preferred.
• Experience with classroom practices that promote a welcoming environment, student learning, and various methods and strategies of targeted intervention, both for remediation and enrichment.
• Demonstrated commitment to ongoing professional development.
• Understanding of best practices working with students from a wide variety of backgrounds and skills.

PERSONAL QUALITIES

• Leads with empathy.
• Acts as a model of integrity.
• Understands and maintains professional boundaries between students and teachers.
• Respects confidentiality.
• Exercises patience and outstanding listening skills with students, families, and colleagues.
• Flexible and has the ability to work under pressure.
• Has a good sense of humor.
• Is a natural collaborator who works well with colleagues and supervisors.
• Keeps a positive attitude.

OTHER REQUIREMENTS

• Ability and desire to work within the Idyllwild community.
• Obtain and maintain a valid California Driver License, pass a criminal history background check as required by California Education Code Section 44237\.

PHYSICAL DEMANDS/WORK ENVIRONMENTS

While performing the duties of this position, an incumbent may be required to:

• Regularly remain sedentary for long periods of time in meetings and while processing information and paper work both manually and on a computer.
• Reach with the hands and arms and use of hands to finger, type, and manipulate a computer keyboard and mouse.
• Additionally, the incumbent must be able to converse in clear English, both written and orally, over the telephone and in person.
• Be able to make public presentations.
• Occasionally, the incumbent may be required to lift up to 25 pounds, traverse uneven terrain, climb stairs while moving about campus, bend and stoop, conduct tours, and show visitors campus facilities.
• Provide their transportation for local and remote events.
• Work hours vary and may include days, nights, and weekends.

Reasonable accommodation will be considered to enable individuals with disabilities to perform the essential functions of this job.

TO APPLY

Please submit your application, resume/CV, and cover letter. Applications without cover letters will not be considered.