Middle and High School Learning Support Specialist

Salary Range: $65,000 - $85,000 Annually

JOB SUMMARY

With dedication to academic excellence, innovation, and inclusivity, Mid-Pacific provides a dynamic and enriching learning environment for our diverse student body. We are committed to supporting all of our students' learning and acknowledging the presence, as well as the potential, of neurodiversity in our community. Our aim is to personalize support for students with diverse learning needs while building institutional capacity to effectively serve neurodiverse learners. The Learning Support Specialist serves as the school's subject matter expert in learning differences, accommodation planning, intervention design, and faculty consultation, ensuring that students receive appropriate support while advancing inclusive instructional practices across the Middle and High School.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

Learning Support Planning and Consultation

• Conduct comprehensive reviews of psychoeducational evaluations, diagnostic reports, and educational records to identify barriers to learning and recommend appropriate accommodations, interventions, and support plans.
• Develop individualized learning support plans that align with diagnostic findings and school-based observations.
• Provide strategic consultation to faculty regarding instructional approaches, executive functioning supports, and classroom accommodations.
• Design and coordinate evidence-based intervention plans implemented collaboratively by teachers, advisors, counselors, and support personnel.
• Provide short-term, targeted coaching focused on executive functioning, self-advocacy, metacognitive strategies, and accommodation utilization. The Learning Specialist is not intended to provide ongoing subject-specific tutoring or replace classroom instruction.
• Utilize assessment data, including formal diagnostic assessments and progress monitoring tools to design and implement targeted interventions.
• Provides in-person support and service.

Assessment

• Interpret psychoeducational evaluations, neuropsychological reports, speech-language assessments, and other specialized diagnostic data to determine educational implications.
• Collaborate with deans, counselors, administration, and other faculty in multidisciplinary Student Support Team meetings by providing expertise regarding learning differences, accommodations, and intervention design.
• Develop written accommodation recommendations and support plans based on diagnostic evidence and educational performance.
• Serve as the MS and HS primary liaison with outside evaluators, educational psychologists, and clinical providers regarding student learning needs.

Resource Coordination

• Lead the coordination of Middle School and High School learning support services and facilitate collaboration among teachers, counselors, advisors, deans, families, and external providers.
• Support student transitions between grade levels and divisions by ensuring continuity of accommodations, support plans, and communication among relevant stakeholders.
• Develop systems for monitoring accommodation implementation and intervention effectiveness across grade levels.
• Recommend and oversee adoption of evidence-based assistive technologies and specialized learning supports.

Progress Monitoring

• Establish measurable goals and monitoring protocols for students receiving learning support services.
• Analyze longitudinal student performance data to evaluate intervention effectiveness and make recommendations for adjustments.
• Prepare formal reports summarizing student progress, accommodation effectiveness, and recommendations for continued support.
• Communicate with teachers, deans, parents, and outside providers about progress and shifts in support plans.
• Support students in understanding their learning profiles, advocate appropriately for accommodations, and utilize effective learning strategies that promote increasing independence.

Parent Engagement

• Serve as the primary school contact regarding evaluations, accommodations, learning support services, and intervention planning.
• Guide families through diagnostic evaluation referrals, accommodation procedures, and available support resources.
• Facilitate collaborative meetings involving parents, faculty, administrators, and external providers to develop coordinated support plans.

Accommodation and Accessibility Management

• Serve as the school's designated expert regarding accommodation eligibility and documentation requirements for College Board, ACT, International Baccalaureate, and other standardized testing organizations.
• Work with Testing Coordinator to submit Learner Profile for standardized testing to include PSAT/SAT/IB testing
• Review diagnostic documentation and determine accommodation requests consistent with external agency guidelines.
• Prepare, submit, and monitor accommodation applications and appeals.
• Maintain compliance with testing regulations and accommodation documentation requirements.
• Provide training to faculty regarding approved accommodations and accessibility supports.

Data Management

• Maintain detailed records of student interventions, progress and outcomes.
• Work closely with the Testing Coordinator to ensure accurate and timely submission of student applications for accommodations for the PSAT, SAT, International Baccalaureate, and other standardized tests.

Professional Development

• Design and deliver ongoing professional learning programs related to neurodiversity, Universal Design for Learning (UDL), executive functioning, accommodations, differentiated instruction, and inclusive educational practices.
• Serve as a thought partner to school leaders and faculty in developing systems that support diverse learners.
• Provide coaching and consultation to faculty regarding complex student learning profiles and instructional challenges.
• Remain current with research on neurodiversity and best practices in supporting students with learning differences.
• Disseminate pertinent information and conduct training for faculty on working with neurodivergent students.

Learning Support Program Leadership

• Lead the continuous improvement of Middle and High School learning support services.
• Develop and maintain systems, protocols, and documentation related to student accommodations and learning support practices.
• Analyze trends in student support needs and make recommendations to school leadership regarding staffing, programming, and resource allocation.
• Partner with school leadership to ensure alignment between learning support services and institutional goals related to inclusion and belonging.
• Remain informed regarding emerging research and best practices in neurodiversity, learning sciences, and educational accessibility.

SCHOOL SAFETY

• Participate in the development of a safe and healthy workplace.
• Comply with the instructions given for their own safety and health and that of others, in adhering to safe work procedures.
• Take reasonable care to ensure their own safety and health and that of others.
• Report any injury, hazard or illness immediately to their Supervisor and Human Resources.
• Not place others at risk by any act or omission, not willfully or recklessly interfere with safety equipment.
• Act as a role model by demonstrating safe work behaviors.
• Identify, assess if necessary, and control hazards within the area of responsibility.
• Ensure that equipment/supplies are properly maintained.
• Maintain relevant knowledge of safety laws.
• Mandatory reporting of sexual abuse to law enforcement or child protective services, and Human Resources. Sexual abuse includes child molestation, any actual or alleged illegal or otherwise wrongful sexual conduct with a minor, and serial sexual misconduct, any actual or alleged illegal or otherwise wrongful sexual conduct with more than one victim; and committed by or alleged to have been committed by any perpetrator who is not a student of an included entity.
• Develop safe work procedures and ensure adherence to procedures.
• Ensure compliance of safety policies and procedures.
• Communicate safety issues with employees.
• Ensure that employees are provided with information, instruction, training and supervision that they need to work safely.
• Ensure that employees are aware of and abide by all relevant safety procedures.
• Encourage early reporting of incidents and forward information to Manager and Human Resources immediately.

PROFESSIONAL COMPETENCIES

• Demonstrating Professional Body of Knowledge: A professional demonstrates an understanding of practice area knowledge and appreciates learning more about this practice area and beyond.
• Professional as a Learner: A professional engages in career-long professional learning and ongoing critical reflection to identify opportunities for improving leadership, mentoring, and collaboration. The inherent nature of a professional staff member is a keen, lifelong passion for learning, and a deep curiosity and wonder about people, events, and places.
• Fostering Effective Relationships: A professional builds positive working relationships with colleagues, other departments, and the community.
• Establishing an Inclusive Environment: A professional creates a safe, caring environment that is inclusive of and engaging for others.
• Professional as a Leader: A professional seeks leadership opportunities.

QUALIFICATIONS and/or EXPERIENCE

The following qualifications, experience, knowledge, skills, and abilities are required for successful performance in this role.

Education and Professional Experience

• Masters Degree in Special Education, Educational Psychology, or a related field
• Minimum of 3 years of experience in middle- and/or high school-level learning support
• Experience interpreting psychoeducational and neuropsychological evaluations.
• Experience managing accommodation requests for College Board, ACT, AP, and International Baccalaureate programs.
• Demonstrated experience providing consultation and professional development to educators.
• Experience leading multidisciplinary teams and facilitating collaborative problem-solving meetings.
• Proven experience in working with students with learning differences in a MS-HS educational environment.

Knowledge and Expertise

• Deep knowledge of various neurological/learning differences
• Knowledge of Universal Design for Learning (UDL), executive functioning coaching, and evidence-based intervention frameworks.
• Knowledge of current trends in neurodiversity and the Hawai?i PS–12 school landscape.
• Proficiency in assessment tools, data analysis, and educational technology
• Dedication to evidence-based, data-driven practice

Technical Skills

• Proficiency in educational software and assistive technologies
• Proficiency in data systems, people management practices, and tools such as Google Workspace (Docs, Sheets, etc.) and digital communication platforms.

Communication and Collaboration Skills

• Strong communication skills, both written and oral
• Strong verbal communication skills, including the ability to present effectively to small and large groups.
• Strong collaboration skills and the ability to work effectively across departments

Professional Competencies

The ideal candidate will demonstrate:

• Excellent attention to detail, adaptability, strong written communication skills, and a deep commitment to meeting the learning needs of Mid-Pacific students, faculty, and partner participants.
• The ability to ensure high-quality coaching delivery through effective program planning, coordination, and evidence of continuous improvement.
• The ability to manage multiple program schedules, priorities, and logistical needs simultaneously.
• Excellent organizational, time management, and problem-solving skills, with strong attention to detail.
• Strong analytical and problem solving skills
• Regular and predictable attendance at work.

WORK SCHEDULE

This is a full-time, in-person, 12-month position that includes responsibilities during the summer and scheduled school breaks. This position requires a minimum 40-hour workweek during regular work hours, Monday through Friday, 7:30 am - 4:00 pm. However, these hours may vary depending on workshops and program commitments. Some flexibility to work outside of regular business hours is expected. Regular and predictable attendance at work is required.

PHYSICAL DEMANDS

Mid-Pacific’s campus includes multiple buildings across 44 hilly acres, requiring frequent walking (including uphill routes and stairs). This position frequently requires speaking and hearing, sitting, and using hands/fingers for keyboarding and office tasks. The employee may be required to stand, walk, lift and carry approximately 10–15 pounds, reach with arms/hands, climb or balance, and stoop, bend, kneel, crouch, or crawl. Close vision is required.

MENTAL DEMANDS

This role requires frequent problem-solving, decision-making, data interpretation, organization, planning, writing, and clear communication.

EQUIPMENT USE

Frequently uses: telephone, computer, iPad, Google Apps for Education, Blackbaud Education Edge Database.
Occasionally uses: copiers, printers, and other office hardware.

WORKING CONDITIONS

Indoor work is frequent. Outdoor work, loud noise, and exposure to cold/hot temperatures may occur occasionally.

WORK ENVIRONMENT

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position.

EQUAL EMPLOYMENT OPPORTUNITY STATEMENT

Mid-Pacific Institute provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any kind without regard to race, color, religion, age, sex, national origin, disability status, marital status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws.

This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.