About Sidwell Friends School
Sidwell Friends School is a dynamic pre-kindergarten through grade 12 educational community, on campuses in Bethesda, Maryland, and Washington, DC. Sidwell is grounded in Quaker values of ethical leadership, global citizenship, environmental stewardship, and service. Through our curriculum and our approach to learning, we strive to help students discern deeper truths about themselves and our common humanity so that they may “let their lives speak.”
Sidwell Friends will open a new Upper School for grades 9-12 in September 2026. It will be the largest building on campus and will feature state-of-the art facilities, welcoming common spaces, and natural light throughout. The current Lower School, in Bethesda, Maryland, has been separated from the rest of the Sidwell campus for more than 60 years.
Starting in the summer of 2026, Sidwell Friends will begin construction of a new Lower School that will incorporate parts of the existing Upper School, with significant additions and modifications to accommodate the needs of our youngest students. The new Lower School, along with the creation of a new central green space that will unite the campus, will open in the fall of 2028.
Position Overview
Sidwell Friends School, a co-educational Quaker day school, seeks a Middle School Learning Specialist who genuinely appreciates teaching middle-school aged children and appreciates and actively supports the Quaker philosophy of our School. This full-time benefits-eligible position is based on the Washington, DC, campus and will begin in late August 2026.
The Learning Specialist works collaboratively with students, faculty, families, administrators, and outside providers to ensure academic support to middle school students in grades 5-8. The Learning Specialist is responsible for understanding individual student needs to help students achieve personal and academic goals. The learning specialist will collaborate closely with the middle school administrative team, counselors, and the learning specialists across all three divisions to develop a comprehensive student support program, help teachers develop pedagogical practices informed by the neuroscience of learning, and develop interventions and remediation for individual students.
The successful candidate should foster a proactive approach to student support and be skilled at building trust and rapport with students, families, and teachers. This role requires strong communication skills, high emotional intelligence, and the ability to support families through difficult conversations with sensitivity and compassion. In addition, the Learning Specialist should have a strong background in learning disabilities as well as strategies for remediation and intervention. The ideal candidate will have the ability to teach executive functioning skills and be able to build an understanding of metacognition for students and teachers.
Key Responsibilities:
• Provide one-on-one and small-group support and instruction to students based on documented learning needs and goals
• Identify resources, create lessons, and work with classroom teachers to determine the best way to support students
• Provide professional learning opportunities for faculty on research-based teaching and learning strategies to support students
• Support students with learning differences by providing intervention and remediation in all academic areas to fill skill and knowledge gaps
• Support students with organization and study skills
• Make appropriate referrals for students and families to tutoring and other professional service providers
• Proctor assessments as needed for students with accommodations, including separate testing locations and extended time
• Use data to support student growth
• Communicate student progress with families, teachers, administrators, and outside providers
• Work with the Admissions Office to evaluate specific learning needs of prospective students
Skills and Experiences:
• Bachelor’s degree in education or related field. Master’s degree in special education preferred.
• At least three years of experience teaching and supporting students in a similar role
• A deep understanding of learning disabilities, such as dyslexia, ADHD, and executive functioning challenges
• Experience supporting students with learning differences and other academic growth areas
• An ability to connect with students and a deep interest in working with middle schoolers
• Strong collaboration and communication skills
• Ability and desire to collaborate with faculty, staff, administrators, and families
• Strong organizational skills and attention to detail
• A positive attitude, flexible approach, and a willingness to be a team player
Salary & Benefits
Sidwell Friends School offers a comprehensive benefits package designed to support employees’ health, well-being, and long-term financial security. Benefits include multiple medical, dental, and vision plan options; school-paid life and long-term disability insurance; wellness programs; and flexible spending accounts.
Sidwell contributes 7% of gross salary to a 403(b) retirement plan, with a 3% employee contribution, along with generous paid time off including school breaks, federal holidays, personal days, and paid family leave. Additional benefits include free lunch and parking, public transportation support, access to campus facilities, childcare and summer program discounts, and other community-focused resources.
Salary: $62,407-$140,253 per year. Salary will be commensurate with experience and qualifications
To Apply
To be considered, qualified candidates must upload a cover letter, resume, statement of teaching philosophy and three references through our applicant tracking system (ClearCo). To learn more about our school and current openings, please visit our website.
Diversity Statement
Sidwell Friends School affirms the centrality of diversity and inclusion in all aspects of academic and campus life. Honoring a multiplicity of voices, we celebrate shared joys and address tensions productively. Together, we are guided by Quaker testimonies and seek to answer the question, “How do we nurture a sense of belonging in our community and demonstrate our commitment to a just world?