Secondary Learning Support Teacher (2026/2027 School Year)

• Le Jardin Academy is looking for a Secondary Learning Support Teacher (Regular Full-time) for the 2026-2027 school year.
• Master’s Degree in Special Education; or Master’s Degree in Education with Special Education (Learning Support) Certificate or Endorsement.
• Minimum of five years of experience in the classroom or with small group instruction of students who struggle with learning and/or performance.
• IB continuum school experience preferred.
• Applicants must be authorized to work in the United States.
• No phone calls, please.
• Please submit a resume and cover letter.

Salary Range

$58,126 to $106,415.

Le Jardin Academy

Job Description: Secondary Learning Support Teacher

Reports to: Dean of Students

Work Schedule: Monday – Friday; 7:30 am – 3:30 pm

Positions Supervised: N/A

Job Status: Full-time

FLSA Status: Exempt

Date Revised: June 2026

Position Summary

Learning Support Teacher at LJA provides comprehensive academic support and instruction to students and teachers with the goal of helping to strengthen the teaching and learning of ATL skills for students, particularly those with learning differences. Working with students individually, in small groups, or as an additional classroom teacher (push-in), the Learning Support Teacher helps students develop skills and learn compensatory strategies. Close collaboration and consultation with classroom teachers is required. The primary responsibility for this position is to oversee the coordination of student growth and success through their IB experience at LJA.

Essential Duties and Responsibilities

● Work with students in flexible groupings to support their academic growth through the development of subject-specific and ATL skills. Serve as an additional teacher in classrooms (push-in) to support academic skill development when requested.

●Take initiative and foster collaborative relationships with teachers in an effort to support student learning.

● Consult/collaborate with teachers on ways to craft classroom instruction, assessments, and projects to accommodate different learning needs. Be a resource for teachers in ways that promote executive functioning skills in the classroom.

● Assist during MS support blocks/HS impact blocks by working with students individually or in small groups with a specific focus on skill development and review of content (academic skills, executive functioning skills, and/or study strategies).

● Be available by appointment during lunch and before/after school to students who desire or require additional support, on an as-needed basis.

● Be able to identify struggling students and create a plan for support. Manage the students’ case, including the initiation of meetings, creation and updating of student support plans, and recording meeting minutes.

● Work with the grade level team and administration to provide strategies and interventions to address student needs.

● Develop and lead periodic topic-specific group sessions or review sessions before school, after school, and/or during lunch as needed. Topics might include conducting research, taking notes from a text, reading comprehension strategies, implementing study strategies, and strengthening executive functioning.

● Review teacher comments on semester reports for LS students for sensitivity to LS needs.

● Participate as an active member of grade-level teams as assigned by the Academic Support Department.

● Lead periodic parent education and staff development programs.

● Maintain effective communication with parents and faculty.

● Collaborate closely with parents and guardians to support student learning, communicate progress, and develop strategies that promote academic and social-emotional success.

• Other duties
• Other duties as needed

Education: ● Master’s Degree in Special Education; or

Master’s Degree in Education with Special Education (Learning Support) Certificate or Endorsement.

Experience

● Minimum of five years of experience in the classroom or with small group instruction of students who struggle with learning and/or performance

● IB continuum school experience preferred

Competencies

• Strong knowledge of current pedagogical best practices in literacy and math instruction
• Knowledge of executive functioning and the ability to support the development of these skills in students and in the classroom
• Identification and remediation of learning differences and related accommodations
• Strong work ethic
• Understanding curriculum design is essential
• Intermediate level of productivity software and computing skills.
• Effective communication skills with students, colleagues, and parents
• Ability to collaborate with parents, students, teachers, and other professionals.
• Strong organizational and problem-solving skills
• Flexibility and ability to prioritize tasks
• Ability to take initiative, work independently, and with teams

Specialized Skills and Knowledge

Ability to differentiate instruction based on student needs and learning profile, Familiarity with assistive technology