Middle School Learning Specialist

Position Title: Middle School Learning Specialist

Date Modified:11/10/2025

FLSA Classification: Exempt

Reports to: Dean of Student Formation

About St. John’s Episcopal School

St. John’s is an independent, coeducational Episcopal school serving approximately 500 students in grades PreK-3 through eight. Located in a park-like setting on 10 acres in East Dallas, the School offers its employees and students a supportive esprit de corps fueled by a common mission – one dedicated to a program of academic excellence designed to train the mind, strengthen the character, and enrich the spirit of each student in a Christian environment. We think of St. John’s not only as a School, but also as a very special kind of community. We seek to employ people who – regardless of the role they play in the School –understand that they impact the lives of our students, families, and colleagues. The St. John’s Code calls us to model honesty and respectfulness in our relationships, responsibility in the performance of our assignments, and a caring attitude that extends to all members of our community. Do you dream of becoming the best employee you can be? Of coming to work each day with a sense of mastery, belonging, and purpose? Of working with fun, collegial, collaborative, growth-minded professionals? If so, you could thrive at St. John’s.

Position Purpose:

This full-time role is responsible for leading St. John’s Academic Learning Support Program for fifth through eighth-grade students, managing the School’s Learning Lab, and providing individual and small-group direct support to Middle School students with diagnosed learning differences.

The Middle School Learning Specialist is a key collaborator with students, parents and caregivers, the Dean of Student Formation, the Head of Middle School, the Primary and Lower School Learning Specialist, wellness clinic staff, faculty, admissions personnel, leadership and administration, and outside professionals.

Key Accountabilities:

• Manage the School’s learning accommodation process for fifth through eighth grade students with a diagnosed learning difference, medical condition, extended leave, or long- or short-term injury, which includes:

• Lead the appropriate process for support when a student demonstrates a concerning pattern of performance.
• Make recommendations and referrals for psychoeducational evaluation, screening, and tutoring.
• Develop and write Student Support Plans based on psychoeducational evaluations, academic files, and standardized testing.
• Consult with students, parents and caregivers, teachers, tutors, and evaluators.
• Adjust learning plans as needed.
• Maintain up-to-date learning support records so support and progress can be confidentially monitored.

• For Middle School:

• Attend grade-level team meetings to gather and share information on student progress and needs.

• Attend Middle School Student Formation Team meetings to discuss ongoing student support and academic, social, and emotional needs.
• Annually, or at key transition points such as entry into Middle School or prior to eighth grade, meet with parents to review and receive approval of accommodation plans and/or to discuss student progress.
• Consult with faculty and facilitate extended time accommodations for Middle School students as needed.
• Coordinate accommodations process and proctor standardized testing and semester exams.
• Meet regularly with students to assist in time management, organization, study skills, and test-taking strategies.
• Teach organization and study skills classes as needed.
• Manage and supervise the School’s Learning Lab.

• In collaboration with the Primary and Lower School Learning Specialist:

• Schedule outside professionals who provide services to Middle School students virtually or on campus.
• Coordinate the scope and sequence of the study skills curriculum, which will begin in third grade and progress through eighth grade.
• Collaborate on the transition of students from Lower to Middle School.
• Educate and advise faculty, staff, and administrators on learning differences, remediation, accommodations, and teaching strategies.
• Monitor and analyze norm-based test results, such as those from CTP, Milestones, or other, for students with Student Support Plans. Provide summary and detailed information about analyses to faculty; discuss results with parents as needed.
• Assist the Parent University coordinators with the organization and coordination of Parent University initiatives, especially as those relate to academic learning and learning differences.

Opportunities and Challenges:

The Middle School Learning Specialist plays a pivotal role in the life of many St. John’s families and is a valued member of the community who helps students maximize their academic potential. The Learning Specialist must:

• Model the St. John’s Code of respect, responsibility, honesty, and care.
• Develop trust and rapport with students, their families, and faculty and staff.
• Demonstrate clarity in verbal and written communication.
• Demonstrate strong listening skills.
• Demonstrate and exercise confidentiality regarding student personal and educational information.
• Embrace the School’s Episcopal identity, ethos, and commitment to respecting the dignity of each individual.

Growth Mindset:

• Collaborate with colleagues on student support and learning differences.
• Leverage the knowledge, skills, and abilities of colleagues on the Student Formation Team in support of students’ academic, social, and emotional needs.
• Pursue growth in relevant technology skills.
• Network with peers at other local and national independent and Episcopal schools.
• Demonstrate commitment to personal and professional growth. Able to meaningfully receive, reflect on, and apply feedback to one’s professional growth.
• Attend conferences and professional meetings to remain current on best practices with interventions, instructional strategies, culturally responsive instruction, and social and emotional learning.

Qualifications:

Candidates should have excellent interpersonal skills and also possess a deep understanding of the developmental needs of early adolescent and adolescent children. They should demonstrate a passion for working with both children and adults and should clearly communicate a desire to collaborate with parents and caregivers, students, educators, administrators, and outside professionals.

• Bachelor’s degree in education or a discipline related to special education required; advanced degree related to education preferred.
• Minimum of three years of experience supporting students who have learning differences.
• Independent school experience preferred.
• Background and interest in guiding a program for middle school students in which all students experience success in learning.
• Experience in education practices, learning needs and related legalities, teaching or training students and faculty.
• Strong knowledge of learning accommodations, assistive technologies, and learning resources.
• Extensive knowledge of learning differences, including dyslexia, dysgraphia, dyscalculia, other language-based disorders, and attention-deficit/hyperactivity disorder.
• Experience with psychoeducational testing and reports, administering and interpreting assessments and test results, academic achievement, and diagnostic testing.
• Excellent organizational skills, internal motivation, and the capacity to establish and manage multiple priorities within a complex and fast-paced environment.
• Proven leadership, initiative, and communication skills.
• Must be proficient in use of technology, including the ability to work in online Student Information and Learning Management Systems, to schedule and conduct classes via Microsoft Teams and Zoom, and to use the Microsoft 365 Suite.

Requirements for the Working Environment:

• Maintain emotional control under stress.
• Ability to lift approximately 30 lbs.
• Ability to work for extended periods of time, including weeknights and weekends when required.
• Ability to work with children and adults in indoor and outdoor settings.
• Ability to work in on-campus, home, and field trip settings.
• Ability to participate as a chaperone on overnight field trips.

How to Apply:

For questions, more information, or to submit your letter of interest and resume in PDF format, please contact:

Mrs. Sue Trumbo, Chief People Officer strumbo@stjohnsschool.org
214-328-9131

In our commitment to diversity and equity, St. John’s Episcopal School does not discriminate regarding race, color, ethnicity, national origin, sexual orientation, gender, age, genetic information, disability, pregnancy, marital status, religion, military status, and/or any protected category. This commitment extends to our employment, educational, admission, and financial-aid policies, and other school-administered programs.