High School Learning Specialist (25-26)
Apply NowCompany: Georgetown Day School
Location: Washington, DC 20011
Description:
About the School
Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.
Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.'s and the nation's most dynamic educational institutions.
Since the school's founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.
About the Position
Georgetown Day School, an independent school in Washington, D.C., is seeking a learning specialist for our academically rigorous high school. As a diverse, inclusive school we are devoted to social justice and preparing our students to live and work in an increasingly globalized, multicultural, and neurodiverse society. GDS is particularly interested in professionals with demonstrated experience working in developing equitable and inclusive programming for students who are neurodiverse and students with disabilities.
Division: High School
Department: Learning Services
Location: On-site at 4200 Davenport Street, NW, Washington, DC
Date: August 18, 2025
Type of Opportunity: Full-time, permanent
FLSA Status: Exempt
Compensation: $90,000-105,000 annually, based on experience
Note: Applications will be reviewed on a rolling basis.
Primary responsibilities:
Additional Duties and Responsibilities
Qualifications:
Experience, Education, and Licensure
Skills
Americans with Disability Specifications
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Work Environment:
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.
The noise level in the work environment is usually moderate.
To Apply
Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds
As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student's individual learning experience in equitable and meaningful ways.
Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.
Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.'s and the nation's most dynamic educational institutions.
Since the school's founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.
About the Position
Georgetown Day School, an independent school in Washington, D.C., is seeking a learning specialist for our academically rigorous high school. As a diverse, inclusive school we are devoted to social justice and preparing our students to live and work in an increasingly globalized, multicultural, and neurodiverse society. GDS is particularly interested in professionals with demonstrated experience working in developing equitable and inclusive programming for students who are neurodiverse and students with disabilities.
Division: High School
Department: Learning Services
Location: On-site at 4200 Davenport Street, NW, Washington, DC
Date: August 18, 2025
Type of Opportunity: Full-time, permanent
FLSA Status: Exempt
Compensation: $90,000-105,000 annually, based on experience
Note: Applications will be reviewed on a rolling basis.
Primary responsibilities:
- Primary responsibilities include working with High School students individually and in small groups to differentiate direct support in executive functioning and academic success strategies. Maintain the Learning Services open-door policy, providing a welcoming, supportive, and safe environment for students to gather, celebrate, and seek help.
- Provide case management for students with neurodiversity and disabilities in assigned grade levels. This includes: identifying students in need of support and coordinating strategies through the Students Support Team, supporting families through the testing and eligibility process; developing differentiated, accurate, and detailed Learning Profiles (LPs); monitor when updates to testing or LPs are needed; and encouraging student self-advocacy for accommodations.
- Open, timely, and supportive communication with families and students. As well as a willingness to problem solve and identify creative support solutions based on an ever-changing student need.
- Testing Accommodations Support: Assist students and families with the submission of required documentation to the College Board and ACT for testing accommodations, ensuring accuracy, timeliness, and alignment with students' Learning Profiles (LPs) and individual needs.
- Planning and implementing engaging educational programming for the Hopper Academic Learning Lab (HALL) in conjunction with colleagues.
Additional Duties and Responsibilities
- Partnering with Teachers, Department Chairs, Instructional Coaches, and Administrators to support effective classroom implementation of LP accommodations. Collaborate with teachers in a variety of ways-individually, by department, and as a whole faculty-to improve their understanding of neuro-affirming instructional approaches to teaching students with disabilities.
- Working closely with high school counselors, assistant principal for academics, and other members of the Student Support Team (SST) to support struggling students with and without diagnosed disabilities. Attend all weekly SST meetings and follow up on decided action items each week.
- Work with the Director of Learning Services to identify cultural, structural, and systemic barriers to inclusion and problem-solve innovative student-centered solutions for implementation.
- Work strategically with fellow learning specialists to form a collegial cross-divisional team that is capable of efficiently and effectively implementing needed change. Attend regular cross-divisional meetings with the full Learning Services team to develop student-centered policies that better serve those with neurodiversity.
- Accomplishes all tasks in a timely manner, as appropriate. Other duties outside this description may be assigned as necessary.
Qualifications:
Experience, Education, and Licensure
- M.A. in Special Education or B.A. in Special Education with Masters in related field, required
- M.A. in Special Education and at least five years of experience working with neurodiverse students in various school settings is preferred
- Special Education teaching experience in both public and independent schools is preferred
- Current Teaching License
Skills
- Strong, demonstrated experience in Case Management for students with disabilities and neurodiversity.
- Understanding of how to read and interpret neuropsych and psychoeducational testing results for students. Ability to translate testing data into effective accommodations that reflect insight into student needs for success.
- Strong professional writing skills and attention to detail
- Community builder who is passionate about creating student-centered spaces free of stigma and can collaborate effectively with colleagues.
- Effective interpersonal skills when working with a variety of stakeholders.
- Cognitive flexibility, adaptability, creativity, and capability to pivot based on student and programmatic needs
- Familiarity with BlackBaud, August Schools, or other SIS platforms is a bonus
Americans with Disability Specifications
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
Work Environment:
Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.
Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time.
The noise level in the work environment is usually moderate.
To Apply
Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds
As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student's individual learning experience in equitable and meaningful ways.