We are seeking an individual who is inspired by our mission and whose beliefs align with our core values of integrity, compassion, inquiry and courage, and who reflects our core competencies to join our Upper School as a Learning Support Specialist – Grade 7 to 12. This is a full-time position starting in September 2025.

THE POSITION:

The Upper School (Grades 7-12) program at Havergal College is distinguished by opportunities for students to develop and learning in an environment that is diverse, stimulating and supportive. Teaching facilities are well equipped and offer bright, technology-rich environments.
Experienced Intermediate/Senior teachers at Havergal College are confident in curriculum development and demonstrate an approach to teaching that reflects the way in which girls learn. They support all learners with diverse strategies and approaches and are willing and able to use appropriate solutions to learning challenges experienced by students. Teachers optimize the use of the technology to support student learning. Classes are engaging and dynamic and teachers genuinely enjoy what they are doing and are approachable, available, knowledgeable, genuine and supportive.
As members of the Upper School faculty, teachers engage in the work of the Upper School in a collegial and supportive manner. They demonstrate an understanding of the importance of parents as partners in their daughter’s education by maintaining open and collaborative relationships with parents. As lifelong learners, they demonstrate a commitment to actively seeking professional development. Teachers actively participate in the life of the school beyond the classroom.

QUALIFICATIONS, KNOWLEDGE AND EXPERIENCE

• Teacher qualifications (Intermediate/Senior) with a minimum of 5+ years related teaching experience required.
• Special Education Specialist (or equivalent) qualifications required.
• Master’s of Education in Special Education or related area an asset.
• Understanding of the confidential nature of the work associated with this position.
• Expertise in special education planning, implementation and assessment.
• Knowledge of differing learning needs and strategies for supporting all kinds of learners.
• Strong organizational skills.
• Self-starter, able to work in a self-directed manner appropriate to changing needs.
• Strong understanding of differentiation.
• Understanding of how girls learn.
• Understanding of how to use data to make decisions to improve student success.
• Ability to mentor faculty in building a culture of capability.
• Ability to build relationships with all stakeholders.
• Problem-solver in challenging situations.
• Current knowledge of assessment practice in Ontario.
• Technologically literate with the ability to build and maintain student databases and records.
• Understanding of the unique aspects of working in an independent educational institution.

STUDENT SUPPORT RESPONSIBILITIES

• Where appropriate, conduct direct observation of students of concern as identified by the classroom teacher or parents and make specific recommendations and where necessary, suggest a psycho-educational assessment.
• Identify students with specific learning disabilities who require outside support and help parents acquire that support by providing information and other resources.
• Review psycho-educational reports, writing, maintaining and reviewing individual learning plans for students identified as having learning disabilities.
• Support students in applying for accommodations required for standardized tests (EQAO, AP, PSAT, SAT, ACT).

DEPARTMENTAL ADMINISTRATIVE RESPONSIBILITIES

• Review and analyze clinical assessment reports (eg. psycho-educational assessments, developmental assessments, occupational therapy assessments, language assessments, etc) to determine and implement appropriate accommodations and programming support.
• Write, maintain and review Individual Education Plans for students with identified needs.
• Determine appropriate referrals for further assessments or clinical supports and liaise with outside service providers (eg. Occupational Therapists, Speech-Language Pathologists, Social Workers).
• Work with Admissions to review student applications and facilitate student transition.

PROFESSIONAL RESPONSIBILITIES

• Actively participate in professional growth activities (membership in professional learning communities, completing professional reading, setting professional learning goals).
• Maintain consistent, professional, supporting and encouraging relationships with colleagues.
• Participate in the life of the school through duties and co-curricular activities.