Who we are?
Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves a diverse community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx and the other in Manhattan. Ethical Culture School, located on the Upper West Side at 63rd Street and Central Park West, is comprised of approximately 450 students Pre-K through 5th Grade and 80 faculty members.
What is essential about working at our school?
The Ethical Culture Fieldston School has a long history of equity and inclusion deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace diversity of ancestry, family, identity, culture, and beliefs and seek a student body and faculty that reflect the pluralism and socio-economic diversity of metropolitan New York. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self.
We expect members of our community to engage in open dialogue about living and learning in a diverse environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality.
Position Summary
The Learning Specialist is a member of the Language and Learning Team, which supports the work of the classroom teachers by helping students who experience difficulties in literacy and executive functioning skills
Requirements
Assessment:
Assist teachers in administration, scoring, and analysis of reading and writing assessments
Identify students in need of individualized, ongoing support
Identify the specific areas in need of development that will support classroom instruction
Intervention:
Push-in: supporting students during whole class lessons and small groups; occasionally co-teaching specific strategies based on the needs of students
Providing and/or creating checklists, graphic organizers, checklists, etc. specific to lessons and each child’s learning needs
Leading and planning after-school tutoring support for 5th-grade students
Attend Grade Level and Team meetings for L&L and Social Studies to be familiar with the curriculum, texts, and assignments.
Attend weekly 1:1 lesson planning meetings with 5th-grade teachers to offer assistance in modifying, differentiating, and organizing instruction and assignments to reflect the appropriate developmental level of the students
Provide teachers with updates on student progress with written notes to be incorporated in student reports