ESSENTIAL RESPONSIBILITIES

Learning Support Coordination & Accommodation Plans 

• Serve as the lead coordinator for student accommodation plans and support plans across the school
• Manage the review, development, implementation, and ongoing monitoring of student accommodation plans
• Ensure clear documentation, communication, and consistency of accommodations across divisions and teaching teams
• Partner with faculty and Program Directors to ensure accommodations are implemented effectively and appropriately
• Review psychoeducational, neuropsychological, and educational evaluations and translate findings into practical classroom strategies
• Facilitate student support meetings, serving as an advocate for the student, and help guide decision-making around student interventions and next steps
• Coordinate referrals to outside providers, evaluators, therapists, and specialists when appropriate

Learning Support Services Leadership

• Help define, strengthen, and streamline the school’s Learning Support Services structure across all divisions
• Partner with school leadership to create clear systems and protocols for student support referrals, intervention planning, accommodations, and follow-up
• Collaborate with the Learning Support Services Team to ensure continuity of care and support for each and every student
• Develop systems for monitoring, documenting, and evaluating the effectiveness of interventions and support services
• Participate in crisis management and student support planning

Student Support

• Provide short-term individual counseling and check-ins for students experiencing social, emotional, behavioral, or academic challenges
• Facilitate small group counseling and social skills groups as needed
• Support students with emotional regulation, friendship challenges, conflict resolution, anxiety, school transitions, and developmental concerns
• Conduct classroom observations when concerns arise and collaborate on appropriate support plans
• Help create proactive strategies that support student success across school settings
• Support conflict resolution and restorative practices when appropriate

Family Partnership

• Partner with families to support student well-being and development
• Meet with parents/guardians to discuss concerns, provide guidance, and collaborate on support strategies
• Help families navigate referrals and outside support services

Faculty Collaboration

• Partner with teachers, Program Directors, and administrators to support student needs
• Consult with faculty regarding behavioral, emotional, developmental, and academic concerns
• Provide strategies and recommendations for classroom support and student success
• Collaborate on academic planning as well as goal setting, including behavioral plans, transition planning, and student interventions
• Support faculty understanding of accommodations and inclusive classroom practices

Social-Emotional Learning & School Culture

• Support the implementation of social-emotional learning practices across divisions
• Provide classroom lessons and group experiences related to emotional regulation, friendship skills, identity development, executive functioning, and resilience (based on ASCA standards)
• Help foster belonging, wellness, and healthy relationships across the school community
• Provide parent and faculty education opportunities related to student wellness and development

QUALIFICATIONS

Education & Experience

• Master’s degree in School Counseling, Counseling, Social Work, Psychology, or related field required
• Licensure or certification appropriate to counseling role preferred
• Minimum of 3–5 years of experience working with children and adolescents in a school setting preferred
• Strong knowledge of child development from early childhood through adolescence
• Experience managing student accommodation plans and collaborating around learning support services strongly preferred
• Experience reviewing educational evaluations and supporting classroom accommodations preferred
• Strong understanding of student support systems, accommodations, and collaborative intervention planning
• Excellent communication, organization, and relationship-building skills
• Ability to maintain confidentiality, professionalism, and sound judgment
• Commitment to diversity, equity, inclusion, and belonging in school communities
• Experience in an independent school setting preferred
  

PHYSICAL REQUIREMENTS



• Ability to stand, walk, and move around for extended periods during supervision and activities, both indoors and outdoors.
• Ability to lift and carry materials or equipment weighing up to 15 lbs.
• Capability to walk up and down two flights of stairs.
• Ability to respond promptly to emergencies, which may involve running, lifting, or assisting children to safety.
• Alertness and ability to supervise children during physical activities, such as outdoor play, while ensuring a safe environment.
  

SABOT SCHOOL'S MISSION STATEMENT

Sabot School is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. In an environment that supports co-creation, collaboration and respectful exchange, we challenge our students to become effective communicators and disciplined thinkers, capable of solving problems in our increasingly complex world.