Assistant Head of The Learning Center

Almaden Country Day School; San Jose (CA); Hybrid; USD 110,000 - 140,000; Full time

Job summary

Almaden Country Day School is seeking an assistant head for The Learning Center to support teachers, students, and families in an OG-accredited program. The role focuses on classroom presence, leadership, and instructional coaching to advance accreditation goals.

Qualified candidates hold OG certification at Clinical level or higher, a master’s degree in education, and at least five years of full-time teaching experience in independent schools. Collaboration with parents and staff is essential.

Qualifications

• Certification in the Orton-Gillingham Approach at clinical level or higher.
• Strong leadership and instructional coaching experience.
• Master’s degree in education, literacy, or related field.
• Minimum five years of full-time teaching experience.
• Experience working with students with learning differences.
• Independent school experience is a plus.

Responsibilities

• Support teachers, students, and parents in TLC; spend time in classrooms.
• Foster open dialogue and an emotionally safe environment.
• Lead curriculum coaching and teacher mentoring across OG, literature, writing, math, and social studies.
• Participate in admissions, hiring, and accreditation activities.

Skills

OG Certification

Leadership

Instructional coaching

Interpersonal skills

Dyslexia experience

Communication

Education

Master’s degree in education, literacy, or related field

Job description

Schedule: 12 months, full-time Administrator
Compensation: $110,000 - $140,000 depending on qualifications and experience
Reports to: Head of The Learning Center

Description:

As our program for children with dyslexia expands following our recent Orton-Gillingham Academy accreditation, Almaden Country Day School seeks to hire additional educational leaders at the assistant head level to support our faculty, students, and families in The Learning Center (TLC). We seek to hire compassionate administrators who are certified in the Orton-Gillingham Approach (at least the Clinical level and preferably at the Fellow level) and have leadership and instructional coaching experience.

Successful finalists will also have a strong appreciation of the strengths and challenges of those with learning differences, an understanding of social-emotional development, and the ability to communicate and relate clearly and empathetically.

Our Learning Center is one of 20 programs/schools within North America that is accredited by the Orton-Gillingham Academy (OGA) as an instructional institution; we are the only school west of Kansas with this designation. The new Assistant Head will be able to help move this program forward on its current, exciting trajectory.

All students in TLC have a formal diagnosis of dyslexia or other language-based learning differences. Classes have up to four students, each with an Orton-Gillingham-certified teacher. When they are not in their literacy, math, and social studies classes, TLC students are fully integrated with their general education classmates in enrichment and elective classes, including art, music, science, PE, and drama. TLC students also integrate with general education students to participate in field trips, after-school sports, clubs, and activities; they attend overnight field trips in grades 4 - 8. In short, they are ACDS Cougars first, and TLC students second, which helps reinforce their critical role in our school. The new Assistant Head will foster this vital student integration and involvement that is a hallmark of our TLC program.

Key Responsibilities and Duties:

The Assistant Head of The Learning Center’s primary responsibility is to support teachers, students, and parents. They must spend time in classrooms to fully understand the needs of faculty. They must communicate in a manner that facilitates open dialog and an emotionally safe environment. At the same time, if there are concerns, they must also be expressed and addressed. These observation practices and communication skills are required to move the program forward.

School Culture:

• Learn, embrace, and model the culture of TLC and ACDS
• Ensure teachers internalize this culture and apply it in their everyday interactions
• Support students as they learn to treat themselves and others with respect and kindness
• Foster a partnership with parents while communicating expectations about how the students will interact and communicate with each other
• Be visible during recess, lunch, and school activities to help build relationships
• Help all students understand dyslexia
• Help all teachers understand dyslexia’s implications in the classroom, and how it impacts students and their families

Curriculum Coaching and Teacher Mentoring:

• Visit classrooms frequently to have a clear understanding of interactions, student progress, and instruction
• Understand the curriculum in all content areas at all grade levels, including OG, literature, writing, math, and social studies
• Reinforce the Orton-Gillingham (OG) Principles in all areas
• Ensure that we are making progress on OGA accreditation recommendations
• Be familiar with The Writing Revolution, 2.0, by Judith Hochroth, and Writing Matters, by William Van Cleave
• Be knowledgeable about Bridges Math
• Be able to speak to TCI History Alive
• Work with consultants and follow up with teachers between visits to make sure progress continues
• Meet with teachers regularly for observations and curriculum coaching
• Assist teachers in designing differentiated lessons and give feedback accordingly
• Reinforce that meeting the needs of TLC students is multifaceted
• Ensure that an inquiry-based approach is used when possible
• Work with learner-centered culture (LCC) consultant and facilitate Learner Lunch meetings; help integrate a LCC as often as possible
• Participate in morning meetings and class meetings
• Support implementation of Positive Discipline and the CASEL framework
• Help faculty remain focused on Portrait of a Graduate
• Support teachers in their OG certification process
• Meet regularly with Thought Partners to hear their perspectives and discuss ways to integrate their feedback

Engage with the Head of TLC in a Collaborative Relationship

• Give admissions tours when necessary and be able to speak to prospective parents about the program
• Be able to read, interpret, and summarize psychoeducational evaluations
• Work together on faculty Annual Reviews
• Share responsibilities regarding student behavior
• Connect with General Education colleagues
• Participate in the hiring process including reading applications and interviewing
• Support the re-accreditation process, including the self-study, writing the report, and co-hosting the site visit
• Help implement new initiatives
• Help with scheduling, both class schedules and events
• Attend school-wide events
• Participate in relevant meetings, including Instructional Support and Admissions

Professional Development

• Demonstrate a commitment to ongoing professional development
• Understand co-existing diagnoses - dysgraphia, dyscalculia, ADHD, anxiety, speech and language deficits, dyspraxia
• Periodically attend annual conferences (Orton-Gillingham Academy and International Dyslexia Association)
• Attend the Association of Learning Disabilities Schools (ALDS) Leadership Summit annually

Qualifications:

• Certification in the Orton-Gillingham Approach, at least at the Clinical level and preferably at the Fellow level
• Strong interpersonal and leadership skills
• A master’s degree in education, literacy, or a related field
• At least five years of full-time teaching experience
• Direct experience working with students with learning differences
• Outstanding organizational skills and attention to detail
• Ability to multitask, meet deadlines, and manage different tasks at once
• Commitment to teaching 21st Century Skills, including teamwork, creativity, problem solving, curiosity, ethics, and resilience
• Demonstrated success in using AI as an effective instructional tool in the classroom
• Demonstrated success in using adaptive technology as an instructional tool
• Demonstrated commitment to a collaborative work style
• Personal characteristics: passion for working with children, optimism, flexibility, patience, joyfulness, humor, commitment to personal and professional growth
• Experience working in an independent school environment is a plus.

Interviews will follow with qualified applicants. ACDS utilizes a variety of HR tools to assess candidates and select finalists for our job vacancies.

Application Deadline:

This position is open until filled.

Overview of Almaden Country Day School

Almaden Country Day School is an independent school serving Pre-K through 8th-grade students, located in the Almaden Valley of South San Jose. The school's mission is to "discover the gifts in every child." ACDS promotes the belief that children learn best in a high-opportunity, low-stress environment, and when instruction is age-appropriate, highly individualized, and joyful.

We serve 425 students in small classes with multiple sections at each grade level. While our focus is on the journey of childhood and providing balance that shapes confident, curious, empathetic leaders, our graduates are prepared for a rigorous high school experience. It is not unusual for half of the students in an ACDS graduating class to be accepted into high school with academic distinction or honors placement. Approximately 25 percent of the student body receives tuition aid. 95% of TLC graduates have been accepted into the private high schools of their choice without accommodations.

ACDS strives to develop well-rounded children prepared to enter the world with agency and self-advocacy. In addition to their literacy and math coursework, our youngest students experience theater, foreign language, physical education, music, maker space, and art, and in middle school, they choose from extensive choices across dozens of elective classes. The school’s signature enrichment programs, hands-on science featuring an outdoor classroom, robust integrated technology program, and acclaimed performing arts programs, all contribute to our emphasis on whole-child instruction.

For more information about Almaden Country Day School, candidates are encouraged to further browse our website.

Schedule: 12 months, full-time Administrator
Compensation: $110,000 - $140,000 depending on qualifications and experience
Reports to: Head of The Learning Center

Time Commitment: ~4 to 6 hours per week (No weekend or Friday commitments)
Compensation: $2,000 stipend per season (opportunity for additional teams and roles)

Schedule:October to January, start at the end of September
Salary: $60,000 - $100,000 annually depending on qualifications and experience, additionally prorated for length of time working as substitute teacher

Schedule: Part-time position (as needed)
Salary: $35/hour

Schedule: Full-time, Effective August 19, 2026
Compensation: $60,000 - $100,000 depending on qualifications
Reports to: Head of The Learning Center

Almaden Country Day School employs individuals of different ages, genders, races, ethnicities, physical and mental abilities and conditions, creeds, and lifestyles, and values the unique background of each employee. Almaden Country Day School will not discriminate (or tolerate discrimination by its employees or others) against any applicant or employee based on race, color, creed, sex (including gender, gender identity, and pregnancy, childbirth and related medical conditions), religion, marital status, age, national origin, ancestry, physical or mental disability, protected medical condition including genetic characteristics, sexual orientation, veteran status, or any other category protected under applicable federal, state, or local law.