Language Development Specialist Part-time

Forsyth Country Day School; Lewisville (NC); On-site; USD 15,000 - 23,000; Part time

Job summary

Forsyth Country Day School is seeking a Language Development Specialist to provide targeted support for students with learning differences at our Lewisville campus. This 10-month, part-time position reports to the JAC leadership and involves collaboration with teachers, counselors, and families to foster student growth.

The role requires a Bachelor’s in Education and special education/syllabi training; experience with dyslexia is preferred.

Qualifications

• Bachelor's degree in K-12 Education or equivalent.
• Certification in special education and/or reading preferred.
• Formal multisensory, structured language training such as IMSE/ALTA/IMSLEC.
• 3+ years of classroom or 1:1 experience with learning disabilities or dyslexia preferred.

Responsibilities

• Works one-on-one with students who have learning differences using a documented skills sequence.
• Writes initial and end-of-year assessments and monthly progress reports.
• Prepares accommodation profiles and supports teachers/parents.
• Tailors daily lesson plans to meet student needs.
• Collaborates with JAC personnel for planning and implementation of student needs.
• Attends team meetings and coordinates parent/teacher meetings for referrals.

Skills

Special education

Dyslexia support

Multisensory instruction

Google Workspace

Education

Bachelor's degree in Education

Teaching certification

Tools

Orton-Gillingham training

Assessment tools

Job description

Job DetailsJob Location: 5501 Shallowford Road - Lewisville, NC 27023Language Development Specialist Job Description

Part-time, 10-month position

Reports to: Director of the JAC and Assistant Director of the JAC

Responsibilities:

• Works one-on-one with FCDS students who have a diagnosed learning disability, attentional deficit disorder, or other learning differences; instruction follows a systematic outline (documented skills sequence) to meet student needs based on the psychological report
• Writes comprehensive reports to summarize initial and end-of-year assessments; writes monthly student progress reports to highlight current skills growth and goal progress
• Prepares an accommodation profile for each student assigned to their yearly caseload and serves as a support for teachers and parent questions (includes in-program and out-of-program students)
• Tailors daily lesson plans to meet student needs
• Works with other JAC personnel in the planning and implementation of individual academic student needs
• Attends scheduled team meetings, coordinating the student's progress; sets up and runs parent/teacher meetings for students who are in the referral process
• Communicates individual students' pertinent educational recommendations made in the psychological reports to classroom teachers
• Consults with academic teachers and tutors as to appropriate techniques for working with students with learning differences
• Meets regularly with other JAC personnel to discuss issues of mutual concern, to share ideas, to collaborate on student difficulties/successes, and to determine instructional needs
• Writes comments quarterly to reflect student progress
• Helps evaluate admission testing for individual students, making appropriate recommendations
• Communicates with parents on a bi-weekly basis through email or the use of On Campus Official Notes
• Attends divisional and JAC faculty meetings and general meetings
• Serves as an ambassador to FCDS
• Assists the Director of the JAC with any duties assigned

Collaborates and Consults with:

Director and Assistant Director of the JAC, JAC teachers, FCDS administrative team, FCDS classroom teachers, school counselors, students, and parents.

QualificationsQualifications:

• Requires a Bachelor's degree in K-12 Education
• Certification in special education, reading, and/or learning disabilities, preferred
• Formal training in multisensory, structured language education (such as but not limited to IMSE, ALTA, IMSLEC); consideration is given to candidates who are in the process of completing Orton-Gillingham Associate training and/or those who have completed Orton-Gillingham Classroom Educator certification
• Classroom and/or 1:1 experience working with students with diagnosed learning disabilities and/or students with dyslexia (3+ years) strongly preferred

Essential functions:

• Regularly required to walk, talk, hear, reach with hands and arms, and occasionally lift and/or move up to 15 pounds
• Must be able to sit and stand throughout the day, and bend, kneel, or squat to be at eye level with children.
• Must be able to operate a computer and have basic knowledge of Google Workspace
• Must be able to access and navigate all areas of the school and other facilities as needed
• Must be able to utilize oral and written communication skills effectively