Middle School Learning Lab Coach

Greensboro-Day-School; Greensboro (NC); On-site; USD 42,000 - 64,000; Full time

Job summary

Greensboro Day School is seeking a Middle School Learning Lab Coach to provide direct academic coaching for neurodiverse learners and students on Learning Support Plans. The role focuses on decoding, literacy, math intervention, and executive functioning support within a structured, relationship-centered Learning Lab, aligned with the Learning Support Coordinator and classroom teachers.

The position is on-campus, ten months, five days a week, with some evenings or weekend work.

Qualifications

• Experience working with neurodiverse students and Learning Support Plans.
• Ability to coach reading, writing, and math with target interventions.
• Experience in structured literacy or related reading interventions preferred.
• Strong collaboration with Learning Support Coordinator and teachers.

Responsibilities

• Operate the Middle School Learning Lab during the school day (7:45 a.m.–3:45 p.m.).
• Provide individual and small-group academic coaching for students with Learning Support Plans.
• Support executive functioning skills (planning, time management, study strategies).
• Help students develop systems for managing assignments, calendars, and digital platforms.
• Collaborate with the Learning Support Coordinator to align strategies with plans.
• Share progress notes and observations with the Learning Support Coordinator.
• Engage with parents and teachers to ensure consistency across settings.

Skills

Neurodiverse learners

Executive functioning

Academic coaching

Structured literacy

Collaboration with teachers

Job description

If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process.

Middle School Learning Lab Coach

Administration FT Professional Greensboro, NC, US 1 Attachments

2 days ago Requisition ID: 1144

Middle School Learning Lab Coach

Job Description

Start Date: January 4, 2027

Note, there is some flexibility with the start date.

REPORTS TO:

Middle School Director

FLSA JOB CLASSIFICATION:

Exempt, 10 Month Position

JOB PURPOSE:

The Learning Lab Coach supports neurodiverse learners and students with Learning Support Plans by providing direct, student-facing academic coaching; decoding, literacy, and math intervention; and executive functioning support. This position works alongside the Middle School Learning Support Coordinator to run the middle school's Learning Lab during the academic day, providing individualized and small-group support in a structured, relationship-centered environment.

The Learning Lab Coach works closely with the Middle School Learning Support Coordinator, teachers, advisors, and students. The Learning Lab Coach implements tangible strategies and interventions to translate Learning Support Plans into meaningful, accessible support that helps students build confidence, independence, self-advocacy, and effective learning habits.

This is a 10-month, on-campus position, five days per week, Monday through Friday, and requires occasional evening and weekend work.

The Learning Lab Coach models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility.

PRIMARY RESPONSIBILITIES

Operates the Middle School Learning Lab as a welcoming, structured, and productive student support space during the school day, 7:45 a.m. - 3:45 p.m.

Provides individual and small-group academic coaching for students with Learning Support Plans and other identified learning needs

Supports students with executive functioning skills including planning, prioritizing, time management, task initiation, study strategies, test preparation, note-taking, organization, and follow-through

Helps students develop systems for managing assignments, materials, calendars, digital platforms, long-term projects, and assessments

Provides targeted interventions to address students’ gaps in reading (decoding, fluency, comprehension), writing (spelling, grammar, organization), and math (fluency, calculation)

Provides coaching that builds student independence rather than creating dependency

Maintains a relationship-focused, strengths-based approach that affirms neurodiverse learners and promotes student confidence

Collaborates with the Learning Support Coordinator to align intervention strategies with student needs and Learning Support Plans

Shares student observations, progress notes, and patterns of need with the Learning Support Coordinator

Partners with parents and teachers to establish alignment and consistency so that executive functioning and academic-related strategies are implemented across all settings

Collaborates with the Learning Support Coordinator and classroom teachers to reinforce pedagogical strategies that support neurodiverse learners

Assists the Learning Support Coordinator in identifying practical classroom strategies, accommodations, and scaffolds that may help students access the curriculum

Serves as a resource to teachers and parents on topics such as executive functioning, attention, working memory, and learning differences

Participates in student support meetings as requested by the Learning Support Coordinator

ADDITIONAL RESPONSIBILITIES

Respects student confidentiality and handles sensitive learning information with professionalism and discretion

Teaches at least one middle school class or Bengal Enrichment and Academic Teams (BEAT) offering and/or serves as a Middle School Advisor

Stays abreast of current brain, learning differences, and pedagogical research

Participates as a member of the Student Support Team

Shares in the day-to-day life of the school community, which includes attending assemblies, participating in committees as necessary, and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty)

Is active and present as a GDS community member by participating in school functions and students’ extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips)

Serves as a chaperone during the annual Building Community Retreats (BCRs) as needed, which typically requires 2-3 nights of overnight chaperoning

Serves as a role model to faculty through the active participation and leadership opportunities in professional organizations; reads professional publications and maintains personal networks

Performs other duties as assigned by the Division Director and/or Head of School

GDS Cultural Competencies (All Employees)

GDS Employee Skills (All Employees)

Human-Centered

Data-Informed

Professionalism

Technologically Fluent

Adaptable & Growth Mindset

Inclusive

Integrity

Welcoming

Respectful

Listens to Understand

Relationship-Focused

Student-Centered

Field Expertise

Coachable

Lifelong Learner

Kind

Position Requirements

Minimum of five years of teaching and tutoring students with neurodiverse needs

Experience working with neurodiverse students, students with dyslexia, ADHD, executive functioning challenges, language-based learning differences, or other learning support needs

Training or experience in structured literacy, dyslexia intervention, Orton-Gillingham-based approaches, Wilson, or similar evidence-based reading intervention preferred

Experience providing academic coaching, executive functioning support, or learning specialist services in a school setting

Strong understanding of adolescent development and the social-emotional dimensions of learning differences

Familiarity with independent school environments is preferred

Ability to collaborate effectively with teachers, families, advisors, counselors, and administrators

Strong organizational, communication, and documentation skills

Personal qualities of credibility and unwavering commitment to Greensboro Day School’s mission

A sense of humor is appreciated

WORKING CONDITIONS:

Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student‑specific health‑related needs. Some weekend, evening, or early morning work may be required from time to time.

PHYSICAL REQUIREMENTS:

The position may require prolonged periods of sitting at a desk, standing to teach, and working on a computer. They must be able to move quickly and frequently from standing to sitting with ease and lift up to 50 pounds. The position must also be able to traverse the classroom and adjust one’s tone and height, by bending or leaning, in order to teach each child. The position must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis.

DIRECT REPORTS:

There are no direct reports for the Learning Lab Coach.