TIER III LEARNING SUPPORT SPECIALIST

Sabot At Stony Point Inc; Richmond (VA); Hybrid; USD 44,083 - 55,104; Part time

Job summary

Sabot At Stony Point Inc in Richmond, VA seeks a Tier III Learning Support Specialist to foster an inclusive learning environment. This role involves collaborating with educators and providing targeted instruction for students with diverse learning needs and developing academic and social skills.

The ideal candidate should hold a Bachelor’s degree with experience in teaching and be knowledgeable about learning differences, providing interventions tailored to individual student needs. The position offers a supportive educational environment.

Qualifications

• Must have completed a minimum of five years of exemplary teaching experience.
• Training and experience in Orton-Gillingham or comparable structured literacy approach required.

Responsibilities

• Collaborate to create accommodation plans for students with diverse learning needs.
• Administer formative assessments to monitor progress and impact on student learning.
• Provide direct Tier III support in literacy and math for students K-8.

Skills

Reading acquisition knowledge

Learning theory

Knowledge of learning differences

Ability to administer and interpret assessments

Multi-sensory teaching strategies

Education

Bachelor's degree in teaching or related field

Master's degree or higher preferred

Job description

Location: Richmond, VA Job Category: Faculty and Instructional Staff

FLSA Status: Hourly Exempt Hours: 9:00-3:00, M-F (approximately 20 hours/week, will vary)

Hourly Wage: $38/hour

Department: Kindergarten to Grade 8

Start Date: July 1, 2026

POSITION DESCRIPTION

Sabot School, a progressive preschool-Grade 8 school in Richmond, and a leader in the Reggio Emilia Approach®, seeks a Tier III Learning Support Specialist.

The Tier III Learning Support Specialist plays a critical role in fostering an inclusive learning environment that supports students with diverse learning needs. Working closely with teachers, the School Counselor, the Learning Support Specialist, the Associate Head of School, and the Program Director, this position ensures that all students have access to the tools and strategies they need to thrive academically and socially. Grounded in the Reggio Emilia philosophy and a social-constructivist approach, the Tier III Learning Support Specialist provides individual, targeted instruction in literacy and math, helps develop and implement accommodation plans, and collaborates with educators to create differentiated learning experiences. This role is ideal for an educator who is passionate about individualized learning, skilled in intervention strategies, and dedicated to empowering students to become confident, engaged learners.

RESPONSIBILITIES

• Collaborate with the School Counselor, Learning Support Specialist, Associate Head of School, and Program Director to create accommodation plans for students with diverse learning needs, and support teachers in implementing student supports
• Support teachers with summative assessments; administer formative assessments to students receiving Tier III supports
• Analyze student assessment data to provide targeted and differentiated literacy and math support to students
• Provide direct Tier III support to students in one-on-one settings, focusing on specific learning goals in math and literacy. These sessions provide support to students in grades K-8 and should target student learning needs for both areas of growth and areas of enrichment.
• Administer formative assessments to monitor progress, efficacy of instruction, and impact on student learning progress
• Meet regularly with classroom teachers to discuss student progress, share successful learning strategies, monitor accommodations in place for students, and ensure cohesion between student learning environments
• Provide specific, positive reinforcement to children, encouraging a growth mindset and using a language of respect
• Provide feedback to parents at parent conferences
• Provide support to students in moments of escalation, supporting social and emotional learning
• Support students to build executive functioning skills in individual work with a goal of increasing student engagement and independence
• Assist with the transition process for students moving between grade levels, ensuring continuity of support and accommodation needs
• Lead or assist in professional development for staff around best practices for supporting students with learning differences, including strategies for differentiation and inclusive instruction
• Other duties as assigned by your supervisor

QUALIFICATIONS

Education & Experience

• Education: A Bachelor’s degree from an accredited college or university in teaching or a related field is required. Master’s degree or higher preferred.
• Experience: Must have completed a minimum of five years of exemplary teaching experience.

SPECIAL REQUIREMENTS

Must be able to successfully pass a background check.

SPECIFIC TO THE LEARNING SPECIALIST POSITION

• Comprehensive knowledge of reading acquisition and pedagogy, learning theory, and best practices for Tier III instruction.
• Strong knowledge of learning differences such as dyslexia, dysgraphia, autism, ADHD, and other neurodiverse conditions, and how they impact students' learning and behavior.
• Provide intensive Tier III intervention in reading and written language for students with dyslexia and other language-based learning differences using evidence-based structured literacy practices. Training and experience in Orton‑Gillingham, Wilson, Barton, or a comparable structured literacy approach is required.
• Experience with Tier III interventions and the ability to implement individualized strategies to support students' academic and social-emotional needs.
• Proficiency in administering and interpreting formative assessments to monitor student progress and adjust instruction as needed.
• Familiarity with multi-sensory and evidence-based teaching strategies for students with learning differences, especially in literacy and math.
• Ability to collaborate effectively with teachers, counselors, and administrators to create and implement accommodation plans and ensure consistency in support.
• Knowledge of social-emotional learning (SEL) and the ability to support students through challenging emotional or behavioral moments.
• Experience with IEPs (Individualized Education Plans) or 504 plans, including the ability to support their development and ensure proper implementation.
• Comfort with technology tools used in special education, such as data tracking systems, digital learning aids, or educational apps for differentiated learning.

GENERAL KNOWLEDGE, SKILLS, AND ABILITIES

• Willingness to participate fully in a dynamic day school environment in Richmond, Virginia.
• Demonstrates professionalism and serves as a role model by modeling honesty, accountability, understanding, tolerance, respect, love, and kindness for students.
• Develops and maintains professional, collaborative, and collegial relationships with faculty, staff, and community partners for the benefit of students and classes.
• Demonstrates professionalism, engagement, and kindness toward all children and families, regardless of race, religion, nationality, abilities, familial status, gender identity, or gender expression.
• Exhibits excellent communication skills, both oral and written.
• Establishes effective communication and relationships with students and parents.
• Displays curiosity, a positive attitude, flexibility, and a good sense of humor.
• Demonstrates creativity and flexibility in teaching practices, with a growth mindset toward professional goals and development.
• Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills.
• Exhibits excellent time management skills, completing reports and tasks in a timely and professional manner.
• Multi-tasks effectively, remains calm under pressure, and treats everyone with respect.
• Remains responsible for the supervision of students during classes and at all times while on or off campus.
• Learns new technology and systems as required by the program level.
• Adheres to all policies and procedures outlined in the Employee Handbook and Community Guide.

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.