Upper School Learning Coach

breckschool; Minneapolis (MN); On-site; USD 50,000 - 97,000; Full time

Job summary

The Learning Coach at Breck School, located in Golden Valley, Minnesota, supports students to enhance their academic skills and self-understanding.

Working closely with the Upper School Learning Specialist, the Upper School Deans, and the Student Support Team, the coach mentors students and coaches instruction toward independent, reflective learning.

Qualifications

• Bachelor's degree in Education, Special Education, or Counseling/Psychology; Master’s degree preferred.
• Minimum of two years of classroom experience in middle or upper school.
• Commitment to Breck School’s Mission and student-centered support.

Responsibilities

• Manage a caseload of students with accommodation plans, including testing-related supports.
• Serve as primary supervisor of the testing room and coordinate testing accommodations.
• Coordinate school-based testing for standardized tests (ACT/SAT).
• Set academic and personal goals with a neurodevelopmental lens aligned with Mind, Brain, and Education (MBE).
• Maintain regular contact with students, families, and staff regarding progress and confidentiality.
• Support learning strategies and study skills; facilitate tutoring relationships with Learning Specialist and teachers.

Skills

MBE understanding

Strengths-based approach

Mentoring & coaching

Communication with families

Education

Bachelor's degree in Education, Special Education, or Counseling/Psychology

Job description

FLSA Status: Exempt

Reports to: Upper School Division Director

Salary Range: $50,000-$97,000 annually

Anticipated start date: August 2026

Location: All positions are in person

Breck Overview

Breck School is a preschool through twelve, coeducational college preparatory, Episcopal day school located in Golden Valley, Minnesota with a national reputation for excellence and achievement in academics, athletics, and the arts. Our School’s Episcopal roots are lived through an unwavering commitment to equity, inclusion, and belonging where we respect the dignity of every human being. We are a close and caring community that focuses on lifelong learning and a commitment to the greater good.

We are a community of highly engaged and motivated students, faculty, staff, and school leaders focused on building trusting relationships, strong scholarship, through a practice of bridging research to practice. Upon graduation, Breck students are prepared for a life of intellectual curiosity, self-knowledge, and social responsibility, matriculating to colleges and universities throughout the world.

Position Overview

The Learning Coach supports students to enhance their academic skills and helps each individual based on their own needs to understand learning and themselves as a learner. It is our goal that each student becomes independently self-reflective, metacognitive, self-knowledgeable, and self-advocating. Working closely with the Upper School Learning Specialist, the Upper School Deans, and the Student Support Team, the Learning Coach serves as mentor and an instructional coach, collaborating with students, families, and faculty toward this goal. Among other responsibilities, a critical element of this position is supporting testing-related accommodations in the Upper School.

Essential Duties and Responsibilities

• Manage a caseload of students with accommodation plans, with particular emphasis on students with testing-related accommodations. This work includes supporting study skills development and coordinating testing-related supports during the school day.


• Serve as the primary supervisor of the testing room and collaborate to supervise and engage with students during study halls.


• Coordinate and implement school-based special testing for standardized tests, such as the ACT and SAT.


• Set academic and personal goals and objectives with students each semester using a neurodevelopmental lens and in alignment with the principles of Mind, Brain, and Education (MBE.)


• Maintain contact with students through regular meetings, check-ins, and other communication media, according to need.


• Help students identify and implement learning strategies and study skills and understand the ways they learn most successfully.


• Manage implementation of tutoring relationships in collaboration with the Learning Specialist, students, teachers, and parents.


• Regularly communicate via email, telephone, or in person with students, faculty, and parents regarding academic progress and performance -- demonstrating sensitivity to the appropriate mode of communication for each situation.


• Collaborate with colleagues and student leaders to further develop Breck’s Peer Tutor program.


• Regularly attend and contribute to meetings with faculty, Deans and Counselors.


• Attend regular Department and Division meetings.


• Plan Spring and Fall transition meetings to include student/teachers/parents.


• Maintain accurate and updated files pertaining to the job, for all students in assigned grades.


• Maintain appropriate confidentiality in execution of job responsibilities.


• Commit to and actively pursue Breck School’s Mission.


• Act as a first point of faculty coverage, as needed.


• Serve as an advisor and fulfill other relevant duties as needed.

Competencies

• Understanding and/or willingness to deepen understanding of MBE, specific learning differences, and cutting‑edge approaches to supporting all students


• Demonstrated understanding of a strengths‑based approach to working with students and faculty


• Commitment to positive youth development, academic mentoring, and collegial coaching.


• Ability to motivate students and faculty through positive and supportive interactions.


• Capacity to organize, lead, support and guide other educators.


• Ability to work cooperatively, courteously, and professionally with parents, students, faculty and administration.


• Capacity to work flexibly and to re‑prioritize tasks to maximize student progress.


• Ability to contribute to a positive work environment.


• Demonstrated competence in written and oral communication.


• Competence in task completion and managing multiple projects simultaneously.

Education and/or Experience

• Bachelor's degree in Education, Special Education, or Counseling/Psychology - Master’s degree preferred.


• Minimum of two years of classroom experience in middle or upper school.