Learning Specialist

MIDDLE & UPPER SCHOOL LEARNING SPECIALIST (Aug. 2026) ABOUT US The Jewish Leadership Academy is a world-class Jewish Middle and Upper School dedicated to developing the skills, curiosity, and potential of Miami’s most ambitious students for a life of purpose, commitment, and service. JLA is committed to Challenging inquisitive minds to think critically and creatively in pursuit of the highest academic standards across all disciplines. Putting values into action by embedding leadership training and community service into the heart of the educational program. Engaging the mind and stirring the soul to connect with the Jewish past and the Jewish present, the Jewish People and the Jewish State, through the broad and embracing lens of Modern Orthodoxy. JLA seeks an outstanding faculty of all faiths who believe in and actively support the school’s mission to educate Jewish students at the highest academic levels while connecting them deeply to their heritage and faith. We strive to create and maintain a values-driven faculty culture that is committed to high standards and rooted in respect for all. Above all, we seek faculty who have a genuine love for teaching. LEARNING SUPPORT PROGRAM The Learning Support Program at JLA is an integral part of the school’s academic program and partners with students, faculty, and families to ensure that all students are supported and appropriately challenged. As the program continues to grow, JLA is hiring a second Learning Specialist to join our current Learning Specialist in serving students across the Middle and Upper School. The program aims to foster academic growth for all learners, with a focus on students with diverse learning profiles. Learning Specialists work closely with a highly motivated, high-achieving student body, including students with learning differences, gifted and talented, and twice-exceptional learners. JLA emphasizes individualized support, skill-building, and the integration of research-based strategies into the classroom experience. RESPONSIBILITIES Full-time employment for faculty positions will commence in August 2026. Responsibilities will include Student Learning and Academic Support Assessing students’ strengths and challenges and translating insights into actionable strategies Review and interpret psychoeducational evaluations and other documentation of students with diverse learning needs, and use data to inform instruction, interventions and development of learning plans Developing, implementing, and continuously monitoring individualized Learning Plans Providing direct support to students through one-on-one, small group, and classroom-based instruction Teaching executive functioning, study skills, and learning strategies tailored to individual needs Collaboration with Faculty and Families Partnering with families, counselors, and administrators to communicate student progress and support plans Collaborating closely with faculty to differentiate instruction and embed best practices across the curriculum Assessment Support Coordinate and support ACT/SAT accommodation process, ensuring timely, accurate submission aligned with approved accommodation Facilitating standardized testing (e.g., MAP) and using results to guide student growth and program development School Wide Support Supporting a culture of inclusive, student-centered learning across the school Serving in an advisory, mentorship, or student support role as part of our unique Friday program Contributing to professional development and faculty learning around differentiated instruction and student support QUALIFICATIONS We are looking for candidates who have experience working with middle and upper school students, an advanced degree in special education, counseling, or a related field, and a demonstrated track record of strong student-centered practice; however, we are looking for so much more than that. We are looking for someone who is mission-driven, has a deep understanding of diverse learning profiles, and is passionate about helping students develop both academic skills and confidence. The ideal candidate thrives in a collaborative environment, embraces innovation, and is energized by working with highly motivated students and colleagues. Strong candidates will also demonstrate: Experience developing and implementing accommodation and learning plans Proficiency in interpreting psychoeducational evaluations and apply findings into actionable strategies and interventions Working with neurodiverse students