Middle School Learning Lab Coach

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

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.