Job Postings


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Position Title: Secondary School Counselor
Reports to: Head of Secondary School

Position Description: The mission of LFC counselors is to address the social and emotional development of students. Through cooperation with teachers, students and parents, school counselors work to ensure that all students have access to and acquire the skills needed to be responsible global citizens. School counselors are student advocates who provide support and resources to facilitate students’ success. The secondary school counselor offers social and emotional workshops and lessons to educate students in life skills ranging from such as stress management, resilience, internet safety, friendship, organization, and human development. She or he also works with students individually and in small groups, and collaborates closely with teachers and parents, to support students’ social and emotional success.

The counselor is part of the Student Services Department, which is divided between the Primary and Secondary schools. The counselor will work exclusively in the secondary school with a learning specialist, and will collaborate closely with the Middle School Team (Dean of Students and Middle School Coordinator) and High School Team (Dean of Student, IB Coordinator, and Orientation Team).

Responsibilities (including, but not limited to):

  • Coordinate and assess new student referrals from teachers, parents, or students, recommend a plan of action, and monitor progress.
  • Collaborate with families’ therapists to be sure all needed support for students is in place at school.
  • Implement and coordinate with the Dean of students a preventative and responsive programming to help all students develop valuable life skills.
  • Provide individual and group counseling for students.
  • Communicate with parents to discuss behavioral, social, and emotional concerns.
  • Collaborate and consult with faculty, staff and administration on individual student support.
  • Maintain an updated referral list of therapists.
  • Manage outside evaluations of students: communicate key information to teachers within limits of confidentiality.
  • Facilitate and participate in regular team meetings to review student progress.
  • Regular attendance in SSD meetings, counseling meetings, ISACS counseling consultation, and ongoing professional development.
  • Classroom observations.
  • Collaborate with the health department.
  • Collaborate and consult with teachers and administrators on classroom and school-wide social emotional support strategies such as Positive Discipline.
  • Will work on creating, training staff, and implementing the Advisory Program.
  • Will Collaborate to create safety policies and procedures for student well-being.
  • Other tasks as needed.




    • The ideal candidate is a flexible, organized, and independent team player who is adept at multitasking and navigating multiple client systems in a thoughtful, confident, and proactive manner.
    • S/he possesses a minimum of a Master’s degree in Social Work, Psychology, or related field and at least one year of experience in school counseling or social work. An equivalent combination of education and experience will be considered.
    • Illinois state clinical licensure (LSW or LCSW) and/or Type 73 School Counseling certificate preferred.
    • Knowledge of confidentiality laws and ability to protect confidential information.
    • Ability for public speaking, as needed in professional development for faculty and in parent presentations.
    • Ability for classroom speaking on social emotional and related wellness topics
    • Must be able to work as a team member.
    • Strong interpersonal skills.
    • Experience working with middle and high school student issues preferred.
    • Experience working in an independent school preferred, as well as experience in classrooms and teaching or leading student groups.
    • Appreciation of and sensitivity to cultural differences. Cross-cultural interests and/or experience in cross-cultural environments preferred.
    • Excellent written and verbal communication skills.
    • Fluent in English, with knowledge and understanding of the French language and culture a plus.
    • Must be aware of processes and documents related to school accommodations plans and reading professional evaluations.
    • Demonstrated resourcefulness in solving problems, strong organizational and time management skills, and keen attention to detail, strong work ethic, and flexibility. 
    • Additional Information
    • This position will be open beginning next school year with a start date of August 2020.
    • The schedule is Monday through Friday, 8 AM – 5 PM, onsite at the school, including direct support, coordination, follow-up with staff and families
    • Occasional evenings and weekends may be required.

How to Apply

Please visit the LFC’s Employment Opportunities website and submit a cover letter and resume. No phone inquiries, please.

Lycée Français de Chicago is an equal opportunity employer. All qualified candidates of any gender, race, class, sexual orientation, faith, disability, or age are encouraged to apply. All candidates will be evaluated on a merit basis.

For more information about the Lycée please go to


Laboratory Schools: Learning Coordinator, High School

The Laboratory Schools seek the finest employees—people who wish to inspire a love of learning in our students and join a vibrant learning community. We employ people with a wide range of skills and training, in many different disciplines. At Lab, we value learning experientially, exhibiting kindness, and honoring diversity. We seek employees who share a similar commitment to these values. Lab people are engaged and excited by our mission of igniting and nurturing an enduring spirit of scholarship, curiosity, creativity, and confidence in the youngest members of the University of Chicago’s academic community. The Laboratory Schools is a great place to work and our connection to the University provides our faculty and staff with opportunities that would be nearly impossible to match in any other environment. Interested candidates should apply via our website at:

Job Information

Job Summary

The High School Learning Coordinator is a member of the University High School Learning and Counseling Department. The Coordinator provides direct service to U-High students with and without learning differences, works in a mentor-ship capacity with faculty to facilitate differentiated instruction using Universal Design for Learning frameworks, develops accommodation plans that are integrated into students' high school classes, and consults with families to secure appropriate testing accommodations on standardized tests. 


  • The Learning Coordinator reports to the High School Principal and is evaluated in accordance with the terms and conditions the Collective Bargaining Agreement.

  • Full time teachers are exof 

  • pected to work a 40 hour week and the required number of days as stipulated in the Faculty Association contract. 

  • All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement. The anticipated start date for this position is September 1, 2020. Interested applicants should apply as soon as possible.


  • Ability to quickly adapt to changing circumstances and be flexible in work with students.

  • Ability to interact with a diverse group of faculty, staff, students, and parents required.

  • Knowledge of diversity, equity and inclusion issues, and dynamics in the classroom and in developing healthy, supportive relationships with all students.

  • Strong knowledge of course subject matter required.

  • Knowledge of instructional methodologies required.

  • Strong knowledge of child development required.

  • Ability to develop curricula, lesson plans, and assessment tools required.

  • Analytical skills required.

  • Problem-solving skills required.

  • Decision-making skills required.

  • Attention to detail required.

  • Organizational skills required.

  • Computational skills required.

  • Creativity required.

  • Verbal and written communication skills

  • Interpersonal skills required.

  • Ability to work independently and as part of a team required.

  • Ability to manage stressful situations required.

  • Ability to maintain confidentiality required.

  • Ability to work on multiple projects simultaneously, set priorities, and meet deadlines required.

  • Ability to use standard productivity software (Microsoft Office, calendar/schedule software, etc.) required.

Additional Requirements​​

Education, Experience, or Certifications:


  • Master's degree in special education, clinical psychology, or closely-related field required.

  • Post-masters certificate in language-based learning disorders, educational therapy, or other related professions preferred.


  • Experience interpreting psycho-educational and neuropsychological testing required. 

  • At least three years of experience teaching/working with students with learning differences in a high school or outside agency preferred. 

  • Knowledge of adolescent development required.

  • Ability to teach and develop academic skills (reading, writing, executive functioning, problem-solving and critical reasoning) strongly preferred.

  • Familiarity with current trends and strategies for differentiating instruction at the secondary level preferred. 

  • Familiarity with frameworks associated with Universal Design for Learning preferred.

  • Knowledge of standardized testing accommodation procedures is strongly preferred. 

  • Thorough familiarity with PSAT/SAT/ACT/PSAT accommodation procedures and procedures for appeal preferred. 

  • A background in student advocacy in instructional situations strongly preferred.

  • A high level of competence in the use of assistive technology to support and empower students with learning differences preferred. 

  • Experience managing adolescent emotional and psychological concerns preferred.

Physical Requirements:

  • Ability to move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.

  • Ability to move class-related equipment/tools, as appropriate, around school property

  • When appropriate, the ability to escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.

  • Ability to demonstrate lessons, when appropriate.

Required Documents:

  • Cover letter

  • Resume

  • Professional references

  • Brief statement of philosophy regarding:

    • Ways in which your qualifications can help Lab achieve its goals of inclusivity, equity, and diversity. 

    • Approach to teaching and learning

NOTE: When applying, all required documents MUST be uploaded under the Resume/CV section of the application.

Benefit Eligibility​ Yes

Pay Frequency​ Monthly

Pay Range  Depends on Qualifications

Scheduled Weekly Hours​ 40

Union​ 000- American Federation of Teachers , Local 2063

Job is Exempt?​ Yes

Drug Test Required?​​ No

Does this position require incumbent to operate a vehicle on the job?​ No

Health Screen Required?​​ No

Posting Date2020-02-20-08:00

Remove from Posting On or Before​ 2020-08-20-07:00

Posting Statement:​​

The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.

Staff Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5800 or submit a request via Applicant Inquiry Form.

The University of Chicago's Annual Security & Fire Safety Report (Report) provides information about University offices and programs that provide safety support, crime and fire statistics, emergency response and communications plans, and other policies and information. The Report can be accessed online at: Paper copies of the Report are available, upon request, from the University of Chicago Police Department, 850 E. 61st Street, Chicago, IL 60637.


Researcher Dr. Kenn Apel posted this on the SPELL-link'd PASS forum. Any assistance or leads would be greatly appreciated 

I am in the final year of my 3-year research grant that is developing a morphological awareness test. This coming academic year, I am looking to expand my data collection to include school districts outside of my immediate area (i.e., outside of SC). As for one of those sites, I am hoping to collect data in the Chicago and/or surrounding areas (e.g., Evanston). To do this, I need two tasks to occur. First, I need to hire an individual who would be willing to serve as the site supervisor in his/her area. This person will ensure the project is completely correctly and with fidelity. S/he also will oversee 3-4 research assistants. Details are on the attachment. Second, I need district permission. This is becoming trickier and trickier nowadays because so many districts (and schools within those districts) are so focused on passing the state test. Any “pull” that a person has to help with this process would be wonderful.

Thank you for “listening” to my request.


Kenn Apel, PhD, CCC-SLP

Professor and Chair

University of South Carolina

Department of Communication Sciences and Disorders (COMD)

1705 College St., Room 215

Columbia, SC 29208


803-777-3081 (fax)

Knowledge of Orthographic Learning Lab (Kool2)

1)    We are entering Year 3 of the grant project next year (starting in the Fall). For this coming year, the main focus is on reliability and validity of the morphological awareness tasks we have honed over the last 2 years. So, we will be administering those MA tasks.  We provide all measures and forms needed.

2)    Originally, I was not scheduled to test kids outside of SC, but I have enough carryforward funds to allow us to do that. We want to increase our number of participants to ensure our results represent a larger snapshot of first through sixth grade students across the country.

3)    I can pay the site supervisor $15,000 to help with the process.

4)    We also would hire about 3-4 local RAs to help collect data. They would get $12/hour for about 20 hours per week for an estimated 25 weeks (actually, I don't think they will be needed for 25 weeks to collect the data- I need to go back and figure that out). We would work with the site supervisor and other contacts to find those folks.

5)    All of the team (site supervisor, RAs) would need to have TB tests and background checks (all districts pretty much require this). We would pay for those.

6)    We would need to obtain district and then principal-level permission to test in the schools. We have all of the paperwork for that.

7)    There would be participation incentives for the teachers who help us/allow the team to test the kids. We pay $5/student and an extra $20 for the teacher (so, if she has 5 kids, she gets $45). She would get a "Visa-like" card.  We say it is to help her buy materials for her classroom, but I don't check on that and I don't really care.

8)    I or my project coordinator (Alexis Mitchell) would fly out to "train" the site supervisor/the RAs on the measures.  The site supervisor's main responsibility is to ensure the RAs are collecting data correctly. It also would be nice if the supervisor collected some data, just so the RAs know how important it is to be diligent/detailed.

9)    The idea is to get school/district permission early Fall/school year so testing can start shortly after that.

10)    We THINK the project will take about 3-4 months to do all the training of the team and the collection of the data.

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Northbrook, IL 60065

Professionals in Learning Disabilities and Special Education is a not-for-profit organization offering continuing education programs to inform members of current instructional practices, assessment, and policy issues in the field of learning disabilities.  PLD/SE also offers a referral service to the community, providing qualified professionals for diagnostics and remediation.  PLD/SE provides programs as a service to its members.  PLD/SE does not endorse any specific program, speaker, instructional materials, method, treatment, or evaluation center for children with disabilities.  

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