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University of Chicago Laboratory School: Academic Specialist - Lower School

About the Department

At the University of Chicago Laboratory Schools, students in Nursery through Grade 12 experience a world-class educational journey. Founded in 1896 by John Dewey as a place for educators to develop and explore novel approaches to pedagogy and curriculum, Lab continues to provide excitement and imagination in learning to this day. Academic rigor, experiential learning, and intellectual discourse are hallmarks of a Lab education. Lab educators are recognized for excellence in teaching and pride themselves on innovation in the classroom. Students in every grade have access to unparalleled resources, and all members of the Lab community benefit by partnerships and connections with the University of Chicago. Families who choose Lab care deeply about curiosity, inquiry, and creativity. No less than scholarship, Lab’s mission prioritizes honoring diversity and exhibiting kindness. We are committed to building and supporting a teaching and learning community where young people see aspects of their backgrounds and identities reflected around them, where they feel a deep sense of belonging, and where they discover and use their voices to full effect. Today, 53-59 percent of Lab’s student body are students of color. Families report speaking nearly 40 different languages in their homes. Approximately 60 percent of Lab families are also affiliated with the University of Chicago. Half of our families live in Hyde Park, and the rest come from across Chicago, the suburbs, and northwestern Indiana. Inclusion is a fundamental value at Lab, such that we celebrate every facet of community members’ identities, and even where we disagree, we emphasize respect, civility, and maintaining a spirit of community. Lab seeks the finest employees to join our vibrant learning community. We employ people with a wide range of skills and training in many different disciplines, who have in common a love of learning and the wish to inspire that same love of learning in young people. We seek candidates for employment who thrive in an educational environment. We provide a great professional home for those committed to collaboration, ongoing personal and professional growth, and cultivating positive relationships. We strongly encourage applications from candidates of color, LGBTQ+ identified candidates, candidates from historically marginalized or underrepresented backgrounds, and candidates with a demonstrated commitment to a deepening diversity, equity, and inclusion practice. In turn, we strive to ensure that Lab is a joyful, welcoming, and inspiring place to work. Through our connection to the University, faculty, staff, and administrators enjoy benefits and opportunities that would be nearly impossible to match in any other environment.

Job Information

Job Summary:

The Laboratory Schools' seeks the finest employees who have a desire to inspire a love of learning in our students and we employ people with a wide range of skills and training in many different disciplines. We have a long history of commitment to diversity, equity and inclusion work. We continue to build on this work and seek out employees who also share this commitment to one of our core values. We are committed to making sure that Lab is a great place to work and our connection to the University of Chicago provides our faculty and staff with opportunities that would be nearly impossible to match in any other environment.

The Academic Specialist serves as part of the Learning and Counseling Department and a member of the team that provides support services to children and teachers in all areas of achievement.


  • Assess students' academic progress.
  • Provide instruction individually and in small groups both in and out of the classroom.
  • Co-teach or lead full group lessons.
  • Provide assistance in differentiating instruction.
  • Consult with homeroom teachers and other members of the Learning and Counseling Department.
  • Meet with parents and attend staffings.
  • Monitor and document student progress.
  • Supervise students both in and out of the classroom.
  • Work collaboratively with other teachers, interact with their own faculty (Lower School), colleagues outside their faculty, other professionals, staff and administrators, students, and parents.
  • Monitor student performance, recognize problems, coordinate with administrators, other teachers, and parents to address identified problems; and maintain up-to-date teaching techniques, progress-monitoring, and technology to provide students with a quality educational experience.
  • All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement and are expected to work a 40 hour work week and the required 179 days or days as stipulated in that agreement.
  • Anticipated start date for this position is 9/1/2023.


  • Quickly adapt to changing circumstances and flexible in work with students.
  • Interact with a diverse group of faculty, staff, students, and parents 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.
  • Work independently and as part of a team required.
  • Manage stressful situations required.
  • Maintain confidentiality required.
  • Work on multiple projects simultaneously, set priorities, and meet deadlines required.

Additional Requirements​​

Education, Experience or Certifications:


  • Bachelor's degree in learning disabilities or special education or closely related field required. 
  • Master's degree in learning disabilities or special education or closely related field preferred. 


  • Minimum three years of experience in a special education position required.
  • Working with a wide range of students with diverse backgrounds such as race, ethnicity, religion, sexual orientation, learning abilities, socio-economic status, language and nationality preferred.  
  • Working with small groups of students within the regular classroom and in a resource-room setting preferred.
  • Working with classroom teachers on strategies for differentiating instruction preferred.
  • Providing remediation and differentiated instruction in the academic areas of reading, written language, and mathematics preferred. 

Technical Knowledge or Skills:

  • Knowledge of and willing to continue to learn and implement diversity, equity and inclusion best practices.
  • Knowledge of and willing to continue to learn and implement social emotional leaning.
  • Strong knowledge of learning disabilities, and executive function, ASD and related learning challenges.
  • Knowledge of instructional methodologies required.
  • Strong knowledge of child development required.
  • Develop curricula, lesson plans, and assessment tools required.
  • Use standard productivity software (Microsoft Office, Google Suite, calendar/schedule software, etc.) required.

Working Conditions and Physical Requirements:

  • Move in and around the classroom/building to interact with students, faculty, staff, parents, and other members of the community.
  • Move class-related equipment/tools, as appropriate, around school property.
  • When appropriate, escort children from one classroom to another, in and out of the building during arrival and dismissal, and in an emergency situation.
  • Demonstrate lessons, when appropriate.

Required Documents:

  • Resume/CV
  • Cover Letter
  • Professional References Contact Information (3)

When applying, the document(s) MUST be uploaded via the My Experience page, in the section titled Application Documents of the application.

Benefit Eligibility -  Yes

Requires Compliance with University Covid-19 Vaccination Requirement - No

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

Motor Vehicle Record Inquiry Required - No

Health Screen Required - No

Posting Date - 2023-02-23-08:00

Remove from Posting On or Before - 2023-08-23-07:00

Posting Statement:​​

Employees must comply with the University’s COVID-19 vaccination requirements. More information about the requirements can be found on the University of Chicago Vaccination GoForward.

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.

We seek a diverse pool of applicants who wish to join an academic community that places the highest value on rigorous inquiry and encourages a diversity of perspectives, experiences, groups of individuals, and ideas to inform and stimulate intellectual challenge, engagement, and exchange.

All offers of employment are contingent upon a background check that includes a review of conviction history.  A conviction does not automatically preclude University employment.  Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position.

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.


Long-Term Substitute K-8 Learning Specialist (Mid-April-Early June)

Lake Forest Country Day School (LFCDS) seeks a talented and dedicated full-time long-term substitute Learning Specialist, starting in mid-April 2023 and concluding in early June 2023. This qualified candidate will join the Student Support team in providing research-based specialized instruction to students with a diverse range of learning needs and learning differences. The candidate will work collaboratively with the Student Support team, classroom teachers, students in preschool--8th grade, parents, and administrators to problem-solve and help students develop skills and strategies that adhere to their individual needs and enhance academic growth.

LFCDS, located on a 30-acre campus about 30 miles north of Chicago, Illinois, is a co-educational, independent day school serving 400 students from age 2 through eighth grade. The School has a long tradition of producing thoughtful, confident, and successful students. Children are known, loved, and challenged at LFCDS, and a state-of-the-art facility provides a remarkable setting for inspired teaching, academic rigor, and attention to individual needs.

The central mission of the Learning Specialist is to ensure that Lake Forest Country Day School identifies and supports its students who learn differently during elementary grades through middle school and provide appropriate instruction and intervention based on educational best practices supported by neuroscience research. The Learning Specialist role also includes a responsibility to work collaboratively with other faculty members to help ensure curricular offerings are fully differentiated to meet the student’s needs, and includes helping write and design individualized learning plans for students and updating them as needed.

Key Responsibilities

● Identify, monitor, and remediate students who learn differently. This involves working with faculty, parents, private contractors, and evaluators on behalf of students who require specialized academic instruction.

● Provide one-on-one and small-group support/instruction for students, both in push-in and pull-out environments.

● Support students using specialized instruction in the areas of reading, written language, mathematics, executive functioning, and study skills.

● Actively participate in monthly consult meetings and weekly team meetings with teachers, Learning Specialists, Counselors, and Division Heads.

● Assume an active role in Learning Development and Student Support Team meetings.

● Collaborate with LFCDS School Counselors to support students’ social-emotional needs.

● Write, maintain and update Individualized Educational Plans.

● Prepare and support students as they transition between each grade and secondary school. Professional and Personal Qualifications

● A bachelor’s degree in education; degree in special education/LBS1 certification or endorsement from an accredited college or university is preferred.

● Knowledge of learning differences and strategies.

● Experience teaching diverse learners and age groups.

● Knowledge of early intervention, RTI, formative and summative assessments, acquisition of reading, and be current on the general teaching of reading, writing, and mathematics.

● Training/certification in a multisensory reading program such as Wilson, SLANT, or Orton-Gillingham is preferred.

● Excellent interpersonal, written, and verbal communication skills.

● Strong organizational skills and attention to detail.

Mission Statement: Inspired teaching, academic rigor, attention to individual needs, a commitment to responsible citizenship—these principles infuse every aspect of life at Lake Forest Country Day School and define our dedication to producing students of strong character with a passion for learning.

Core Values: Excellence, Partnership, Responsibility, Participation, Diversity Interested applicants should send a letter of interest, resume, and the names of three professional references (personal statement optional) in PDF format to the attention of Robin Baasen, Director of Student Support, with the subject line “Learning Specialist Application.”

Lake Forest Country Day School seeks and embraces diversity among our faculty, staff, and student body. LFCDS is an Equal Opportunity Employer, and it does not discriminate on the basis of race, color, national origin, ancestry, citizenship status, age, religion, marital status, disability, sex, gender, pregnancy, sexual orientation, gender identity, military or veteran status, order of protection status, genetic information, or any other category protected by applicable law.


The Loop Speech, Language, and Learning is a private practice that partners with independent schools in Chicago to provide support to their students during the school day. We are currently interviewing Learning Specialists (LBS1) for the 2022/23 school year.


Great opportunity to work with a growing private practice that serves pre-school through 8th grade students. The current position is approximately 15 hours/week at one school with an opportunity to grow the case-load. Applicants must have experience with school-aged children with learning differences in reading, math, and written expression as well as experience with executive function skills.

Job requirements include, but are not limited to the following:

  • Valid IL Professional Educator’s License endorsed for LBS1
  • Provide diagnostic assessment and learning remediation services to students
  • Develop and implement individualized learning plans or IEPs utilizing an educationally based model with goals aligned to educational standards
  • Participate in required meetings
  • Provide consultation to teachers, parents, and staff
  • Participate in activities that support students’ educational programs
  • Complete compliance activities including: daily progress notes, weekly documentation of all services delivered, and quarterly report of student achievement
  • Training in Wilson preferred

The Loop SLL can offer:

  • Clinical support and supervision
  • Continuing education opportunities
  • Pay commensurate with experience- 1099 position.
  • $55-70/hour

Learn more about us at

Apply: Send resume to or apply online at


Early Elementary Math Interventionist

Latin School of Chicago provides its students with a rigorous and innovative educational program in a community that embraces diversity of people, cultures and ideas. Latin inspires its students to pursue their passions and lead lives of purpose and excellence.

Job Description:

Latin School of Chicago is seeking a full-time, innovative and collaborative Math Interventionist for prekindergarten through fourth grade who is passionate about mathematics education and supporting students with learning differences. As a member of the Learning Resources team, the Math Interventionist will collaborate with the learning specialists, reading specialist, math enrichment teacher, homeroom teachers, counselor, administrators, and parents to identify and meet the needs of at-risk students. 

Essential Duties and Responsibilities:

  • Support homeroom teachers with their use of effective mathematics instruction, differentiation, and assessment methods 

  • Screen and assess students' math skills and abilities through formal (such as standardized assessments) and informal methods (such as observations and interviews) 

  • Design and implement remediation for individual students and small groups 

  • Write personalized, detailed narratives twice a year that effectively and accurately communicate their students’ progress 

  • Serve as a case manager and liaison among outside professionals, homeroom teachers, and parents to coordinate instruction and related services for students 

  • Commitment to diversity, equity, and inclusion


  • Bachelor's degree in elementary education, special education, or a related field

  • 3-5 years teaching experience

  • Master's degree in elementary education, special education, or a related field is preferred

Required skills:

  • Understanding of typical and atypical math development in children, including the underlying neurologicaland cognitive processes such as memory, language development, and visual-spatial processing 

  • Deep and broad knowledge about elementary mathematics content and instructional practices, including Singapore Math pedagogy and philosophy

  • Understanding of growth mindset concepts

  • Strong interpersonal and communication skills

  • Familiarity with technology and apps, such as ST Math or Spatial Temporal Math, to support learning of math 

  • Knowledge of data collection tools (e.g., FastBridge) to support intervention practices 

Interested candidates should apply via the application link found on Latin's website. Candidates should complete the application and submit a resume, cover letter, and statement of educational philosophy. No email or phone inquiries please. 

Latin School embraces diversity of people, cultures, and ideas and is an equal opportunity employer. 


Middle School Learning Specialist - Full Time
Beginning Fall 2022
Baker Demonstration School, an independent progressive PK-8 school on Chicago’s North Shore, is seeking
an exemplary Middle School Learning Specialist for the 2022-2023 school year. We seek candidates who are
passionate about progressive education, have a love of students and teaching, are innovative and
knowledgeable about differentiated learning, and have strong MS math experience.
We place a high value
on community and seek candidates who have excellent interpersonal skills who will work well with
students, colleagues, and parents. A full-time position includes curriculum development, participation in
all professional development meetings, collaboration with colleagues, and additional responsibilities
throughout the year that require attendance at evening and weekend school events.

3-5 years experience managing a full caseload of students, including managing accommodations plans, regular

    progress monitoring and other data assessment and analysis, coordinating with students’ care providers, and liaising

    with local district learning support personnel for educational evaluations

Experience analyzing benchmark and progress monitoring scores and utilizing the scores to inform

    instruction and form intervention groupsExperience providing push-in support in middle school classrooms
Experience providing small group or 1:1 support
Experience teaching math to small groups of students with learning differences
Middle school special education teaching experience
Bachelor’s or Master's degree in Special Education- LBS certification
Effective communication skills with all stakeholders - students, teachers and parents
Knowledge and experience with progressive education philosophy and a constructivist pedagogical approach

A deep commitment to enhancing an inclusive school community for students and adults, based on cultural

    competence, social justice, and respect for diverse perspectives and backgrounds

●Ability and skill with collaborating and contributing positively to an educational environment that supports a lifelong

    love of learning, self-esteem, and respect for the community and the world in which we live

Commitment to contribute positively to the school community and to develop supportive relationships with students,

    families and colleagues

●Continue to be a lifelong learner through ongoing professional development and collaboration with colleagues

School Information
Founded in 1918, Baker Demonstration School is an independent day school committed to providing an
exemplary Preschool, Elementary and Middle School progressive education to our 200 students. Our
students come from Chicago, Evanston, Wilmette and other North Shore communities. We believe that
children learn best in an inclusive, creative community that encourages individual risk-taking and values
learning by doing. Baker’s experiential approach nurtures the development of the whole child enabling each
student to be fully prepared for intellectual, artistic, physical and social/emotional challenges well beyond
At Baker:
We cultivate our students’ intrinsic motivation to learn and their active participation in the learning process.

We foster excellence through critical thinking and integrated connections across academic and artistic endeavors.
We promote collaboration while developing leadership capacity.
We foster citizenship by encouraging students to develop self-awareness and compassion for others.
We celebrate individual, familial and cultural identities and graduate students with an understanding and respect for   

    diversity, equity and inclusivity.

Application Materials
Candidates should submit a letter of interest and resume with 3-4 professional references to

Non-Discrimination and Disability Policy
Baker Demonstration School is an equal opportunity employer and makes all employment decisions,
including those related to recruitment, hiring, training, promotion, and recognition of individuals on the
basis of their ability and job related qualifications and without regard to race, gender, religion, national
origin, sexual orientation, disability, or any other classification prescribed under applicable federal, state,
or local law. We actively seek diversity among faculty and administration as well as among students. The
school complies with the law regarding reasonable accommodations for employees with disabilities.
Applicants requiring reasonable accommodation in order to participate in the application/interview
process are requested to contact the School in order to arrange such accommodation.


Middle School Learning Specialist Teacher

Roycemore is an Equal Opportunity Employer of minorities, females, protected veterans, and individuals with disabilities, and does not discriminate on the basis of gender, race, color, creed, gender preference or national or ethnic origin in the administration of its policies.

Why Roycemore? 

“First and foremost, Roycemore prioritizes students; the best interest of students is the basis of every decision. Roycemore is a community that fosters individual growth and believes in the possibility of success for each student. It is a transforming environment! The Administration supports the faculty’s growth, providing amazing opportunities to learn new technologies and to participate in interest-based professional development. Finally, Roycemore is an inclusive family; a place that leaves an indelible mark on all Griffins.” 

We are currently seeking an experienced Middle School Learning Specialist Teacher for the 2022-23 school year. This person will be working with children from grades five through eight.

Essential Duties & Responsibilities:

  • Identifies, monitors, and remediates students who learn differently
  • Conducts quarterly formal screenings & assessments as well as informal screenings and assessments, on a regular basis.
  • Actively participate in weekly/bi-weekly student-support team meetings with teachers, the School Social Worker, and Division Head.
  • Assume an active role in Learning Development and Student Support Team meetings.
  • Collaborate with Roycemore School Social Worker to support studentsʼ social-emotional needs.
  • Works with Grade Level teachers to ensure optimal learning of students being served. This includes assisting with the implementation of models of differentiated instruction that provide specialized, small-group instruction in reading, writing, and mathematics
  • Support teaching staff by offering resources, assistance, advice, and training to enable
  • faculty to better meet the needs of all learners.
  • Works with students who qualify for support in reading, writing, and mathematics by creating a learning plan while progress monitoring to ensure targeted goals are being met (push-in/pull-out, 1:1/small group)
  • Works with faculty, parents, and private contractors on behalf of students who require specialized academic instruction
  • Read and summarize neuropsychological evaluation reports for faculty as necessary.
  • Works with the Student Support Team at Roycemore, especially during the transition to Middle School, for students who have Individualized Learning Plans and/or students for whom faculty have growing concerns
  • Supports Admissions by reading and consulting with the division head and admissions director on incoming student evaluations when asked
  • Offers occasional faculty and parent educational programs or training
  • Establishes and maintains frequent communication with parents about their child’s academic, social and emotional, progress and needs. This includes Progress Reports, phone calls, and emails
  • Makes recommendations for home interventions
  • Fulfill assigned duty responsibilities [ morning arrival, lunch/recess, and or dismissal duty]
  • Sponsor and facilitate a club or sport after school.
  • Teach a class

Roycemore is an Equal Opportunity Employer of Minorities, Females, Protected Veterans, and Individuals with Disabilities

For best consideration please email or send a cover letter and resume with three references to
Adrienne Floro, Middle School Division Head, by April 30, 2022:

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P.O. Box 911

Glenview, IL 60025

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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