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Learning Specialist

Position Type Teacher
School Name Stevens Cooperative School
City, State Hoboken, NJ 
Posted 05/07/2019

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About Stevens Cooperative School

Stevens Cooperative School, which was founded in 1949, is the only nonsectarian independent elementary school with campuses in Hoboken and Jersey City. Stevens is the oldest parent cooperative school in New Jersey, and an excellent model of progressive education in action. Originally an informal playgroup for children of the faculty at Stevens Institute of Technology, the School has grown into a full progressive nursery, elementary and middle school, with campuses in Hoboken and Jersey City.


Historically, Stevens has been located in Hoboken since its inception. In 2005, the board of trustees approved and opened a parallel campus in the fast growing Newport area of Jersey City. Today we operate four buildings in total with three of them located in Hoboken and one in Newport. Stevens serves over 435 students from 2-years-old through the 8th grade, of which 46% are ethnic minorities. Stevens is fully committed to a culturally diverse faculty and staff body and is eager to consider applications from traditionally underrepresented groups.


Stevens seeks a Learning Specialist at our Hoboken Campus for the 2019-2020 school year.

Qualifications for this position:

The Learning Specialist role has multiple areas of focus.  This person is an expert instructional specialist, collaborating with colleagues around best practices and instructional methodologies, providing direct and consultative instruction for students who have different learning challenges,  and assessing and devising interventions that address student learning needs. The person is an advocate for specific students who require more support, acting as a coordinator of services and communicator between teachers, student and families.

The Learning Specialist will work closely with and be supervised by the Principal of the Hoboken Campus.


Direct Learning Support -

  • Establish regular times to check in on students of concern

  • Provide in-class and pull-out direct instructional support for grades K-4 in reading, writing, and other literacy activities (including planning Guided Reading sessions), and executive function related activities (i.e., organizational systems)

  • Plan, implement and coordinate pull-out support for students identified as requiring specific needs

  • Provide short-term remediation for skills that are no longer being taught in the classroom

  • Oversee and coordinate the literacy assessments for grades K-4th.

Coordination -

  • Coordinate support plans for students identified as requiring extra support, including communication between faculty, learning support, administration, and families

  • Coordinate evaluations, scheduling, and parent meetings with Catapult, or outside service agencies

  • Coordinate the accommodations recommended for students with psycho-educational, speech and OT evaluation reports

  • Plan, develop, discuss and implement assessments in coordination with the classroom teachers in order to ascertain student needs.

  • Stay current on best practices and instructional methodologies to support, guide and advise colleagues

Consultation -

  • Teachers

    • Provide consultation to faculty as to what strategies may be effective for students of concern and develop ways to measure the effectiveness of the strategies.

    • Provide written assessments for progress reports on children getting 1:1 support

  • Parents

    • Communicate updates and progress on a regular basis with families of students who are receiving support

  • Child Study Team

    • Schedule, facilitate and attend Child Study Team meetings on a six week rotating basis for all grades.

    • Co-lead with the school counselor  weekly CST meetings with the school counselor, and building academic team member

    • Maintain CST meeting notes throughout the school year to be shared with administrators and teachers

  • Outside professionals

    • Refer for additional support outside of the classroom, including psycho-educational evaluations, speech and OT services.

    • Consult with other learning support specialists and mental health professionals outside of the school community

    • Create internal database of professionals who support different learning needs

    • Coordinate and advise on professional development opportunities to support staff development

Cover letters, resume, and references should be emailed to

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