Director of Student Learning

Temple Grandin School (TGS) seeks a creative and collaborative educational leader to support our socio-academic team in implementing a dynamic, student-centered academic curriculum that meets the needs of our neurodivergent learners in grades 6-12. The Director of Student Learning partners closely with the Executive Director and administrative leadership team to plan and deliver consistent academic programming that effectively engages all students and integrates opportunities for targeted social and executive function skill growth. The ideal candidate will bring enthusiasm for ongoing program development, a growth mindset, and strong problem-solving and implementation skills. Working at TGS Are you committed to making a difference for neurodivergent students? When you work at TGS, you are part of a team and environment that changes lives. By its very existence, our community provides renewed hope for neurodivergent students and their parents. We journey together on an educational quest where academic and social learning are equal partners. We believe the world needs all kinds of minds, and we welcome each member's contributions to our curriculum and community. We celebrate what unites us, and what makes us each unique. We never ask of our students less than we ask of ourselves as we learn, grow, and laugh together. If you're a lifelong learner who seeks to grow from your strengths, you'll love TGS. We encourage you to apply!

Key Responsibilities:

Assess, design and implement professional development opportunities, both formal and informal, to ensure that academic teachers are supported in providing a differentiated learning experience for students across grade levels and content areas Develop student learning profiles and be responsible to share relevant information with academic teachers Collaborate in the creation and implementation of socio-academic learning plans for each student Observe students regularly in classrooms to better understand learning needs and co-create practical support strategies that can be implemented consistently by academic teachers Observe teachers and offer insights for the enhancement of effective instruction to meet individual student learning needs Serve as a consultant to teachers to support consistent use of TGS classroom routines and school procedures Work directly with students, individually and/or in small groups as needed to strengthen foundational math, literacy, and executive function skills. Monitor student progress on IEQ Intellect and Independence goals and offer suggestions for new goals as students demonstrate mastery Help students gain self-awareness of their learning style and needs, develop strategies for academic success, and develop self-advocacy skills. Oversee the preparation and distribution of comprehensive, holistic grade and progress reports for all students Facilitate meetings with families as needed to address academic concerns Collaborate with outside tutors or other professional working with individual students to coordinate academic support systems Collaborate with the Transitions Director to ensure the provision of academic content and extracurricular experiences consistent with graduation and/or college entrance requirements Serve as a resource for families, providing ideas for support and/or enrichment programming Lead weekly academic team meetings and regular 1:1 check-ins with academic teachers Serve as a member of the administrative leadership team

Requirements:

Advanced degree in education or equivalent, including degrees in Special Education, School Leadership, Gifted/Talented, or School Psychology Previous experience and desire to engage deeply with neurodivergent and/or twice-exceptional students Understanding of autism spectrum, ADHD, and related diagnostic/learning profiles Previous experience designing and delivering professional development and supporting teachers in their ongoing growth Ability to partner effectively with families when addressing student concerns Commitment to

TGS Core Values:

Perseverance, Understanding, Collaboration, Caring, Community, and Adaptability