Upper School Learning Resource Teacher, Grades 9-12

Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School, established in 2019, is located less than two miles away on Stanwich Road. Founded in 1926, Greenwich Country Day School is a family school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value, along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose.

GCDS is fortunate to have built a large endowment, which helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. 

Greenwich Country Day School seeks a dedicated and innovative Upper School Learning Resource Teacher to join our academic support team in August 2026. The ideal candidate will have expertise in STEM education and Multi-Tiered System of Supports (MTSS). This role is pivotal in supporting diverse learners, ensuring they achieve academic success while fostering independence, resilience, and a love for learning.

Key Responsibilities

1. Academic Support and Instruction:

• Provide targeted and individualized support for high school students in STEM subjects, adapting instruction to accommodate diverse learning styles and abilities in a support class format.
• Create and run study groups for review sessions and test prep.
• Collaborate with STEM faculty to design and implement differentiated instruction, ensuring accessibility for students with learning differences.
• Support students in mastering core STEM concepts and developing critical thinking and problem-solving skills.

2. Student Support:

• Monitor and assess student progress, adjusting interventions as necessary to ensure academic and personal growth.
• Maintain confidential student records and keep accurate documentation of sessions, meetings, and assessments.
• Support the team with data collection that focuses on progress monitoring 

3. Executive Functioning Development:

• Teach strategies for effective note-taking, test preparation, and managing long-term projects.
• Provide coaching and tools to help students enhance skills in organization, time management, goal setting, and task prioritization.
• Foster student self-awareness and self-advocacy to build confidence and autonomy.

4. Collaboration and Consultation:

• In collaboration with the student support team, identify student needs and interventions.
• Work closely with teachers, counselors, and families to create cohesive support plans tailored to each student's needs.

5. Student Advocacy and Mentorship:

• Serve as a trusted advisor and mentor to students, building meaningful relationships that promote well-being and academic success.
• Advocate for students in meetings with parents, teachers, and administration.
• Cultivate a growth mindset in students, encouraging perseverance and a positive attitude toward challenges.

Qualifications:

• Bachelor’s degree in a related course of study
• Mastery of high school-level math and science courses, including Algebra, Geometry, PreCalculus, Biology, Chemistry, and Physics.
• Demonstrated expertise in working with students with diverse learning profiles, including neurodivergent learners.
• Experience teaching or supporting high school-level STEM courses.
• Strong understanding of executive functioning skills and strategies to support their development.
• Exceptional communication, collaboration, and organizational skills.
• A passion for inclusive education and a commitment to fostering an equitable learning environment.

Preferred Qualifications:

• Advanced degree in education, STEM-related field, or special education.
• Certification in STEM instruction, special education, or a related area is highly desirable.
• Experience with assistive technology and accommodations for students with disabilities.
• Knowledge of Universal Design for Learning (UDL) and other inclusive instructional frameworks.

Interested candidates are invited to use the link provided to submit a cover letter and resume to Raquel Salcedo, Director of Recruiting & Talent