Director of Learning Support
  • Learning Support

British International School of Boston, Boston, MA

The Director of learning Support holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

Essential Duties and Responsibilities

  • Ensure that all students receive the educational services that they need to succeed;
  • Ensure the smooth running of the Learning Center;
  • Oversee the Learning Support team;
  • Identify incoming students’ special education needs as indicated by Admissions Applications and responses;
  • Review the results of intake assessments of new students to identify Learning Support needs;
  • Schedule and providing pull-out services as needed;
  • Schedule, coordinate, and chair team and pre-referral meetings;
  • Conduct academic testing as part of the evaluation process;
  • Coordinate and conducting classroom observations and testing (i.e. psychological) as needed;
  • Ensure that all teachers know and understand all classroom accommodations required by Student learning plans and IEPs;
  • Deliver one-on-one, small group, and whole class instruction as appropriate;
  • Maintain student records regarding special education issues and preparing reports for regulatory agencies;
  • Ensure compliance with all City, State, and Federal special education law and regulations;
  • Contribute to the design of appropriate curriculum materials;
  • Design and administer rigorous, standards-based assessments and using assessment data to refine curriculum and instruction;
  • Help to create a culture of order, structure, humanity, and academic rigor in the classroom and school as a whole;
  • Where needed, provide CPD to other teachers on relevant topics;
  • Collaborate with other teachers, other school staff, and administrators to ensure that all our students are successful in school.
  • Create and update staff schedules in iSams computer system.
  •  Write Learning Reports for students at the end each term for parents.

Day to Day Role Responsibilities

  • Manage a team of Prek-12 special educators, reading specialists, and EAL instructors. 
  • Maintain a caseload of middle/high school students requiring special education services. 
  • Run the Learning Center to provide 1:1 and small group instruction for students on caseload. Provide targeted support sessions to students with moderate Disabilities, designed to address students' areas of need and teach students the skills required for self-regulated learning. 
  • Identify students' areas of need, through interpreting neuropsychological evaluations, professional observation, gathering student self-report, and using other structured tools and specialized inventories. 
  • Write Student Learning Plans (IEP/504) based on evaluations and any public school, or previous private school documentation. 
  • Disseminate SLP information to relevant teachers to ensure accommodations are in place in classrooms. 
  • Develop and maintain professional working relationships with students, in order to best employ a collaborative, goal-setting approach to address weaknesses in students' self-awareness, academic skills, and metacognition. 
  • Communicate with teachers and staff to support students' self-advocacy and to assess students' progress in their coursework and academic programs. Make and facilitate appropriate referrals to other school resources to address student needs.  
  • Take a strong customer-service based approach to communication with parents of enrolled students. 
  • Create and present Special Education focused professional development bi-annually to best support and educate instructors, including designing corresponding curriculum and virtual tools 
  • Maintain an online cloud drive of resources for teachers as well as all student documentation. 
  • Attend parent meetings as needed for evaluation referrals and student progress check-ins.  
  • Work with neuropsych evaluators to facilitate paperwork completion by teachers needed for evaluations. 
  • Attend public school IEP meetings as needed by parent request. 
  • Conduct in-class observations of students to aid with referrals.  
  • Facilitate the schedule and needs for final exams for students with accommodations. 
  • Act as the SSD Coordinator for the College Board and the Test Accommodation Coordinator for the ACT to submit documentation for student accommodations on those exams. 
  • Proctor SAT/ACT exams to students with accommodations as needed. 

Reports to

A member of the Senior Leadership Team

Key Components and Qualifications

  • Bachelor’s degree is required; Master’s degree is preferred.
  • Minimum of two years teaching experience in an urban public school or charter school setting preferred.
  • Special Education teaching certification required
  • Training in administering and interpreting psycho-educational and neuropsychological assessments for students with moderate disabilities, as well as the specialized knowledge to interpret diagnostic assessments and determine appropriate academic interventions, supports, and accommodations. 
  • Currency with research and evidence-based approaches concerning adolescents and young adults with LD and/or ADHD, including: executive functioning, self-regulated learning, self-determination, metacognition, and common co-morbidities. 
  • Working knowledge the ADAAA and other laws relating to disability in higher education, as well as the ability to explain them and the implications for students with LD and/or ADHD 
  • Excellent problem-solving and group process skills 
  • Excellent interpersonal, organizational, verbal and written communication skills
  • To show evidence of self-motivation and willingness to be a team player.
  • To be an effective professional who demonstrates a love of teaching and a thorough knowledge of the curriculum;
  • To have a good understanding of external agencies, networks and programs that may provide support how to enable all students to be successful in the school’s rigorous academic program.
  • To have the drive to improve the minds and lives of students in and out of the classroom.
  • To have a proven track-record of high achievement in the classroom.
  • To have mastery of and enthusiasm for academic subjects.
  • To have a passion for teaching and learning, is able teach and assess effectively, and take responsibility and accountability for continuous professional development;
  • To provide superior opportunities for students in line with the ‘Be Ambitious’ model that is embedded in the Nord Anglia philosophy. 


  • Support the life of the school beyond the classroom;
  • Lead one or more agreed after school activities each week;
  • Contribute to whole school learning initiatives during term;
  • To promote and adhere to Nord Anglia Education’s Vision and Values;
  • Any other appropriate duties as allocated by the Principal.


Darren Nicholas, Head of School,