High School Learning Specialist - Starts August 2026

San Francisco, CA
Full Time
High School
Mid Level

Our School

The International School of San Francisco is a bilingual, multicultural learning community where students learn to navigate the complexities of the world with confidence, empathy, and joy. Our vibrant urban campus is situated in the heart of the city and serves nearly 1,100 students beginning at age 2 and continuing through grade 12. 

 

Mission

Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. 

 

Opportunity

Working at The International School of San Francisco opens up a myriad of opportunities both personal and professional. When minds and cultures from around the world come together, boundless curiosity takes hold; faculty and staff benefit from that deep intellectual engagement and joyful discovery as we live out our values of respect, integrity, inclusion, collaboration, and curiosity. Each employee is both teacher and learner in our vibrant, multicultural, multilingual school community.

 

Position: 

The Learning Specialist facilitates an inclusive learning environment by providing direct learning support within the context of a holistic approach to addressing student needs. Reporting to the Director of Student Support and proactively collaborating with the student support team, including learning specialists and counselors from all sections of the school, the Learning Specialist maintains the practices and procedures that ensure a multi-tiered system of support which is coherent and continuous as students move through the school. The Learning Specialist communicates actively with all stakeholders, including leaders, faculty/staff, families and caregivers, and especially students, to foster a joyful and supportive experience for neurotypical and neurodiverse students alike.

 

Focus and  Responsibilities: 

  • Support the Director of Student Support in gathering, updating, and interpreting data on student progress and needs, including internal data and external evaluation reports
  • Maintain records of student progress and services in accordance with school policies and practices
  • Collaborate with the Director to identify students with emerging or shifting needs
  • Collaborate with the Director of Student Support, the student support team, and the section team and faculty to create data-informed learning and support plans for students, taking into account both academic and social-emotional needs
  • Facilitate student-centered, inclusive processes for regularly updating learning plans, annually at a minimum
  • Provide small group, targeted Tier 2 support during student free periods, in alignment with schoolwide progressions and best practices in the field; this work should constitute at least 22 hours of direct student contact 
  • Support students in self-advocacy and facilitate student-teacher communication that empowers students to access a range of supports within and outside the classroom
  • Through coaching, class visits, and resource sharing, support faculty in providing robust tier 1 classroom accommodations  to enable all students to thrive
  • Foster inclusive physical learning environments that incorporate the needs of students with a range of neurotypes
  • Complete necessary documentation for accommodations on external standardized testing, and ensure full provision of those accommodations
  • Act as case manager for individual High School students as assigned by the Director
  • Communicate consistently with classroom teachers of students in the case load to share current strategies and ensure thorough implementation of learning plans internally
  • Maintain strong lines of communication with families and caregivers of students in the case load, providing semi-annual progress reports at a minimum 
  • Participate in meetings regarding student progress as directed by the Director and the High School Principal, including conseils, student support meetings, and others
  • In collaboration with colleagues, design and deliver professional development for faculty on key areas including differentiation, executive functioning, and study skills
  • With the support of the Director, communicate and collaborate as needed with outside evaluators and service providers
  • Maintain a strong understanding of current learning support techniques for adolescents, and collaborate with the Director and student support team to provide a developmentally-appropriate sequence of research-based strategies across the school

 

Key qualities:

  • Excellent knowledge of best practices in learning support with grades 9-12 
  • Strong cross-cultural communication skills and the ability to develop trust with all constituencies
  • A team-oriented, collaborative approach
  • A desire to work in a fast-paced multilingual environment
  • Empathy, patience, and a genuine passion for supporting students’ holistic development
  • A growth mindset and a practice of keeping current with developments in the field
  • Bachelor's degree and/or professional coursework or certification indicating training applicable to the responsibilities of the position; advanced coursework preferred
  • Knowledge of French a plus but not required

 

This is a full-time, salaried position reporting to the Director of Student Support. Salary range is specified by the collective bargaining agreement, based on education and relevant years of experience.

 

Salary range for this position $65,153 - $110,975.

 

HOW TO APPLY

**please note that during the application process you are required to send a request to 2 professional references. If you do not wish to provide your references at this moment, please enter email addresses of contacts you are comfortable with listing.

 

ABOUT OUR SCHOOL 

The International School of San Francisco is a PK-12 independent school.  Founded in 1962, our school is a multicultural, multilingual educational institution with over 1,100 students across an urban campus in the heart of the city. Guided by the principles of academic rigor and diversity, the French American International School offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Our international community brings together people from many backgrounds. Together we strive to create a shared culture that develops compassionate, confident and principled people who will make the world better. We base our community on these values: Respect, Integrity, Inclusion, Collaboration, Curiosity.  

Share

Apply for this position

Required*
We've received your resume. Click here to update it.
Attach resume or Paste resume
Attach resume as .pdf, .doc, .docx, .odt, .txt, or .rtf (limit 5MB) or Paste resume

Paste your resume here or Attach resume file

To comply with government Equal Employment Opportunity and/or Affirmative Action reporting regulations, we are requesting (but NOT requiring) that you enter this personal data. This information will not be used in connection with any employment decisions, and will be used solely as permitted by state and federal law. Your voluntary cooperation would be appreciated. Learn more.
Invitation for Job Applicants to Self-Identify as a U.S. Veteran
  • A “disabled veteran” is one of the following:
    • a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or
    • a person who was discharged or released from active duty because of a service-connected disability.
  • A “recently separated veteran” means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service.
  • An “active duty wartime or campaign badge veteran” means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense.
  • An “Armed forces service medal veteran” means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985.
Veteran status


Voluntary Self-Identification of Disability
Voluntary Self-Identification of Disability Form CC-305
OMB Control Number 1250-0005
Expires 04/30/2026
Why are you being asked to complete this form?

We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress towards this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years.

Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at www.dol.gov/ofccp.

How do you know if you have a disability?

A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability. Disabilities include, but are not limited to:

  • Alcohol or other substance use disorder (not currently using drugs illegally)
  • Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS
  • Blind or low vision
  • Cancer (past or present)
  • Cardiovascular or heart disease
  • Celiac disease
  • Cerebral palsy
  • Deaf or serious difficulty hearing
  • Diabetes
  • Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders
  • Epilepsy or other seizure disorder
  • Gastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome
  • Intellectual or developmental disability
  • Mental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD
  • Missing limbs or partially missing limbs
  • Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports
  • Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS)
  • Neurodivergence, for example, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities
  • Partial or complete paralysis (any cause)
  • Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema
  • Short stature (dwarfism)
  • Traumatic brain injury
Please check one of the boxes below:

PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete.

You must enter your name and date
Human Check*