Learning Access Specialist

Learning Access Specialist Under the direction of the Senior Director of Mental Health and Senior Learning access specialist, the Learning Access Specialist is responsible for implementation of supports and services for children with disabilities within our care at the Carole Robertson Center for Learning to ensure rightful presence.

This includes but not limited to developmental delays. In this role, the Learning Access Specialist will focus on implementation of evidence-based practices through push-in classroom support to build teacher's capacity in working with children with various learning needs. In this role, the Learning Access Specialist supports the implementation of all special education best practices, ensures adherence and alignment to strategies outlined in a child's IFSP or IEP, and provides individualization through collaboration and guidance to Program Advisors, Social Emotional Learning Advisors, teachers and site directors to implement best practices in the classroom.

The Learning Access Specialist will contribute to and implement individualized support plans for each child/classroom in their portfolio alongside the director and advisor teams. Additionally, they are responsible for building and maintaining a strong partnership with all program staff to promote quality and provide ongoing support to children teachers in the development of skills, especially pertaining to children who may present or be diagnosed as neurodivergent.

This includes building a relationship with the family support specialists and supporting family and/or caregivers as needed to further strengthen the home/school partnership. Major Responsibilities and Key Tasks (Individualization, coaching, building capacity) Individualization through Classroom Planning and Implementation Assesses children's abilities and crafts teacher plans detailing specific individualized strategies based on children's strengths and needs Collaborates with support staff and classroom groups to maintain the smooth functioning of the program, which at times may require changes to meet the needs of the children Coaches and models strategies for teachers to help them develop their skills and knowledge, allowing them to perform at a higher level and achieve better outcomes Manages classroom crises and solve conflicts Monitors children's behavioral patterns and arranges strengths based, appropriate interventions as needed; including supporting staff to: Ensure an emotionally safe climate by upholding and demonstrating the practices outlines in the NAEYC Code of Conduct in all interactions with children, families, and colleagues.

Utilize strategies for Active Supervision throughout the day and in all spaces (indoors and outdoors) to ensure child safety and wellbeing. Mentors teachers and support staff who work with children with inclusion needs to ensure meaningful belonging and rightful presence Supports developing staff buy-in program and service area goals by eliciting their input and discussing the goals content and rationale Participate in weekly "pods" staff meetings to support strategic implementation of services and supports for children with inclusion needs Resource Management Identifies and manages additional external resources to support children with any and all inclusion needs to ensure rightful presence In collaboration with members of the program leadership, curates resources to improve program quality for children with inclusion needs by offering suggestions and providing information about needed resources during the program's planning and budget development process Collaborates with Programs and Impact leadership to ensure a safe, attractive, well-equipped program environment designed to maximize inclusive practices for children with any and all inclusion needs by contributing to the development of sound budgets, purchasing high-quality materials and equipment, and establishing and/or implementing systems to monitor and maintain/replace equipment, and a ensure clean and safe facility.

Observation, Analysis, Planning, and Documentation Supports MATSs to complete documentation requirements for children with special rights by ensuring that the program maintains accurate, objective, complete, timely, and well-organized child, family, and program records and/or data entry Supports MATs to promote effective use of data by integrating pertinent information from developmental screenings, IFPs, IEPS, etc.

into classroom planning for children's individual growth and development. Communication Demonstrates respect for others by sharing information objectively and non-judgmentally and adjusting verbal and written communication strategies for different audiences. Follows protocols (e.g., reporting structure, confidentiality) when communicating with others in the program, families, governing body, policy group, committees, and those in other community programs Employs a culturally competent and flexible approach when working with those from various cultures by acknowledging, accepting, and accommodating differences (e.

g., proving information in an understandable format and/or language for those who have limited/no reading skills or who are English language learners) Promotes a collaborative, productive working environment by following established communication protocols, clearly articulating expectations, outcomes, and timelines, and using conflict resolution and negotiation skills when needed Facilitates communication with others by using available technologies and by supporting staff to do the same Consistent use and updating of Outlook calendar Utilizes Outlook to schedule all meetings Maintains an updated Outlook calendar with program events, i.

e., family events and staff workshops and shares it Answers e-mail within 24 hours 80% of the time Professional/Leadership Promotes a culture of inquiry by exhibiting a commitment to lifelong learning, keeping abreast of current information and research, and reflecting on their relevance Furthers of professional growth by seeking feedback, reflecting on, and assessing own practice, and taking advantage of opportunities to improve skills and knowledge Ensures colleague and family confidentiality by limiting conversations about them and access to their records to those directly involved in providing services to them and by ensuring that confidentiality policies are followed across the programs Represents the community's cultural and linguistic diversity throughout the program by ensuring that colleagues, committees, practices, materials, and activities reflect this diversity Perform other duties as assigned Required Knowledge, Skills, and Abilities A minimum of a bachelor's (master's preferred) or advanced degree in early childhood education, special education or child development and a Level 5 ECE Minimum of a bachelor's in social work early childhood education/child development, education, education administration or related field or discipline At least 5 years of experience working directly with children with disabilities, coaching and applying adult learning principles, and facilitating trainings.

Have knowledge and experience in the philosophy and practices of Head Start (or comparable child development programs), early childhood education, developmentally appropriate practice, and bilingual education Proficient use of Outlook, Excel, Word, PowerPoint, and TEAMS Demonstrate leadership abilities Demonstrate excellent oral and written communication skills Demonstrate successful experience working in a team setting Demonstrate high degree of emotional intelligence and self-awareness Must be able to oversee multiple concurrent projects effectively Must be able to understand, analyze, interpret, and make decisions about complex information received Must be able to resolve problems, handle conflict, and make effective decisions under pressure Must be willing and able to work evenings, weeks, or other times as required.

Benefits

Health Insurance (medical, dental, vision) Retirement savings plan (401(k)) Paid Time Off (vacation, sick leave, holidays) Employee Assistance Program 2026-27 CRCL Benefits Guide CRCL 2026-2027 Bi-Weekly Rate Sheet If you are having issues accessing the link, please be sure to check out our Careers page information! Carole Robertson Center for Learning provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristics protected by federal, state, or local laws.

This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.