Position Description:

Parish Episcopal School seeks an innovative and nurturing Learning Specialist-CALT to join a dedicated team. This is a part-time, 9.5-month teaching position reporting to the Director of The Gilman Study. The Learning Specialist – CALT provides Science of Reading-aligned, Multisensory Structured Language Education (MSLE) intervention for students with dyslexia and related language-based reading disorders enrolled in the Language Foundations program for lower school students. Depending on enrollment and program needs, the position may be based on one campus or split between the Midway and Hillcrest campuses, with daily travel between the two.

Essential Functions: 

This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

Therapeutic Instruction

• Serve as the teacher of record for Language Foundations classes, providing language-based therapeutic instruction grounded in the Science of Reading and MSLE.
• Plan and deliver explicit, systematic instruction in key MSLE content areas, including phonology/phonological awareness, sound-symbol association, syllable instruction, morphology, syntax, and semantics/ comprehension, with integrated spelling and writing.
• Deliver instruction using MSLE principles, including simultaneous multisensory (VAKT), direct instruction, systematic and cumulative scope and sequence, diagnostic teaching, and both synthetic and analytic practice.
• Implement an MSLE/structured literacy curriculum with fidelity (for example, Take Flight, SEE, Wilson Reading System, or a comparable program), while actively differentiating to meet varied student needs within a small group.

Assessment and Progress Monitoring

• Use multiple sources of assessment data (curriculum-based, skills-based, and standards-based) to identify student needs and form instructional groups.
• Maintain systematic progress monitoring that is documented, reportable, and used to guide instruction and differentiation.
• Track skill performance regularly (daily and weekly, as appropriate) and maintain a weekly record of instructional data for each student and group.
• Conduct benchmark progress monitoring three times per year (Fall, Winter, Spring) and as needed; synthesize benchmark and ongoing progress data to describe growth and guide next steps.
• Record student attendance and participation consistently.

Communication and Collaboration

• Maintain regular communication with parents, including brief progress updates at routine intervals and as needed, supported by progress-monitoring data.
• Provide timely updates to the Director, The Gilman Study regarding student progress and program needs.
• Collaborate with learning specialists, teachers, and related staff to ensure support strategies for Language Foundations students are understood and accessible.
• Coordinate with dyslexia therapists across divisions to support consistency and continuity in programming and services.
• Serve as a thoughtful advocate for neurodiverse students within the school setting.

Program Responsibilities and Professional Practice

• Support program operations across campuses as scheduled; this may include travel between Midway and Hillcrest.
• Assist in developing and strengthening programming related to learning differences in collaboration with The Gilman Study team.
• Adhere to legal, policy, procedural, and ethical standards related to learning support services and student confidentiality.
• Engage in ongoing professional learning to remain current in best practices and maintain credentials as a Certified Academic Language Therapist (CALT) and/or Licensed Dyslexia Therapist (LDT).
• Represent the Language Foundations program at admissions, marketing, or community events as needed.
• Use instructional technology consistently and effectively; support students in a Bring Your Own Device environment; use technology for attendance, documentation, resource sharing, and communication.
• Certified Academic Language Therapist (CALT) or Licensed Dyslexia Therapist (LDT) required.
• Master’s degree required; training and experience consistent with MSLE/structured literacy preparation (IMSLEC-aligned or equivalent) preferred.
• Three to five years of experience providing multisensory language therapy preferred.
• Demonstrated experience providing dyslexia therapy in small groups with active differentiation to meet varied student needs.
• Experience working with elementary-aged students.
• Intermediate proficiency with Google Workspace and Microsoft 365 (Teams, Word, Excel, and related collaborative tools).
• Ability to meet the physical and mental requirements of the position.

Education and Experience:

• Certified Academic Language Therapist (CALT) or Licensed Dyslexia Therapist (LDT) required.
• Master’s degree required; training and experience consistent with MSLE/structured literacy preparation (IMSLEC-aligned or equivalent) preferred.
• Three to five years of experience providing multisensory language therapy preferred.
• Demonstrated experience providing dyslexia therapy in small groups with active differentiation to meet varied student needs.
• Experience working with elementary-aged students.
• Intermediate proficiency with Google Workspace and Microsoft 365 (Teams, Word, Excel, and related collaborative tools).
• Ability to meet the physical and mental requirements of the position.

Knowledge, Skills, and Abilities:

• Strong knowledge of the Science of Reading and MSLE/structured literacy intervention for dyslexia, including scope-and-sequence instruction in phonology, decoding/encoding, syllable patterns, morphology, fluency, and comprehension.
• Skilled in diagnostic teaching, including using daily/weekly progress-monitoring data to adjust pacing, grouping, and instructional targets with fidelity to an MSLE scope and sequence.
• Strong written and verbal communication skills with students, families, and colleagues.
• Professional judgment and discretion with sensitive and confidential information.
• Well-organized, dependable, and able to manage details in a dynamic environment.
• Collaborative, solution-oriented, and responsive to feedback.

Specific Skills and Abilities: 

•       Show a demonstrated commitment to belonging and inclusion (e.g., familiarity with concepts; evidence of relevant personal growth;  examples of relevant practice, etc.).
•       Be a motivated collaborator, possess a strong work ethic, and have a positive spirit.
•       Adhere to Parish Episcopal Characteristics of Effective Teaching.
•       Implement our IMPACT curriculum which focuses on habits of work and mindfulness.
•       Promote the School’s mission statement and educational philosophy.

Training and Marginal Duties:

•       Participate in all requisite School trainings.
•       Attend required staff development, training sessions, and conferences throughout the year.
•       Attend periodic in-service meetings.
•       Attend Chapel.
•       Attend Department & Team Meetings..
•       Acknowledge receipt of the current Employee Handbook and are responsible for reviewing the contents and abiding by rules, policies and procedures stated in the Handbook or otherwise by the School.

Physical Requirements and Work Environment:
•     Regularly works in standard office or classroom conditions and climate.
•     Regularly uses close and distance vision, including working at a computer screen. for extended periods of time; ability to observe students from various distances.
•     Frequently required to move around the campus/office/classroom; works at a desk for extended periods of time.
•     Ability to occasionally move items weighing up to 30lbs. across the campus/classroom/office.
•     Ability to maintain appropriate boundaries with students, fellow staff and community members.

Limitations and Disclaimer
The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position.  This job description reflects administration’s assignment of essential functions; and nothing in this herein restricts administration’s right to assign or reassign duties and responsibilities to this job at any time.

All job requirements are subject to possible modification to reasonably accommodate individuals with disabilities.  Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.

This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position.  Employees will be required to follow any other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws.

Requirements are representative of minimum levels of knowledge, skills and/or abilities.  To perform this job successfully, the employee must possess the abilities or aptitudes to perform each duty proficiently.  Continued employment remains on an “at-will” basis.

About Parish Episcopal School
Founded in 1972, Parish Episcopal School is a leading, co-educational (PreK – 12th grade) college preparatory independent school in Dallas, Texas, serving approximately 1220 students of all faiths. Inspired by its values of Wisdom, Honor and Service, the School’s inclusive Episcopal community guides young people to become creative learners and bold leaders prepared to impact our complex global society by realizing and fostering their passions in a warm, joyful and balanced learning environment, and engaging them in challenging core curriculum and strategic programs that develop and inspire.

Educational Purpose & Philosophy

We develop good human beings: prepared, passionate, principled. 

• DEVELOP We are educators, mentors, coaches and guides – dedicated to developing the unique potential of every student on our care.
• GOOD HUMAN BEINGS At Parish, we aim to develop young people formed intellectually, emotionally, socially, physically, spiritually and           morally.
• PREPARED Preparation is key to success in a complex and ever-changing world. At Parish, we equip students with the knowledge, skills            and mindsets they’ll need to navigate life’s challenges and accomplish their goals and dreams.
• PASSIONATE Passion is fuel for a joyful life. At Parish, we help students uncover what excites and inspires them – so they feel more alive,         more fulfilled and more excited about the future.
• PRINCIPLED Principles create the moral compass for life. Rooted in Wisdom, Honor and Service, Parish students strive not just to succeed,       but to make a positive difference in the lives of others and the world around them.

For more information about Parish Episcopal School, visit www.parish.org.

The School believes that each individual is entitled to equal employment opportunity without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, veteran status or any other characteristic protected under federal, state, or local anti-discrimination laws. The School’s equal employment opportunity practices extend to recruitment, hiring, selection, compensation, benefits, transfer, promotion, training, discipline, and all other terms, conditions, and privileges of employment. All Employees are