Job Details: Job Location: 19th Ave Location - San Francisco, CA, Position Type: Full-Time/Part-Time, Salary Range: $84700.00 - $120100.00Salary/year, OPPORTUNITY Join the vibrant community at the Chinese American International School’s new Forever Home campus on 19th Avenue as a Middle School Learning Support Specialist.  Become part of a team striving to be the world’s most innovative, inspiring, and influential Chinese English dual-language immersion school.   OUR IDEAL CANDIDATE The ideal candidate finds resonance with CAIS’s mission to Embrace Chinese, Become Our Best Selves, and Contribute to a Better World and our Core Values of Courage, Curiosity, Inclusion, Kindness, and Perseverance. This candidate thrives in a multicultural, collaborative environment. Chinese language proficiency is not required for this position; however, candidates with Chinese language skills and experience working in a Chinese immersion environment are encouraged to apply.  Our ideal candidate brings expertise in academic intervention and a deep commitment to supporting students with diverse learning profiles, including those with learning differences, ADHD, autism, and other neurodevelopmental differences. As our Middle School Learning Support Specialist, you will bring a strong understanding of adolescent cognitive, social, and emotional development to focus on building students' executive functioning skills, fostering independence, and helping students access their strengths while navigating the academic and social demands of middle school. You will work collaboratively with classroom teachers, families, and outside therapists to ensure consistent, coordinated support across all settings.      ESSENTIAL DUTIES Position responsibilities include (but are not limited to): Academic Intervention & Support Provide direct academic intervention in small groups or one-to-one settings, targeting skill gaps in reading, writing, and study skills. Work with Chinese and English classroom teachers and specialists to differentiate instruction and implement accommodations and high-impact strategies that support students’ developmental needs, academic learning, and language acquisition across both language contexts.  Monitor student progress through data collection and progress monitoring tools. Develop and implement individualized support plans based on evaluations in collaboration with students, families, and teachers. Executive Functioning Coaching Teach and reinforce executive functioning strategies, including organization, time management, task initiation, planning, and self-monitoring. Coach teachers in implementing universal executive functioning supports at the point of instruction, embedding strategies into daily classroom routines. Support students in developing systems for managing materials, assignments, and long-term projects. Coach students in breaking down complex tasks, setting goals, and tracking progress. Facilitate the development of self-advocacy skills. Neurodevelopmental Support Understand and support students with ADHD, autism, dyslexia, dyscalculia, and other neurodevelopmental differences. Implement evidence-based interventions tailored to individual learning profiles. Collaborate with the middle school counselor to support emotional regulation, flexible thinking, and social communication skills. Provide co-regulation and self-regulation strategies. Create structured, predictable environments that reduce anxiety and support success. Collaboration & Communication  Partner with Chinese and English teachers to ensure consistent implementation of support strategies across both language environments.  Participate in Student Support Team (SST) meetings and contribute to systems and individual student planning. Communicate regularly with families about student progress, strategies, and goals. Coordinate with outside providers (psychologists, therapists, educational specialists) as needed. Maintain accurate records, including progress notes and support plans. Advocacy & Professional Development  Advocate for inclusive practices and neuro-affirming approaches. Stay current on research and best practices related to learning differences and interventions.  Participate in professional development opportunities.   Qualifications: ESSENTIAL REQUIREMENTS Bachelor’s degree Minimum: 2 years teaching experience working with students who are neurodiverse and/or have learning disabilities. Understanding of language-based learning disabilities, ADHD, executive functioning challenges, anxiety, autism spectrum disorder (ASD), and other learning differences. Strong organizational skills and expertise in assessing, implementing, and overseeing individualized student learning plans Excellent interpersonal and communication skills Dedication to equity and inclusion and ability to work collaboratively with individuals from diverse backgrounds Commitment to school mission, policies, and initiatives   VALUED SKILLS AND EXPERIENCE We value, but do not require, the following attributes: Experience supporting multi-lingual learners Experience working in a multi-cultural environment Master’s degree in Special Education, Educational Therapy, Reading Specialist, School Psychology, or a related field Mandarin language skills