Employment

Description:
Landmark School employs teachers in our Elementary•Middle School (grades 2-8). All available positions involve one-to-one tutoring and/or small group classes. Faculty responsibilities include teaching a load of six classes as well as various other community responsibilities. All new teachers begin with a training program in late June and teach in the Summer Program preceding their first school year on the faculty. Benefits of working on our EMS campus: Extensive training, supervision, and mentoring with emphasis on strategies to reach students with dyslexia and other language-based learning disabilities Fully subsidized, on-site Boston University Wheelock College Master's degree program in Moderate Special Needs Comprehensive insurance coverage (health, dental, long-term disability, and life) 401K with a 3% Landmark contribution annually, after the first year of employment Experience at the largest school of its kind catering to this specific population of students Faculty apartments available on a limited basis Two meals each day while school is in session Salary commensurate with teaching experience and certification Stipend for the initial summer program.
Requirements:
Position Details The position’s responsibilities include a teaching load of six classes and community involvement. Qualifications: BA/BS, strong language skills, experience working with adolescents. Compensation includes a salary starting at $37K at EMS, a comprehensive benefits package, and a fully subsidized M.Ed. program taught on Landmark’s campus through Boston University's Wheelock College of Education and Human Development. To Apply Please submit a cover letter, resume, 3 letters of recommendation, and a completed Faculty Application using the form below or by emailing Stacy Harris. If responding by email please use “EMS Teacher" in the subject line. Contact: Stacy Harris, Administrative Assistant Landmark Elementary Middle School PO Box 1489 167 Bridge Street Manchester MA 01944 978-236-3100 (Phone) 978-526-1482 (Fax) Equal Opportunity Employer: Landmark School is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Description:

Landmark School employs teachers in our Elementary•Middle School (grades 2-8). All available positions involve one-to-one tutoring and/or small group classes. Faculty responsibilities include teaching a load of six classes as well as various other community responsibilities. All new teachers begin with a training program in late June and teach in the Summer Program preceding their first school year on the faculty.

Benefits of working on our EMS campus:

Extensive training, supervision, and mentoring with emphasis on strategies to reach students with dyslexia and other language-based learning disabilities
Fully subsidized, on-site Boston University Wheelock College Master's degree program in Moderate Special Needs
Comprehensive insurance coverage (health, dental, long-term disability, and life)
401K with a 3% Landmark contribution annually, after the first year of employment
Experience at the largest school of its kind catering to this specific population of students
Faculty apartments available on a limited basis
Two meals each day while school is in session
Salary commensurate with teaching experience and certification
Stipend for the initial summer program.

Requirements:

Position Details

The position’s responsibilities include a teaching load of six classes and community involvement.
Qualifications: BA/BS, strong language skills, experience working with adolescents.
Compensation includes a salary starting at $37K at EMS, a comprehensive benefits package, and a fully subsidized M.Ed. program taught on Landmark’s campus through Boston University's Wheelock College of Education and Human Development.

To Apply

Please submit a cover letter, resume, 3 letters of recommendation, and a completed Faculty Application using the form below or by emailing Stacy Harris. If responding by email please use “EMS Teacher" in the subject line.

Contact:
Stacy Harris, Administrative Assistant
Landmark Elementary Middle School
PO Box 1489
167 Bridge Street
Manchester MA 01944
978-236-3100 (Phone)
978-526-1482 (Fax)

Equal Opportunity Employer:

Landmark School is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

High School Teachers (multiple positions)

Description:
Landmark High School is accepting applications for special education, language arts, expressive language arts, history, math, reading, study skills, and science teachers. Landmark is a world leader in educating students with dyslexia and other language-based learning disabilities. Landmark School employs teachers in our high school program (grades 9 – 12) in a range of disciplines from reading and expressive language to history and science. Faculty responsibilities include teaching a load of six classes/tutorials as well as evening and weekend residential coverage duties. All new teachers begin with a comprehensive training program in August. Benefits of working at our high school: 2.5 additional weeks of training for new faculty Extensive training, supervision, and mentoring with emphasis on strategies to reach students with dyslexia and other language-based learning disabilities Fully subsidized, on-site Boston University Wheelock College Master's degree program in Moderate Special Needs Comprehensive insurance coverage (health, dental, long-term disability, and life) 401K with a 3% Landmark contribution annually, after the first year of employment Experience at the largest school of its kind catering to this specific population of students Faculty apartments available on a limited basis Three meals each day while school is in session Salary commensurate with teaching experience and certification
Requirements:
Position Details: The position’s responsibilities include a teaching load of six classes and residential duties. Qualifications: BA/BS ideally in subject area, strong language skills, experience working with adolescents. Teaching experience and/or certification in Moderate Special Needs is preferred but not mandatory as comprehensive training is provided for all new faculty members. Compensation includes a salary starting at $41K at the High School, a comprehensive benefits package, and a fully subsidized M.Ed. program taught on Landmark’s campus through Boston University's Wheelock College of Education and Human Development. To Apply Please submit a cover letter and resume using the form below or by emailing [email protected]. If responding by email please use “High School Teacher" in the subject line. CONTACT: High School (Grades 9 – 12) Pete Asaro, Director, Faculty Recruiting & Hiring Landmark School 412 Hale Street PO Box 227 Prides Crossing, MA 01965-0227 978-236-3456 (Phone) Equal Opportunity Employer: Landmark School is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Description:

Landmark High School is accepting applications for special education, language arts, expressive language arts, history, math, reading, study skills, and science teachers. Landmark is a world leader in educating students with dyslexia and other language-based learning disabilities.

Landmark School employs teachers in our high school program (grades 9 – 12) in a range of disciplines from reading and expressive language to history and science. Faculty responsibilities include teaching a load of six classes/tutorials as well as evening and weekend residential coverage duties. All new teachers begin with a comprehensive training program in August.

Benefits of working at our high school:

2.5 additional weeks of training for new faculty
Extensive training, supervision, and mentoring with emphasis on strategies to reach students with dyslexia and other language-based learning disabilities
Fully subsidized, on-site Boston University Wheelock College Master's degree program in Moderate Special Needs
Comprehensive insurance coverage (health, dental, long-term disability, and life)
401K with a 3% Landmark contribution annually, after the first year of employment
Experience at the largest school of its kind catering to this specific population of students
Faculty apartments available on a limited basis
Three meals each day while school is in session
Salary commensurate with teaching experience and certification

Requirements:

Position Details:

The position’s responsibilities include a teaching load of six classes and residential duties.
Qualifications: BA/BS ideally in subject area, strong language skills, experience working with adolescents. Teaching experience and/or certification in Moderate Special Needs is preferred but not mandatory as comprehensive training is provided for all new faculty members.
Compensation includes a salary starting at $41K at the High School, a comprehensive benefits package, and a fully subsidized M.Ed. program taught on Landmark’s campus through Boston University's Wheelock College of Education and Human Development.

To Apply

Please submit a cover letter and resume using the form below or by emailing [email protected]. If responding by email please use “High School Teacher" in the subject line.

CONTACT: High School (Grades 9 – 12)
Pete Asaro, Director, Faculty Recruiting & Hiring
Landmark School 412 Hale Street
PO Box 227 Prides Crossing, MA 01965-0227
978-236-3456 (Phone)

Equal Opportunity Employer:

Per Diem Staff Nurse

Job Type: Per Diem

Description:
Job Title: Per Diem Staff Nurse (Elementary•Middle School and High School) Reports to: Health Center Director Status: Per Diem Landmark School is seeking a professional school nurse to work per diem at both our Elementary•Middle School and High School. Shifts will be available on a per diem basis. Must be able to work days, evenings and/or weekends shift(s). Minimum of 2 day shifts, 2 weekend shifts, and 2 evening shifts per month. Hours available during the five week Summer Program (July & early August). The nurse will collaborate with the health center nursing team under the supervision of the health center director and school physician. The nurse will oversee and provide direct care to students in accordance with policies and procedures and state law regarding nursing practice. Responsibilities The school nurse must be able to multitask and be comfortable working both as part of a team and independently. Responsible for student assessment and plan of care for student injury and illness, maintaining school records, and medication administration. Must enjoy working with students in grades 2-12. Provide direct professional nursing care, first aid, illness/injury assessment, and emergency care to students Administer medication with a physician’s order, per policy and per state guidelines for medications in schools Make appropriate referrals on health issues and consult the health center director as needed Communicate with families regarding student care Serve as an educational resource for parents, students, and faculty Collaborate with mental health staff, ATC’s, and school administration as needed Manage student dietary needs/food allergies in conjunction with our kitchen manager Maintain accurate health records for each student
Requirements:
Skills: Ability to work autonomously Excellent assessment skills Able to be on feet for long periods Ability to work in a fast-paced environment Excellent communication skills: verbal and written Computer skills: Proficient in Excel, Outlook and Word, ability to learn EHR Qualifications/certifications: Registered Nurse with a Bachelor of Science in Nursing 3+years of nursing experience, preferably experience in pediatrics/school health CPR certified To Apply Please submit a cover letter and resume using the form below OR send an email with “Staff Nurse" as the subject line to [email protected]. Contact: Landmark School Tracey Costantino MS, FNP-BC Director of Health Services 429 Hale Street Prides Crossing, MA 01965 [email protected] Landmark School does not discriminate on the basis of race, ethnicity, religion, sexual orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates.

Description:

Job Title: Per Diem Staff Nurse (Elementary•Middle School and High School)

Reports to: Health Center Director

Status: Per Diem

Landmark School is seeking a professional school nurse to work per diem at both our Elementary•Middle School and High School. Shifts will be available on a per diem basis. Must be able to work days, evenings and/or weekends shift(s). Minimum of 2 day shifts, 2 weekend shifts, and 2 evening shifts per month. Hours available during the five week Summer Program (July & early August).

The nurse will collaborate with the health center nursing team under the supervision of the health center director and school physician. The nurse will oversee and provide direct care to students in accordance with policies and procedures and state law regarding nursing practice.

Responsibilities

The school nurse must be able to multitask and be comfortable working both as part of a team and independently. Responsible for student assessment and plan of care for student injury and illness, maintaining school records, and medication administration. Must enjoy working with students in grades 2-12.

Provide direct professional nursing care, first aid, illness/injury assessment, and emergency care to students
Administer medication with a physician’s order, per policy and per state guidelines for medications in schools
Make appropriate referrals on health issues and consult the health center director as needed
Communicate with families regarding student care
Serve as an educational resource for parents, students, and faculty
Collaborate with mental health staff, ATC’s, and school administration as needed
Manage student dietary needs/food allergies in conjunction with our kitchen manager
Maintain accurate health records for each student

Requirements:

Skills:

Ability to work autonomously
Excellent assessment skills
Able to be on feet for long periods
Ability to work in a fast-paced environment
Excellent communication skills: verbal and written
Computer skills: Proficient in Excel, Outlook and Word, ability to learn EHR

Qualifications/certifications:

Registered Nurse with a Bachelor of Science in Nursing
3+years of nursing experience, preferably experience in pediatrics/school health
CPR certified

To Apply

Please submit a cover letter and resume using the form below OR send an email with “Staff Nurse" as the subject line to [email protected].

Contact:
Landmark School
Tracey Costantino MS, FNP-BC
Director of Health Services
429 Hale Street
Prides Crossing, MA 01965
[email protected]

Landmark School does not discriminate on the basis of race, ethnicity, religion, sexual orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates.

Crossing Guard

Job Type: Part-time

Description:
Job Title: Crossing Guard - Part-Time Reports to: Facilities Assistant Status: Part-time, Non-Exempt Mission and Background Landmark is a coeducational, multi-campus, approved Massachusetts Chapter 766 Private Day and Boarding school enrolling students in grades 2-12 diagnosed with dyslexia or another language-based learning disability (LBLD). These fall under the broader category of specific learning disabilities (SLD). Landmark’s unique, individualized approach empowers students to reach their academic and social. potential. Summary Landmark School is located on a busy state road (Rte 127) in Beverly MA. At the main entrance to the high school campus there is a crosswalk and light to provide safe access from the lower campus to the upper campus. The role of the crossing guard is to provide for safe movement of all students and faculty when crossing the public road by observing gaps in traffic and signaling for traffic to stop before allowing people to cross. The part time crossing guard will work from 7:15am-12:15pm one day a week excluding holidays. Key Responsibilities Monday mornings, excluding holidays, during the normal school calendar from 7:15am -12:15-pm. Dependability - crossing guard is necessary in all types of weather. Good judgment - the ability to move people across the street safely by stopping traffic in a safe and organized way. Friendly personality - getting to know the students and becoming part of the Landmark community. Physical Stamina - although there is a pattern and flow to the crossing needs between classes etc. it is necessary to be alert and able to perform duties during the entire shift. Communication - the ability to clearly and effectively communicate to persons crossing that it is safe or unsafe to do so.
Requirements:
Solid work history that demonstrates dependability and reliability Strong work ethic Works well with the general public - good customer service skills Ability to handle the physical demands of the position (prolonged periods of standing on feet, visual alertness to see vehicles, etc. to make safety judgments for safe crossings, etc.) Ability to follow written and verbal instructions and safety policies To Apply Please submit a cover letter and resume using the form below or by emailing Sue Madden at [email protected] with “PT Crossing Guard" as the subject line. Landmark School Sue Madden Director of Human Resources 429 Hale Street Prides Crossing, MA 01965 [email protected] Landmark School does not discriminate on the basis of race, ethnicity, religion, sexua orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates. Landmark is required by Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title IX of the Education Amendments of 1972 (Title IX), the Age Discrimination in Employment Act of 1975 and their respective implementing regulations at 34 C.F.R. Parts 100, 104, 106 and 110, not to discriminate in such a manner. Inquiries concerning the application of each of these statutes and their implementing regulations may be referred to the Human Resources Office at Landmark or the Office for Civil Rights, United States DOE or Massachusetts Commission Against Discrimination.

Description:

Job Title: Crossing Guard - Part-Time
Reports to: Facilities Assistant
Status: Part-time, Non-Exempt

Mission and Background

Landmark is a coeducational, multi-campus, approved Massachusetts Chapter 766 Private Day and Boarding school enrolling students in grades 2-12 diagnosed with dyslexia or another language-based learning disability (LBLD). These fall under the broader category of specific learning disabilities (SLD). Landmark’s unique, individualized approach empowers students to reach their academic and social. potential.

Summary

Landmark School is located on a busy state road (Rte 127) in Beverly MA. At the main entrance to the high school campus there is a crosswalk and light to provide safe access from the lower campus to the upper campus. The role of the crossing guard is to provide for safe movement of all students and faculty when crossing the public road by observing gaps in traffic and signaling for traffic to stop before allowing people to cross. The part time crossing guard will work from 7:15am-12:15pm one day a week excluding holidays.

Key Responsibilities

Monday mornings, excluding holidays, during the normal school calendar from 7:15am -12:15-pm.
Dependability - crossing guard is necessary in all types of weather.
Good judgment - the ability to move people across the street safely by stopping traffic in a safe and organized way.
Friendly personality - getting to know the students and becoming part of the Landmark community.
Physical Stamina - although there is a pattern and flow to the crossing needs between classes etc. it is necessary to be alert and able to perform duties during the entire shift.
Communication - the ability to clearly and effectively communicate to persons crossing that it is safe or unsafe to do so.

Requirements:

Solid work history that demonstrates dependability and reliability
Strong work ethic
Works well with the general public - good customer service skills
Ability to handle the physical demands of the position (prolonged periods of standing on feet, visual alertness to see vehicles, etc. to make safety judgments for safe crossings, etc.)
Ability to follow written and verbal instructions and safety policies

To Apply

Please submit a cover letter and resume using the form below or by emailing Sue Madden at [email protected] with “PT Crossing Guard" as the subject line.

Landmark School
Sue Madden
Director of Human Resources
429 Hale Street
Prides Crossing, MA 01965
[email protected]

Landmark School does not discriminate on the basis of race, ethnicity, religion, sexua orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates.

Landmark is required by Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title IX of the Education Amendments of 1972 (Title IX), the Age Discrimination in Employment Act of 1975 and their respective implementing regulations at 34 C.F.R. Parts 100, 104, 106 and 110, not to discriminate in such a manner. Inquiries concerning the application of each of these statutes and their implementing regulations may be referred to the Human Resources Office at Landmark or the Office for Civil Rights, United States DOE or Massachusetts Commission Against Discrimination.

Guidance Counselor

Description:
Job Title: Guidance Counselor Reports to: Director of Guidance and Transition/Head of High School Status: Full Time (40 hours), exempt Mission and Background Landmark is a coeducational, multi-campus, approved Massachusetts Chapter 766 Private Day and Boarding school enrolling students in grades 2-12 diagnosed with dyslexia or another language-based learning disability (LBLD). These fall under the broader category of specific learning disabilities (SLD). Landmark’s unique, individualized approach empowers students to reach their academic and social potential. Summary The role of the Guidance Counselor is to assist students and their families as they research, explore, apply, and decide on post-secondary placements. Guidance counselors need to be familiar with the college application process as well as have knowledge of academic support offered at the post-secondary level. It is also important for the guidance counselor to have knowledge of other post-secondary options, including two-year schools and technical schools. Responsibilities Specific job responsibilities include but are not limited to: Departmental Responsibilities Work with a caseload of 30-40 junior and senior students starting in the winter of their junior year and following the students through graduation. Maintain communication with students, families, academic advisors, and the Director of Transition and Guidance. Assist in the planning and administration of standardized tests, including the SAT and ACT. Assist with planning and participate in occasional weeknight and Saturday School activities as needed such as Career Day, the Post-Secondary Fair, and parent webinars. Maintain a working knowledge of academic support programs at the post-secondary level as well as build communication with various college/program admissions and support personnel. Schedule and coordinate on-campus college admissions visits. Work with the Director of Transition and Guidance to develop and coordinate various workshops for underclassmen and review transition curriculum and activities. Manage and maintain Transition Google Classrooms for students on caseload. High School Program Responsibilities Communicate the role, mission, and philosophy of the department to teachers, parents and other professionals. Coordinate with departments, teachers, and students in facilitating Guidance department directives and initiatives. Maintain communication with students and families regarding workshops and other guidance department initiatives. Attend Diploma Committee meetings. Assist in coordination/support of Prom, Graduation exercises, and Post-Secondary Fair. Teach 1-2 sections depending on the academic model for the 25-26 school year. Student Life Coverage based on years of experience within coverage model for the 25-26 school year. Handle other duties as requested
Requirements:
Master’s Degree Massachusetts School Counselor License or Moderate Disabilities (5-12) certification preferred Experience working with high school students with language-based learning disabilities, teaching experience a plus. Working knowledge of the college/post-secondary program application process Strong written and oral communication skills and a professional manner. Ability to effectively interface with constituents in a school environment, including faculty, staff, students, board members, alumni, and parents. Skilled in diplomacy, tact, maturity, discretion, and the ability to maintain the highest degree of confidentiality. Meticulous organizational, project, and time management skills. Must have the ability to multitask and meet deadlines in a highly collaborative atmosphere. To Apply Please submit a cover letter/resume and the names of three Landmark references using the form below or by emailing [email protected] with “Guidance Counselor" as the subject line. Deadline: March 4, 2025 Contact: Landmark School Kelly Scimone Director of Transition and Guidance 412 Hale Street, PO Box 227 Prides Crossing, MA 01965 [email protected] Landmark School does not discriminate on the basis of race, ethnicity, religion, sexual orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates. Landmark is required by Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title IX of the Education Amendments of 1972 (Title IX), the Age Discrimination in Employment Act of 1975 and their respective implementing regulations at 34 C.F.R. Parts 100, 104, 106 and 110, not to discriminate in such a manner. Inquiries concerning the application of each of these statutes and their implementing regulations may be referred to the Human Resources Office at Landmark or the Office for Civil Rights, United States DOE or Massachusetts Commission Against Discrimination.

Description:

Job Title: Guidance Counselor
Reports to: Director of Guidance and Transition/Head of High School
Status: Full Time (40 hours), exempt

Mission and Background

Summary

The role of the Guidance Counselor is to assist students and their families as they research, explore, apply, and decide on post-secondary placements. Guidance counselors need to be familiar with the college application process as well as have knowledge of academic support offered at the post-secondary level. It is also important for the guidance counselor to have knowledge of other post-secondary options, including two-year schools and technical schools.

Responsibilities

Specific job responsibilities include but are not limited to:

Departmental Responsibilities

Work with a caseload of 30-40 junior and senior students starting in the winter of their junior year and following the students through graduation.
Maintain communication with students, families, academic advisors, and the Director of Transition and Guidance.
Assist in the planning and administration of standardized tests, including the SAT and ACT.
Assist with planning and participate in occasional weeknight and Saturday School activities as needed such as Career Day, the Post-Secondary Fair, and parent webinars.
Maintain a working knowledge of academic support programs at the post-secondary level as well as build communication with various college/program admissions and support personnel.
Schedule and coordinate on-campus college admissions visits.
Work with the Director of Transition and Guidance to develop and coordinate various workshops for underclassmen and review transition curriculum and activities.
Manage and maintain Transition Google Classrooms for students on caseload.

High School Program Responsibilities

Communicate the role, mission, and philosophy of the department to teachers, parents and other professionals.
Coordinate with departments, teachers, and students in facilitating Guidance department directives and initiatives.
Maintain communication with students and families regarding workshops and other guidance department initiatives.
Attend Diploma Committee meetings.
Assist in coordination/support of Prom, Graduation exercises, and Post-Secondary Fair.
Teach 1-2 sections depending on the academic model for the 25-26 school year.
Student Life Coverage based on years of experience within coverage model for the 25-26 school year.
Handle other duties as requested

Requirements:

Master’s Degree
Massachusetts School Counselor License or Moderate Disabilities (5-12) certification preferred
Experience working with high school students with language-based learning disabilities, teaching experience a plus.
Working knowledge of the college/post-secondary program application process
Strong written and oral communication skills and a professional manner.
Ability to effectively interface with constituents in a school environment, including faculty, staff, students, board members, alumni, and parents. Skilled in diplomacy, tact, maturity, discretion, and the ability to maintain the highest degree of confidentiality.
Meticulous organizational, project, and time management skills. Must have the ability to multitask and meet deadlines in a highly collaborative atmosphere.

To Apply

Please submit a cover letter/resume and the names of three Landmark references using the form below or by emailing [email protected] with “Guidance Counselor" as the subject line.

Deadline: March 4, 2025

Contact:
Landmark School
Kelly Scimone
Director of Transition and Guidance
412 Hale Street, PO Box 227
Prides Crossing, MA 01965
[email protected]

Landmark School does not discriminate on the basis of race, ethnicity, religion, sexual
orientation, homelessness, color, national origin, gender, gender identity, genetic
information, disability, sex, or age in treatment or employment at Landmark, admission
or access to Landmark, or any other aspect of the educational programs and activities
that Landmark operates.

Landmark is required by Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of
the Rehabilitation Act of 1973 (Section 504), Title IX of the Education Amendments of
1972 (Title IX), the Age Discrimination in Employment Act of 1975 and their respective
implementing regulations at 34 C.F.R. Parts 100, 104, 106 and 110, not to discriminate
in such a manner. Inquiries concerning the application of each of these statutes and
their implementing regulations may be referred to the Human Resources Office at
Landmark or the Office for Civil Rights, United States DOE or Massachusetts
Commission Against Discrimination.

Director of Student Progress and Performance

Description:
Position Title: Director of Student Progress and Performance Location: Landmark School, Beverly and Manchester, MA Reports to: Head of School Position Type: Full-Time, 12 Months Position Overview Landmark School seeks a dynamic and strategic Director of Student Progress and Performance to lead the design, implementation, and oversight of a comprehensive, unified student evaluation and reporting system. This individual will balance visionary leadership with systems-based thinking, ensuring that Landmark’s reporting framework aligns with its values, mission, and Portrait of a Graduate (POG) while also meeting public funding and regulatory requirements. As the founding leader of this newly created cross-campus department, the Director will play a pivotal role in shaping how Landmark measures and communicates student progress, integrating academic achievement, remediation, executive functioning, and Dyslexic Thinking Skills into a cohesive, meaningful reporting system. This framework will not only track traditional academic growth but also highlight the strengths and skills unique to dyslexic learners, such as creativity, problem-solving, adaptability, and pattern recognition—skills that are increasingly valued in the modern workforce. The Director will design, build, and lead a small team responsible for implementing and supporting this work, ensuring that faculty, families, and external stakeholders receive clear, actionable insights into student growth. The Director will report to the Head of School, serve on the Leadership Team, and work closely with faculty, academic leaders, families, and external partners to ensure that reporting processes inform instruction, reduce administrative burdens on faculty, and provide families with a complete picture of student progress and performance. Key Responsibilities Vision & Leadership Design and implement a school-wide progress reporting system that captures: Academic skill development (standardized and normed assessments) Regulatory and compliance reporting for publicly funded students Holistic student growth, including executive functioning, and Dyslexic Thinking Skills, such as resilience, and self-advocacy, aligned with the Portrait of a Graduate Measurement of Future-Ready Skills that emphasize innovation, collaboration, and creative problem-solving Ensure consistency across campuses so that all students—publicly and privately funded—are evaluated through a unified framework. Establish Landmark as a leader in LD education assessment and progress reporting, positioning the school as an innovator in data-driven, student-centered evaluation. Lead and develop a small team to support the implementation, training, and day-to-day operations of the department’s work. Systems & Data Management Oversee the development and integration of a centralized student progress tracking system, ensuring data accessibility for teachers, academic leaders, and administrators. Ensure all state and federal compliance reporting is met seamlessly while minimizing administrative burdens for faculty. Develop clear, user-friendly reporting tools that effectively communicate student progress to families. Maintain data security and accuracy, ensuring confidential and ethical use of student progress information. Assessment Design & Implementation Develop a balanced assessment framework that includes both standardized, normed measures and innovative ways to track executive functioning, Dyslexic Strengths, and Future-Ready Skills. Ensure all assessment practices are aligned with instructional goals and support faculty in making informed teaching decisions. Work with academic leadership to refine and adjust assessments based on student needs and institutional priorities. Collaboration, Faculty Support & Team Leadership Lead, mentor, and support a small team of professionals responsible for public funding reporting, assessment development, data management, and faculty training. Provide ongoing training and professional development for teachers on best practices in assessment, progress monitoring, and meaningful reporting. Serve as a strategic partner to faculty and academic leaders, ensuring that reporting is not just about compliance, but about student growth. Streamline reporting structures to reduce faculty workload, allowing teachers to focus more on instruction and student support. Public Funding Compliance & District Communication Serve as the primary point of contact for publicly funded student reporting, ensuring compliance with IEP, DESE, and district requirements. Ensure regulatory obligations are met efficiently while ensuring consistency in progress reporting for all students. Oversee IEP development, tracking, and reporting, integrating these processes into Landmark’s broader assessment framework. Strategic Communication & Reporting Provide families with meaningful, transparent, and easy-to-understand reports that reflect student strengths, progress, and areas for growth. Ensure that progress reports are communicated three times per year, providing actionable insights for students, families, and teachers. Use data insights to highlight the effectiveness of Landmark’s approach, reinforcing the school’s leadership in LD education.
Requirements:
Experience & Expertise Master’s degree or higher in Education, Data Analytics, Educational Leadership, Special Education, or a related field. Extensive experience in progress monitoring, assessment design, and student evaluation systems. Background in language-based learning disabilities (LBLD) or special education, preferred. Experience in developing and managing data systems that inform instruction and improve student outcomes preferred. Experience managing a small team responsible for data, assessment, compliance, and faculty support preferred. Skills & Leadership Competencies Strategic Thinker & Systems Leader – Can design and implement school-wide progress monitoring and reporting structures that align with Landmark’s mission, values, and goals. Data-Driven Innovator – Uses quantitative and qualitative insights to develop meaningful assessment tools that enhance student learning. Visionary Communicator – Able to engage and collaborate with faculty, families, and external partners to create a cohesive, transparent, and effective reporting system. Collaborative Change Agent – Works across departments to integrate assessment and progress monitoring into daily instruction without overburdening faculty. Expert in Student Learning & Development – Understands both academic skill remediation and broader executive functioning to measure student progress holistically. Tech-Savvy & Process-Oriented – Proficient in assessment tools, student data platforms, and reporting software, ensuring efficient data management and accessibility. People Manager & Team Leader – Ability to hire, develop, and lead a small team, fostering a culture of collaboration, excellence, and continuous improvement. Why This Role Matters This role will ensure that Landmark measures not just what students overcome, but what they excel in. By designing a reporting system that values both remediation and strengths, the Director will help position Landmark as a leader in Dyslexic Thinking and Future-Ready Skills measurement—ensuring that every student’s unique abilities are recognized, valued, and communicated effectively. How to Apply Please send a resume and cover letter using the form below or by emailing Landmark School’s Director of Human Resources, Sue Madden, [email protected] using the subject line "Director of Student Progress and Performance". Landmark School does not discriminate on the basis of race, ethnicity, religion, sexual orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates. Landmark is required by Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title IX of the Education Amendments of 1972 (Title IX), the Age Discrimination in Employment Act of 1975 and their respective implementing regulations at 34 C.F.R. Parts 100, 104, 106 and 110, not to discriminate in such a manner. Inquiries concerning the application of each of these statutes and their implementing regulations may be referred to the Human Resources Office at Landmark or the Office for Civil Rights, United States DOE or Massachusetts Commission Against Discrimination.

Description:

Position Title: Director of Student Progress and Performance
Location: Landmark School, Beverly and Manchester, MA
Reports to: Head of School
Position Type: Full-Time, 12 Months

Position Overview

Landmark School seeks a dynamic and strategic Director of Student Progress and Performance to lead the design, implementation, and oversight of a comprehensive, unified student evaluation and reporting system. This individual will balance visionary leadership with systems-based thinking, ensuring that Landmark’s reporting framework aligns with its values, mission, and Portrait of a Graduate (POG) while also meeting public funding and regulatory requirements.

As the founding leader of this newly created cross-campus department, the Director will play a pivotal role in shaping how Landmark measures and communicates student progress, integrating academic achievement, remediation, executive functioning, and Dyslexic Thinking Skills into a cohesive, meaningful reporting system. This framework will not only track traditional academic growth but also highlight the strengths and skills unique to dyslexic learners, such as creativity, problem-solving, adaptability, and pattern recognition—skills that are increasingly valued in the modern workforce.

The Director will design, build, and lead a small team responsible for implementing and supporting this work, ensuring that faculty, families, and external stakeholders receive clear, actionable insights into student growth.

The Director will report to the Head of School, serve on the Leadership Team, and work closely with faculty, academic leaders, families, and external partners to ensure that reporting processes inform instruction, reduce administrative burdens on faculty, and provide families with a complete picture of student progress and performance.

Key Responsibilities

Vision & Leadership

Design and implement a school-wide progress reporting system that captures:
- Academic skill development (standardized and normed assessments)
- Regulatory and compliance reporting for publicly funded students
- Holistic student growth, including executive functioning, and Dyslexic Thinking Skills, such as resilience, and self-advocacy, aligned with the Portrait of a Graduate
- Measurement of Future-Ready Skills that emphasize innovation, collaboration, and creative problem-solving
Ensure consistency across campuses so that all students—publicly and privately funded—are evaluated through a unified framework.
Establish Landmark as a leader in LD education assessment and progress reporting, positioning the school as an innovator in data-driven, student-centered evaluation.
Lead and develop a small team to support the implementation, training, and day-to-day operations of the department’s work.

Systems & Data Management

Oversee the development and integration of a centralized student progress tracking system, ensuring data accessibility for teachers, academic leaders, and administrators.
Ensure all state and federal compliance reporting is met seamlessly while minimizing administrative burdens for faculty.
Develop clear, user-friendly reporting tools that effectively communicate student progress to families.
Maintain data security and accuracy, ensuring confidential and ethical use of student progress information.

Assessment Design & Implementation

Develop a balanced assessment framework that includes both standardized, normed measures and innovative ways to track executive functioning, Dyslexic Strengths, and Future-Ready Skills.
Ensure all assessment practices are aligned with instructional goals and support faculty in making informed teaching decisions.
Work with academic leadership to refine and adjust assessments based on student needs and institutional priorities.

Collaboration, Faculty Support & Team Leadership

Lead, mentor, and support a small team of professionals responsible for public funding reporting, assessment development, data management, and faculty training.
Provide ongoing training and professional development for teachers on best practices in assessment, progress monitoring, and meaningful reporting.
Serve as a strategic partner to faculty and academic leaders, ensuring that reporting is not just about compliance, but about student growth.
Streamline reporting structures to reduce faculty workload, allowing teachers to focus more on instruction and student support.

Public Funding Compliance & District Communication

Serve as the primary point of contact for publicly funded student reporting, ensuring compliance with IEP, DESE, and district requirements.
Ensure regulatory obligations are met efficiently while ensuring consistency in progress reporting for all students.
Oversee IEP development, tracking, and reporting, integrating these processes into Landmark’s broader assessment framework.

Strategic Communication & Reporting

Provide families with meaningful, transparent, and easy-to-understand reports that reflect student strengths, progress, and areas for growth.
Ensure that progress reports are communicated three times per year, providing actionable insights for students, families, and teachers.
Use data insights to highlight the effectiveness of Landmark’s approach, reinforcing the school’s leadership in LD education.

Requirements:

Experience & Expertise

Master’s degree or higher in Education, Data Analytics, Educational Leadership, Special Education, or a related field.
Extensive experience in progress monitoring, assessment design, and student evaluation systems.
Background in language-based learning disabilities (LBLD) or special education, preferred.
Experience in developing and managing data systems that inform instruction and improve student outcomes preferred.
Experience managing a small team responsible for data, assessment, compliance, and faculty support preferred.

Skills & Leadership Competencies

Strategic Thinker & Systems Leader – Can design and implement school-wide progress monitoring and reporting structures that align with Landmark’s mission, values, and goals.
Data-Driven Innovator – Uses quantitative and qualitative insights to develop meaningful assessment tools that enhance student learning.
Visionary Communicator – Able to engage and collaborate with faculty, families, and external partners to create a cohesive, transparent, and effective reporting system.
Collaborative Change Agent – Works across departments to integrate assessment and progress monitoring into daily instruction without overburdening faculty.
Expert in Student Learning & Development – Understands both academic skill remediation and broader executive functioning to measure student progress holistically.
Tech-Savvy & Process-Oriented – Proficient in assessment tools, student data platforms, and reporting software, ensuring efficient data management and accessibility.
People Manager & Team Leader – Ability to hire, develop, and lead a small team, fostering a culture of collaboration, excellence, and continuous improvement.

Why This Role Matters

This role will ensure that Landmark measures not just what students overcome, but what they excel in. By designing a reporting system that values both remediation and strengths, the Director will help position Landmark as a leader in Dyslexic Thinking and Future-Ready Skills measurement—ensuring that every student’s unique abilities are recognized, valued, and communicated effectively.

How to Apply

Please send a resume and cover letter using the form below or by emailing Landmark School’s Director of Human Resources, Sue Madden, [email protected] using the subject line "Director of Student Progress and Performance".

Director of Dyslexic Thinking & Instructional Innovation

Description:
Position Title: Director of Dyslexic Thinking and Instructional Innovation Location: Landmark School, Beverly and Manchester, MA Reports to: Head of School Position Type: Full-Time, 12 Months Position Overview Landmark School seeks a visionary, hands-on Director of Dyslexic Thinking & Instructional Innovation to lead curriculum design and technology integration across both campuses. This cross-campus leadership role will be responsible for both strategically designing and tactically implementing instructional approaches that preserve Landmark’s Six Teaching Principles while also expanding technology integration and hands-on, experiential, and project-based learning to cultivate Dyslexic Thinking Skills, individual strengths, and future-ready competencies. This leader must be as comfortable designing long-term instructional frameworks as they are directly supporting teachers in the classroom. They will develop high-level strategies while also working closely with faculty to implement real-time instructional improvements that enhance engagement, executive functioning, and real-world application of skills. A creative, strategic, and highly skilled instructional coach, the Director will work closely with faculty, academic leadership, and students to design, develop, and implement a multi-year, tech-infused instructional plan. This role reports to the Head of School and is an integral part of the Leadership Team, working in collaboration with the Academic Leadership and Director of Student Progress and Performance to ensure that Landmark’s instructional approach is innovative, strengths-based, and measurable. Key Responsibilities Vision & Leadership Define and implement a school-wide vision for cultivating Dyslexic Thinking Skills, strengths-based learning, and future-ready competencies. Lead cross-campus instructional innovation, balancing Landmark’s proven methodologies with new approaches that deepen engagement, real-world application, and student agency. Develop and execute a multi-tiered, multi-year implementation plan that provides faculty with training, resources, and clear pathways for instructional evolution. Ensure that Landmark remains at the forefront of LD education, positioning the school as a leader in experiential learning and strengths-based instruction for dyslexic learners. Strategic & Hands-On Implementation This position requires both high-level strategic planning and direct, ground-level instructional support. The Director will: Design a long-term plan for evolving instructional practices while coaching and supporting faculty daily in their classrooms. Develop broad frameworks for experiential learning while ensuring teachers have practical tools and step-by-step guidance to integrate these practices effectively. Analyze Landmark’s instructional needs at the systems level while also building relationships with faculty and working alongside them to make instructional improvements in real-time. Inspire and guide teachers to push the boundaries of instructional innovation while remaining present and responsive to their everyday challenges. Curriculum Design & Instructional Innovation Preserve and enhance Landmark’s Six Teaching Principles, ensuring that instructional innovation remains aligned with Landmark’s core philosophy. Develop new curricular frameworks that incorporate hands-on, project-based, and experiential learning experiences across disciplines. Work with faculty to integrate executive functioning, creativity, collaboration, and problem-solving into all subject areas, ensuring that students develop the full range of skills they need for success. Partner with academic leadership to expand interdisciplinary and cross-campus learning opportunities, including mentorships, real-world applications, and global learning connections. Identify and curate high-impact instructional resources, strategies, and professional development opportunities that support faculty in meeting the goals identified in their Growth & Evaluation Tool. Instructional Coaching & Faculty Support Serve as a coach and mentor to faculty, ensuring that they feel supported and empowered as they implement new instructional strategies. Develop and facilitate ongoing professional development workshops, coaching cycles, and lesson co-design. Work with academic leadership to embed coaching into Landmark’s professional growth model, ensuring that instructional innovation is sustainable, teacher-driven, and practical. Instructional Technology Integration Lead the strategic integration of instructional technology, ensuring that it enhances Landmark’s student-centered and strengths-based approach. Identify and implement high-impact tools and platforms that support executive functioning, differentiated instruction, and project-based learning. Provide training and coaching for faculty to confidently and effectively use technology in their classrooms. Work collaboratively with the IT team to evaluate and recommend new technologies, ensuring alignment with Landmark’s educational philosophy and instructional goals. Assess and update Landmark’s technology policies, as needed
Requirements:
Experience & Expertise Master’s degree or higher in Curriculum & Instruction, Educational Leadership, Special Education, Learning Design, or a related field. Extensive experience in curriculum development, instructional coaching, and experiential learning design. Deep understanding of language-based learning disabilities (LBLD), executive functioning, and strengths-based instructional approaches. Strong background in instructional technology and its purposeful integration into teaching and learning. Skills & Leadership Competencies Strategic & Tactical Thinker – Can design and execute a long-term instructional innovation plan while also working alongside teachers to implement daily instructional improvements. Creative, Future-Forward Curriculum Designer – Passionate about strengths-based, hands-on, and experiential learning for dyslexic learners. Instructional Coach & Teacher Advocate – Skilled in guiding, mentoring, and supporting faculty as they adopt and refine new teaching methods. Technology-Savvy, but Purpose-Driven – Ensures that technology serves the learning, rather than driving it. Change Leader with a Collaborative Approach – Able to inspire, guide, and build consensus around instructional innovation while ensuring faculty voices are heard and valued. Why This Role Matters The Director of Dyslexic Thinking & Instructional Innovation will be instrumental in shaping the future of instruction at Landmark. By ensuring that our classrooms are rich with real-world learning experiences, project-based exploration, and innovative teaching strategies, this leader will help Landmark students unlock their full potential—not in spite of their dyslexia, but because of it. This leader will also ensure that innovation is not just a high-level idea, but a lived reality in every classroom. Through hands-on coaching, faculty support, and responsive leadership, this role ensures that Landmark remains a national leader in LD education, honoring its legacy while boldly moving forward. How to Apply Please send a resume and cover letter using the form below or by emailing Landmark School’s Director of Human Resources, Sue Madden, [email protected] using the subject line "Director of Dyslexic Thinking and Instructional Innovation". Landmark School does not discriminate on the basis of race, ethnicity, religion, sexual orientation, homelessness, color, national origin, gender, gender identity, genetic information, disability, sex, or age in treatment or employment at Landmark, admission or access to Landmark, or any other aspect of the educational programs and activities that Landmark operates. Landmark is required by Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title IX of the Education Amendments of 1972 (Title IX), the Age Discrimination in Employment Act of 1975 and their respective implementing regulations at 34 C.F.R. Parts 100, 104, 106 and 110, not to discriminate in such a manner. Inquiries concerning the application of each of these statutes and their implementing regulations may be referred to the Human Resources Office at Landmark or the Office for Civil Rights, United States DOE or Massachusetts Commission Against Discrimination.

Description:

Position Title: Director of Dyslexic Thinking and Instructional Innovation
Location: Landmark School, Beverly and Manchester, MA
Reports to: Head of School
Position Type: Full-Time, 12 Months

Position Overview

Landmark School seeks a visionary, hands-on Director of Dyslexic Thinking & Instructional Innovation to lead curriculum design and technology integration across both campuses. This cross-campus leadership role will be responsible for both strategically designing and tactically implementing instructional approaches that preserve Landmark’s Six Teaching Principles while also expanding technology integration and hands-on, experiential, and project-based learning to cultivate Dyslexic Thinking Skills, individual strengths, and future-ready competencies.

This leader must be as comfortable designing long-term instructional frameworks as they are directly supporting teachers in the classroom. They will develop high-level strategies while also working closely with faculty to implement real-time instructional improvements that enhance engagement, executive functioning, and real-world application of skills.

A creative, strategic, and highly skilled instructional coach, the Director will work closely with faculty, academic leadership, and students to design, develop, and implement a multi-year, tech-infused instructional plan.

This role reports to the Head of School and is an integral part of the Leadership Team, working in collaboration with the Academic Leadership and Director of Student Progress and Performance to ensure that Landmark’s instructional approach is innovative, strengths-based, and measurable.

Key Responsibilities

Vision & Leadership

Define and implement a school-wide vision for cultivating Dyslexic Thinking Skills, strengths-based learning, and future-ready competencies.
Lead cross-campus instructional innovation, balancing Landmark’s proven methodologies with new approaches that deepen engagement, real-world application, and student agency.
- Develop and execute a multi-tiered, multi-year implementation plan that provides faculty with training, resources, and clear pathways for instructional evolution.
Ensure that Landmark remains at the forefront of LD education, positioning the school as a leader in experiential learning and strengths-based instruction for dyslexic learners.

Strategic & Hands-On Implementation

This position requires both high-level strategic planning and direct, ground-level instructional support. The Director will:

Design a long-term plan for evolving instructional practices while coaching and supporting faculty daily in their classrooms.
Develop broad frameworks for experiential learning while ensuring teachers have practical tools and step-by-step guidance to integrate these practices effectively.
Analyze Landmark’s instructional needs at the systems level while also building relationships with faculty and working alongside them to make instructional improvements in real-time.
Inspire and guide teachers to push the boundaries of instructional innovation while remaining present and responsive to their everyday challenges.

Curriculum Design & Instructional Innovation

Preserve and enhance Landmark’s Six Teaching Principles, ensuring that instructional innovation remains aligned with Landmark’s core philosophy.
Develop new curricular frameworks that incorporate hands-on, project-based, and experiential learning experiences across disciplines.
Work with faculty to integrate executive functioning, creativity, collaboration, and problem-solving into all subject areas, ensuring that students develop the full range of skills they need for success.
Partner with academic leadership to expand interdisciplinary and cross-campus learning opportunities, including mentorships, real-world applications, and global learning connections.
Identify and curate high-impact instructional resources, strategies, and professional development opportunities that support faculty in meeting the goals identified in their Growth & Evaluation Tool.

Instructional Coaching & Faculty Support

Serve as a coach and mentor to faculty, ensuring that they feel supported and empowered as they implement new instructional strategies.
Develop and facilitate ongoing professional development workshops, coaching cycles, and lesson co-design.
Work with academic leadership to embed coaching into Landmark’s professional growth model, ensuring that instructional innovation is sustainable, teacher-driven, and practical.

Instructional Technology Integration

Lead the strategic integration of instructional technology, ensuring that it enhances Landmark’s student-centered and strengths-based approach.
Identify and implement high-impact tools and platforms that support executive functioning, differentiated instruction, and project-based learning.
Provide training and coaching for faculty to confidently and effectively use technology in their classrooms.
Work collaboratively with the IT team to evaluate and recommend new technologies, ensuring alignment with Landmark’s educational philosophy and instructional goals.
Assess and update Landmark’s technology policies, as needed

Requirements:

Experience & Expertise

Master’s degree or higher in Curriculum & Instruction, Educational Leadership, Special Education, Learning Design, or a related field.
Extensive experience in curriculum development, instructional coaching, and experiential learning design.
Deep understanding of language-based learning disabilities (LBLD), executive functioning, and strengths-based instructional approaches.
Strong background in instructional technology and its purposeful integration into teaching and learning.

Skills & Leadership Competencies

Strategic & Tactical Thinker – Can design and execute a long-term instructional innovation plan while also working alongside teachers to implement daily instructional improvements.
Creative, Future-Forward Curriculum Designer – Passionate about strengths-based, hands-on, and experiential learning for dyslexic learners.
Instructional Coach & Teacher Advocate – Skilled in guiding, mentoring, and supporting faculty as they adopt and refine new teaching methods.
Technology-Savvy, but Purpose-Driven – Ensures that technology serves the learning, rather than driving it.
Change Leader with a Collaborative Approach – Able to inspire, guide, and build consensus around instructional innovation while ensuring faculty voices are heard and valued.

Why This Role Matters

The Director of Dyslexic Thinking & Instructional Innovation will be instrumental in shaping the future of instruction at Landmark. By ensuring that our classrooms are rich with real-world learning experiences, project-based exploration, and innovative teaching strategies, this leader will help Landmark students unlock their full potential—not in spite of their dyslexia, but because of it.

This leader will also ensure that innovation is not just a high-level idea, but a lived reality in every classroom. Through hands-on coaching, faculty support, and responsive leadership, this role ensures that Landmark remains a national leader in LD education, honoring its legacy while boldly moving forward.

How to Apply