Established in 1972, Mount Vernon School serves over 1,250 students in Preschool through Grade 12 on our 40-acre Atlanta campus. Grounded in Christian values, Mount Vernon prepares all students to be college-ready, globally competitive, and engaged citizen leaders. Mount Vernon School anchors the Mount Vernon Organization as a destination of inquiry, innovation, and impact. Through MVSO, the online division of our Upper School, and MV Ventures, our research and educational consultancy, our organization is living its mission to design a better world by providing unique and differentiated value for all community members now and into the future.

The Lower School Team works collaboratively to teach foundational literacies and build hands-on inquiry/project-based experiences for students. Each grade-level team is led by a Head of Grade and works with a Learning Coach to meet the needs of every individual student. Leveraging tools and resources such as visible thinking routines, off-campus expeditions, mindfulness/SEL, internal/external experts, and a team of connectors (Maker, Performing Arts, Physical Educator, Science, Spanish, Visual Arts) the Lower School team is able to activate agency and imagination for our learners who are ready to make an impact today.

The learning coach is responsible for helping all students to be successful in their learning journeys through small-group, differentiated instruction and assessment, student progress monitoring, student support accommodations, and parent support in conjunction with the classroom teacher. The unique position has the opportunity to act as a student advocate and bridge with all stakeholders (teachers, parents, outside providers). This role is important as we seek to customize and personalize the learning experience for each individual student. Strong candidates will have experience with student learning differences as well as working twice exceptional and/or gifted students.

• Facilitate small group, differentiated instruction with small pull-out/push-in groups of 4 to 8 students for extension/remediation.
• Teach/model student-centered, interdisciplinary, and curiosity-driven learning experiences
• Design data-driven, small-group experiences for both remediation and enrichment in both math and literacy
• Coordinate, communicate, implement, and monitor student accommodation plans
• Collaborate with teachers, parents, and outside providers to support students’ individual needs
• Co-design and administer differentiated curriculum and assessments with Grade-level teams
• Maintain comprehensive records of performance, progress, and goals using MV tools
• Actively participate in professional growth opportunities
• Participate in and lead weekly school/division/team meetings/professional development
• Meet the needs of the division by helping with coverage and duties
• Lead professional learning and support grade-level teams on best practices in student support

• Cultivate respectful and affirming environments
• Demonstrate cultural proficiency & equity literacy
• Facilitate learning through inquiry-based learning pedagogies and executive functioning
• Consistently and accurately document/communicate student progress
• Understanding of competency-based assessment/mastery approach to learning
• Ability to collaborate and communicate with different stakeholders effectively
• Knowledge of inquiry-based learning pedagogies (PBL, VTR, QFT, DT)

• Bachelor’s degree in education, human and organizational development, and/or related fields (Master’s Degree preferred)
• Deep knowledge of child development, early childhood pedagogy, learning differences, and gifted education
• Training in Orton-Gillingham or other systematic phonics and math instruction
• Experience developing curriculum through innovative and experiential collaborations
• Early Childhood classroom experience (preferred)

Start Date | July 28, 2026

This job description is intended to describe the basic elements of the job and should not be construed as an exhaustive list of all responsibilities, skills, efforts or working conditions associated with the job. This job description does not constitute a contract. It may be modified or amended at any time as determined in the School’s discretion.

The faculty and staff of The Mount Vernon School believe the fair and equitable treatment of employees is critical to fulfilling its mission and purpose. It is the policy of The Mount Vernon School to conduct business and provide equal employment opportunity to all persons without regard to race, color, age, religion, gender, sexual orientation, national origin, disability status, protected veteran status or any other characteristic protected by federal, state or local laws.