Middle Years Resource Teacher

High Meadows School in Roswell, Georgia, approximately 30 minutes north of Atlanta, is accepting full-time Middle Years Resource Teacher applications for the 2026-2027 school year. The school takes pride in hiring dynamic, compassionate, and diverse faculty and staff who are among the finest in their areas of expertise.

Summary of our Faculty

Our educators are experienced, energetic, and collaborative individuals who follow a constructivist, progressive educational philosophy which is student-centered and holds kids to high and reasonable standards. Our tenets of progressive education include: (1) embracing the world, (2) hands-on and inquiry-driven learning, (3) holistic approach to educating children, (4) social justice and sustainability, and (5) transdisciplinary learning.

We look for educators who maintain excellent relationships with families, work successfully within a team, understand developmentally appropriate practices for students, recognize the educational value of the natural environment and demonstrate a commitment to diversity, equity, inclusion, and justice in their teaching practice. At High Meadows, we believe that children possess a drive for cognitive, physical, and social engagement—a drive that is developed and enhanced by an environment that promotes academic challenge, creativity, personal responsibility, and a positive self-image.

Position Summary

Support Teacher (Middle Years | Grades 6–8)

The Support Teacher partners with classroom teachers to provide individualized academic support for students in Grades 6–8 within our mainstream educational program. Working collaboratively with faculty, families, and administrators, the Support Teacher helps students develop the academic skills, executive functioning strategies, self-advocacy, and confidence needed to be successful in a rigorous, student-centered learning environment.

This position includes a combination of push-in classroom support, pull-out small-group or individual instruction, educational assessment, and consultation with teachers and families. The applicant will need a thorough understanding of Differentiated instruction as a process to teaching and learning for students of differing abilities in multi-age groupings. Collaborative and interdisciplinary instruction experience a must. Must have experience understanding and applying assessment measures, developing individualized student goals, and evaluating progress. Must possess strong communication skills and be flexible when it comes to scheduling. Looking for enthusiastic, creative professional possessing differentiated instructional techniques and strategies to help learners succeed. Qualified applicants should be knowledgeable about inquiry-based learning, balanced literacy and authentic assessment.

Desired Experience

We are seeking an educator who has demonstrated success working with middle school students and who has experience with:

• Supporting students in Grades 6–8 across core academic subjects, including English language arts, mathematics, science, and social studies.
• Delivering both push-in classroom support and pull-out small-group or individualized instruction.
• Interpreting educational assessments and using data to develop targeted learning plans and instructional strategies.
• Collaborating with teachers to differentiate instruction and provide appropriate classroom accommodations.
• Coaching students in executive functioning skills, organization, time management, study strategies, and self-advocacy.
• Building strong partnerships with families regarding student progress and support strategies.

Preferred Qualifications

• Master's degree in Special Education, Learning Disabilities, Educational Psychology, School Psychology, or a closely related field preferred.
• Five or more years of successful, recent experience supporting middle school students in a school setting.
• Experience conducting or interpreting psychoeducational and educational assessments.
• Knowledge of evidence-based instructional strategies for students with learning differences, attention and executive functioning challenges, language-based learning differences, and mild academic skill deficits.
• Strong understanding of differentiated instruction, Universal Design for Learning (UDL), and multi-tiered systems of support (MTSS) is preferred.

Application Process

Please send a cover letter indicating interest and resume directly to HR Manager Jane Murphy at [email protected]. If you are selected for the next steps in the process, an application link will be emailed to you.