About Gulliver Preparatory School

Established in 1926 by Arthur Gulliver in Coconut Grove, Gulliver was likened to the prestigious academies of the northeast and initially attracted families who wintered in Florida. In late 1953, Marian Krutulis purchased the school. A pioneer in education, Mrs. Krutulis envisioned Gulliver as a grand home where both students and teachers would feel part of a caring, inspiring family of learners. Over the course of 25 years, she relocated the school to Coral Gables, built an upper school for high school students in Pinecrest, and achieved ‘Blue Ribbon School of Excellence’ designation by the US Department of Education. In 2000 Gulliver became a non-profit. Today, Gulliver Preparatory School serves approximately 2,200 students in Grades PK-12 on three campuses. Despite its significant growth over the last 60 years, Gulliver still upholds Marian Krutulis’ vision to maintain the physical and social-emotional health of its students and trains them to become people of integrity in everything they say and do.

Job Summary

Gulliver Prep’s Marian C. Krutulis PK-8 Campus is currently seeking an Academic Resource Program (ARP) Learning Specialist to join our team for the upcoming 2023-24 school year. The qualified candidate must have experience in a special education or resource setting working with students across grade levels and developing individualized and small group interventions. Candidates must possess a solid understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with varying academic needs.

The qualified candidate should be able to use a variety of current research informed instructional practices, approaches, methods and curriculum materials to support reading, writing, and math instruction. It is essential that the applicant can demonstrate proficiency in the use of informal and diagnostic assessment practices to plan and evaluate effective individualized instruction for students at different stages of development from different cultural and linguistic backgrounds.

Primary responsibilities include but are not limited to:

• Apply understanding of human growth and development, theoretical models of learning, and research informed instructional practices to create appropriate and meaningful learning experiences to meet the needs of students.
• Select and administer appropriate diagnostic measures for purposes of progress monitoring and intervention design.
• Manage a caseload of individual and small groups of students who are in need of learning support.
• Design and implement learning plans and programs to actively engage students to meet their learning goals, including the use of assistive technology.
• Create and maintain the department’s electronic learning profile system and learning support plans for each student who needs additional support; This includes regularly updating student files with information on effective strategies, testing/assessments, reports received, and notes on meetings with parents.
• Facilitate the distribution of information about students with all members of a student’s learning team (student, parent, advisor, teachers, outside professionals) as necessary to ensure learning team cohesion and support each student’s progress.
• Communicate regularly with parents about their child’s progress and invite their participation and questions.
• Meet with classroom teachers and administrators, as necessary, to give student updates.
• Attend parent-teacher conferences and team meetings as needed (conferences may be scheduled before, during, and after-school as well as during the school day).
• Complete narrative reports following the clinical teaching model of student progress on time as scheduled.
• Assist parents in understanding their child’s unique learning profile, participation in a learning support program, how the program connects to classroom learning and content/curriculum mastery.
• Maintain appropriate confidentiality concerning each student within and outside the school community.
• Participate as an assessor a minimum of two Saturdays per year in support of our admissions process and support division wide assessments as necessary.
• Keep relevant credentials and training up-to-date. Set professional development goals with the supervisor to enhance effectiveness in the field and continue ongoing growth.
• Attend school events and department meetings and participate in teacher school duties as assigned.

Minimum Qualifications

• Master’s Degree in Special Education or related education field. A minimum of 18 credit hours or graduate level courses in teaching reading, math or special education is required.
• A minimum of 3-5 years of teaching experience is required.

Pre-Employment Requirements

Criminal Background Check, Level II Fingerprint Screening(s), and Drug screen.

Gulliver is deeply committed to the principles of equity and diversity and seeks to create an inclusive community for all faculty and staff. Gulliver is an Affirmative Action/Equal Opportunity employer and a Drug Free Workplace.