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Learning Support Jobs in California (NOW HIRING)

Drew School

Learning Specialist

San Francisco, CA · On-site

$75K - $105K/yr

Director of Learning Support Exempt, 10 months, In-Person Salary range: $75,000 - $105,000 Learning Support Program Overview Drew's Learning Support Program focuses on helping neurodiverse students ...

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All JobsLearning Support JobsLearning Support Jobs in California

Learning Support information

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$7

$24

$42

How much do learning support jobs pay per hour?

As of Aug 4, 2026, the average hourly pay for learning support in California is $24.15, according to ZipRecruiter salary data. Most workers in this role earn between $9.47 and $24.66 per hour, depending on experience, location, and employer.

How does a learning support professional typically collaborate with teachers and parents to address student needs?

Learning Support professionals work closely with classroom teachers to develop and implement individualized strategies that help students overcome academic or behavioral challenges. They regularly communicate with teachers to monitor progress and adjust support plans as needed. Additionally, they often meet with parents or guardians to discuss student goals, share updates, and provide guidance on how to reinforce learning strategies at home. This collaborative approach ensures that students receive consistent support across different environments, leading to better educational outcomes.

What is the difference between Learning Support vs Teaching Assistant?

AspectLearning SupportTeaching Assistant
Required CredentialsOften requires relevant certifications or qualifications in education or special needsTypically requires a high school diploma; some roles prefer relevant experience or certifications
Work EnvironmentWorks mainly in special education, inclusive classrooms, or support centersAssists teachers in general classrooms or specific subject areas
Employer & Industry UsageUsed in schools, special education programs, and learning centersCommonly employed in primary and secondary schools

Learning Support and Teaching Assistants both work in educational settings, but Learning Support roles often focus on students with special needs and require specific qualifications. Teaching Assistants generally support classroom teachers across various subjects, with less emphasis on specialized credentials. Understanding these differences helps job seekers find roles aligned with their skills and certifications.

What skills and qualifications are needed to thrive as a learning support professional?

To thrive as a Learning Support professional, you need a background in education or special education, knowledge of learning difficulties, and experience working with diverse student needs. Familiarity with individualized education plans (IEPs), assistive technology, and classroom management systems is typically required. Patience, strong communication, and empathy help build trust and support students effectively. These skills are crucial for creating inclusive learning environments and ensuring each student reaches their full potential.

What is a learning support?

Learning support roles are positions in educational settings where staff help students who need additional assistance to succeed academically. These roles often involve working with students who have learning difficulties, disabilities, or require extra help with their studies. Learning support staff may work one-on-one, in small groups, or alongside teachers in classrooms, providing tailored support and adapting materials to individual needs. They play a vital part in making education accessible and inclusive for all students.
What cities in California are hiring for Learning Support jobs? Cities in California with the most Learning Support job openings:
Learning Support jobs near you
Infographic showing various Learning Support job openings in California as of July 2026, with employment types broken down into 1% As Needed, 73% Full Time, 23% Part Time, 1% Temporary, and 2% Contract. Highlights an 88% Physical, 2% Hybrid, and 10% Remote job distribution, with an average salary of $50,235 per year, or $24.2 per hour.

Learning Support Specialist, Lower and Middle Divisions

Stevenson School

Carmel, CA • On-site

Full-time

Medical, Dental, Vision, Retirement

Posted 20 days ago

Job description

Stevenson School is a PK-12 co-educational, college-preparatory, boarding and day school with enrollment of 750 students on two campuses in beautiful Central Coast California. The Upper Division campus (Grades 9-12) is located in Pebble Beach. The Lower/Middle Divisions Campus (Grades PK-8) is in nearby Carmel-by-the-Sea. Stevenson is a mission-driven school that aims to help students shape joyful lives while instilling a passion for learning and achievement to prepare them for success in school and beyond.
Stevenson School is seeking a Learning Support Specialist, Lower and Middle Divisions, for an immediate start. The Learning Support Specialist (LSS) partners with students, families, faculty, and school leaders to ensure students with diverse learning profiles have equitable access to the Stevenson curriculum. Working under the direction of the Director of Learning Support and in collaboration with the Heads of Lower and Middle Divisions, the LSS provides evidence-based interventions, develops and implements Student Accessibility Plans, consults with faculty, monitors student progress, and collaborates with families and outside providers to promote student success.
This is a full-time, 10-month per year, non-exempt position with summer project work in preparation for the next school year, as directed by the director of learning support and heads of the lower and middle divisions.
Essential Responsibilities:
Student Support & Intervention:
  • Provide individualized and small-group academic support for Lower Division students.
  • Design and implement evidence-based interventions in reading, writing, mathematics, executive functioning, organization, study skills, and self-advocacy.
  • Deliver explicit instruction in organization, planning, time management, metacognition, and self-regulation.
  • Interpret psychoeducational and neuropsychological evaluations to develop, implement, and annually revise Student Accessibility Plans.
  • Provide targeted before- and after-school intervention sessions for individual students and small groups, as needed, to support academic growth, executive functioning, and progress toward individualized learning goals.
Assessment & Progress Monitoring:
  • Administer and interpret school-based academic screeners and informal assessments, as appropriate.
  • Analyze assessment data to identify student strengths and areas of need.
  • Use assessment data to inform intervention planning and instructional decisions.
  • Maintain accurate progress-monitoring systems and student records.
  • Evaluate the effectiveness of interventions and adjust instructional approaches based on student outcomes.
Faculty Collaboration & Instructional Consultation:
  • Partner with teachers to differentiate instruction, classroom environments, assessments, and instructional support for students with Student Accessibility Plans.
  • Conduct classroom observations and collaborate with faculty to ensure the effective implementation of accommodations, support strategies, and evidence-based instructional practices.
  • Promote inclusive instructional practices through Universal Design for Learning (UDL) principles and evidence-based teaching practices.
  • In partnership with the Head of Lower Division, develop and facilitate professional learning related to learning differences, executive functioning, inclusive education, and effective instructional practices.
  • Consult with the Admissions Office regarding applicants with learning profiles.
  • Review psychoeducational evaluations for prospective students.
  • Participate in admissions conversations regarding support and fit.
Family & School Partnership:
  • Build collaborative relationships with families through regular communication regarding student progress, goals, and support strategies.
  • Participate in Student Success Team meetings, parent conferences, and transition planning between divisions.
  • Partner with educational therapists, psychologists, speech-language pathologists, occupational therapists, physicians, tutors, and other outside providers, with family consent, to coordinate student support.
Program Development & Administrative Responsibilities:
  • Maintain confidential student records and ensure compliance with school policies regarding educational documentation and accommodations.
  • Maintain accurate records of interventions, accommodations, progress-monitoring data, and Student Accessibility Plans.
  • Organize and facilitate Lower Division Learning Support Meetings
  • Collaborate with the Student Success Team, administrators, and division leaders to ensure a cohesive approach to student well-being and academic success.
  • Contribute to the ongoing evaluation, refinement, and continuous improvement of Stevenson School's Learning Support Program.
Professional Responsibilities:
  • Stay current with research and best practices related to learning differences, literacy, mathematics intervention, executive functioning, and inclusive education.
  • Participate in professional development, faculty meetings, committees, and collaborative planning.
  • Contribute positively to the life of the school through committee work, school events, and community initiatives.
  • Build positive, collaborative relationships with students, families, faculty, and colleagues.
  • Demonstrate professionalism, confidentiality, cultural competency, and a commitment to fostering an inclusive and student-centered learning environment.

Qualifications:
  • Bachelor's degree or the equivalent in education and experience; Master's degree in Special Education, Educational Therapy, School Psychology, Reading Specialist, or a related field preferred.
  • Minimum 3 years of experience working with students who are neurodiverse; experience in assessing, implementing, and overseeing accessibility plans in an educational setting preferred.
  • Experience supporting students in an independent/ public school or elementary/middle school setting.
  • Experience interpreting psychoeducational evaluations.
  • Experience collaborating with multidisciplinary teams.
  • Experience with evidence-based interventions in literacy, executive functioning, mathematics, and learning differences.
  • Ability to provide direct academic support to students as well as coordinate support with outside providers.
  • Excellent verbal and written communication skills and demonstrated problem-solving skills.
  • Strong organizational skills and expertise in planning, implementing, and evaluating student service/accommodation programs in an academic environment.
  • The ability to work collaboratively and effectively with diverse groups, including students from around the world and from underrepresented groups.

Knowledge:
  • Understanding of language-based learning disabilities, ADHD, executive functioning challenges, anxiety, autism spectrum disorder (ASD), and other learning differences.
  • Familiarity with accommodations and accessibility planning within independent schools and/ or IDEA/IEPs.
  • Strong knowledge of elementary and/or middle school curriculum, instructional best practices, and student assessment, with the ability to use assessment data to inform intervention and instructional planning.

The salary range for this position is $70,000 to $90,000 based on experience. In addition to a competitive salary, Stevenson offers a substantial benefits package including retirement plan contributions, a menu of Anthem medical plans with generous premium coverage provided by the School, vision and dental group plans, and support of ongoing professional development. Stevenson offers housing and fuel stipends for eligible employees. Meals are provided throughout the day when school is in session.
In keeping with Stevenson's core values, we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply.
Stevenson is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, gender identity, national origin, age, disability, marital status, sexual orientation, or any other characteristic protected by law.
Interested candidates are invited to use the link provided to submit a resume and cover letter to: Human Resources at Stevenson School

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