https://careers.nais.org Latest NAIS Career Center Jobs Tue, 28 Apr 2026 04:21:32 Z https://careers.nais.org/jobs/rss/22191990/director-of-facilities https://careers.nais.org/jobs/rss/22191990/director-of-facilities Houston, Texas, The Director of Facilities is responsible for overseeing the maintenance, safety, and functionality of the School's physical environment. This role is pivotal in ensuring that all facilities and grounds are safe, well-maintained, operate smoothly, and provide a conducive environment for learning that meet the highest standards of operational efficiency in support of Kinkaid’s mission. As a member of the School’s Senior Administrative Team, the Director of Facilities will lead a department dedicated to operating the School's building and grounds infrastructure, planning for capital improvement, and compliance while consistently delivering operational excellence. The Kinkaid School is a co-educational, nonsectarian day school enrolling over 1,500 students in pre-kindergarten through twelfth grade. The student body is divided into the Lower School (PreK - 4th Grade), the Middle School (5th grade - 8 th grade) and the Upper School (9th grade - 12th grade). Located on a sixty-five-acre campus in the heart of Houston, Texas, the Kinkaid offers a thriving intellectual community in the midst of a vibrant, urban, and diverse culture. ESSENTIAL DUTIES AND RESPONSIBILITIES  Develop, implement, and continuously assess a comprehensive facilities management plan that aligns with the School's strategic goals and objectives, including: capital projects and long-term capital planning; maintenance repair and operations of buildings and systems; security and safety; and hospitality Oversee the maintenance and repair of all school buildings, grounds, and equipment to ensure optimal functionality and safety Prepare, manage, and monitor the annual facilities budget, including forecasting, reconciling expenditures, and identifying areas to reduce or consolidate expenses with continuous improvement Prepare, manage, monitor and update the 10-year forecast for capital reserves and capital replacement Coordinate with external contractors and vendors for specialized services, ensuring quality and timely completion of projects Oversee compliance with all local, state, and federal regulations related to health, safety, and environmental standards in relation to the department’s responsibilities  Collaborate with school administrators and staff to identify facility needs and prioritize projects Lead, manage, and mentor the security and facilities teams and provide guidance, training, and performance evaluations to foster a culture of professional development and continuous improvement supporting the School’s mission and core values Conduct regular inspections and assessments of facilities to identify areas for improvement and then recommend and implement changes as needed  Collaborate with senior administration, other departments, 3rd party contractors, or volunteers to plan and execute facility-related projects, school-sponsored programming, and daily and special events Oversee the centralized campus calendar of events, ensure proper space utilization, and minimize calendar conflicts, including: coordination with various departmental contacts responsible for scheduling, space, and event planning; plan and communicate resources allocation needed to provide appropriate support of events; conduct bi-annual calendar planning meetings will all department representatives responsible for calendar and event planning and make recommendations for adjusting schedules, spaces, or resources needed to support identified programming and event needs Oversee all aspects of campus security and safety with Security Manager, including managing physical security systems (access control, cameras, keys and related security equipment), security personnel, and campus parking and traffic flow. Partner with other school administrators and the Technology department to ensure security processes, systems and staffing meet school needs Oversee internal bus transportation along with Transportation Coordinator, including proper inspection and maintenance of the school vehicle fleet to  ensure efficient, safe and reliable student transportation Actively participate on the Senior Administrative, Risk Management and Building Committees bringing appropriate items for discussion, and reporting on department operations and projects as required.  Maintain routine communication and relationships with committee members Oversee maintenance of campus landscaping, grounds, tree inventory and athletics fields with the Grounds Manager ensuring these items are safe, healthy and aesthetically pleasing Develop, continuously assess, and distribute emergency preparedness plans and conduct routine drills to ensure the safety and security of students, faculty, staff, and visitors Stay informed about industry trends and advancements in facilities management to incorporate best practices into the School’s operations Maintain accurate records of facilities operations, including maintenance schedules, safety inspections, and equipment inventories   Bachelor's degree in Facilities Management, Business Administration, Engineering, or a related field Minimum of 15 years of progressive experience in facilities management, with at least 10 years in a senior leadership role overseeing large-scale facilities operations, preferably within an educational institution or similar environment Demonstrated success leading a team of facilities professionals, including hiring, training, and performance management Strong leadership and interpersonal skills, with the ability to inspire and motivate a team, fostering a collaborative and inclusive work environment Extensive experience in budget development and financial management, with the ability to effectively allocate resources, manage expenses, and achieve financial goals related to facilities operations Demonstrated experience in developing and implementing strategic facilities plans that align with School’s goals, including sustainability initiatives, space planning, and infrastructure improvements Excellent communication skills, both written and verbal, with the ability to effectively convey complex information to a variety of stakeholders, including staff, faculty, students, and external partners Comprehensive knowledge of building systems, maintenance practices, and safety regulations, with the ability to ensure compliance with all applicable codes and standards Proficiency in using facilities management software and technology to enhance operational efficiency and data-driven decision-making Strong problem-solving and critical-thinking skills, with the ability to anticipate challenges, identify solutions, and implement effective strategies to address facilities-related issues Demonstrated ability to manage multiple projects simultaneously, prioritize tasks, and meet deadlines in a fast-paced and dynamic environment Commitment to sustainability and environmental stewardship, with the ability to integrate sustainable practices into facilities operations and promote a culture of environmental responsibility Experience in managing vendor relationships and negotiating contracts to ensure high-quality services and cost-effective solutions for facilities maintenance and operations The Kinkaid School provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law, The Kinkaid School complies with applicable state and local laws governing nondiscrimination in employment. Submit all correspondence including your cover letter, resume, and application through The Kinkaid School  application portal.  Please no emails or phone calls to submit your candidacy or show interest. Fri, 10 Apr 2026 11:04:32 -0400 https://careers.nais.org/jobs/rss/22192070/associate-director-of-institutional-giving https://careers.nais.org/jobs/rss/22192070/associate-director-of-institutional-giving Horsham, Pennsylvania, SUMMARY   Located just north of Philadelphia, The Quaker School at Horsham (TQS) is a K–22 community serving students with complex challenges, including ADHD, learning differences, autism, and anxiety. Serving approximately 100 students, TQS provides a highly relational, research-informed environment where students are known well, supported deeply, and given the tools to build meaningful and independent lives. Rooted in Quaker values of simplicity, peace, integrity, community, equality, and stewardship, the school fosters a culture that is warm, mission-driven, and centered on belonging.   As TQS continues to grow and expand its impact, the school is focused on strengthening its philanthropic efforts to support both programmatic innovation and access for students and families. Central to this work is the development of new and sustainable revenue streams aligned with the school’s mission and long-term vision.   To support this next phase, TQS seeks an associate director of institutional giving. This role will help lead fundraising efforts connected to a potential new federal tax credit program, while also expanding corporate partnerships and foundation support. Although the role may contribute to existing Pennsylvania tax credit efforts through corporate relationships, its primary focus is the emerging federal opportunity, should it be approved in Pennsylvania for 2027. This is a unique opportunity for a motivated, entrepreneurial fundraiser who is energized by building new programs, engaging a wide range of stakeholders, and delivering measurable results. The associate director will play a critical role in expanding the school’s fundraising capacity while helping to tell the story of TQS in compelling and mission-aligned ways.   12M & Ed Tech Recruiting is running the search on behalf of The Quaker School at Horsham. Applications received by May 8 will receive priority review. For application instructions and the full job opportunity statement, please visit:                    www.12MRecruiting.com/jobs/TQS/InstitutionalGiving   IMPORTANT INFORMATION   Priority Deadline : May 8, 2026 Virtual Semifinal Round: Mid–May On-site Final Round: Early June Decision Announced: Mid–June Start Date: July 1, 2026 or later upon mutual agreement Reports To: Director of Development Classification : Full-time, Exempt Salary : $100,000   SPECIFIC DUTIES   Lead Institutional Giving Strategy   Design, launch, and manage the school’s tax credit fundraising program in alignment with the school’s strategy Develop and execute strategies to grow participation and revenue over time Stay informed on tax credit opportunities and ensure timely, effective execution Report to Director of Development and perform other duties as assigned   Build Corporate & Foundation Partnerships   Cultivate and manage relationships with corporate partners and foundation funders Secure financial support while expanding internship and real-world opportunities for students Research, write, and submit grant proposals and reports Build and manage a strong pipeline of institutional prospects   External Outreach & Engagement   Develop clear, compelling messaging that helps external audiences understand and invest in the mission of TQS Partner with the director of marketing and community engagement to align storytelling, outreach, and communications Lead outreach, presentations, and relationship-building with prospective partners, funders, and supporters Build authentic, long-term relationships that expand philanthropic support and other mission-aligned opportunities   Collaborate & Execute   Engage in the life of the school to understand programs, students, and impact Partner across teams to identify opportunities for fundraising and storytelling Support development initiatives, events, and community engagement efforts Maintain accurate donor records, track progress, and manage key processes   QUALIFICATIONS   Professional Experience   Bachelor’s degree required 3–5+ years of experience in fundraising, development, or related work Demonstrated track record in securing support from donors, foundations, or corporate partners Clear and effective writing skills, including grant writing and donor communications Experience with donor databases and tracking systems Experience with tax credit program or similar models preferred   Fundraising & Builder Mindset   Ability to build and grow new initiatives from the ground up Comfortable working in a developing, evolving environment Results-oriented, with a focus on achieving clear fundraising goals Able to balance strategy with hands-on execution   Communication & Relationship Skills   Effective presentation and storytelling skills Ability to engage and influence a wide range of audiences Skilled at adapting communication style based on context and audience Relationship-centered approach with strong interpersonal instincts   Personal Qualities & Fit   Organized, detail-oriented, and able to manage multiple priorities Collaborative and team-oriented High level of initiative and follow-through Alignment with the mission and values of TQS Willingness to be present in the community and build relationships with students, families, and colleagues   TO APPLY   For more information please visit the following link, which contains the job opportunity statement and complete application instructions.                    www.12MRecruiting.com/jobs/TQS/InstitutionalGiving Fri, 10 Apr 2026 13:20:28 -0400 https://careers.nais.org/jobs/rss/22192195/upper-school-science-teacher https://careers.nais.org/jobs/rss/22192195/upper-school-science-teacher Wilmington, Delaware, Upper School Science Teacher Tower Hill School seeks a qualified candidate for the position of Upper School Science Teacher beginning in August of 2026. The ideal candidate will have a broad academic background in the sciences and the ability to teach Biology and Chemistry, and is responsible for delivering scientific content in an engaging and meaningful way in line with the mission and goals of Tower Hill School. The candidate should have a passion for science and a demonstrated interest in helping students discover the joy of scientific inquiry and analytic thinking. This is a full-time, benefitted, 10-month position. The science curriculum at Tower Hill goes beyond the traditional textbook and incorporates real-life examples, hands-on and inquiry-based experimentation to fully engage the interdisciplinary nature of Biology and Chemistry. We seek a teacher who can build on this existing foundation. The science department at Tower Hill holds fundamental a willingness and ability to differentiate challenging topics for a wide variety of learners; a deep understanding of research design and principles including lab development; support for diversity, inclusion, and equity in science teaching; and a commitment to the core belief that all students are capable of meaningful scientific understanding given the correct tools and support.      Primary Responsibilities: Teach Biology, Chemistry, and/or research Specific classes are determined based on experience and staffing needs Work with other science teachers to develop and implement hands-on, student-centered laboratory investigations in line with the science curriculum Work collaboratively with other teachers to implement horizontally aligned curriculum across sections  Interact with parents and maintain an open dialogue with families to support student success Serve as an advisor to 8-10 students in the Upper School Create lessons that meet students where they are Engage fully with the THS community including, but not limited to, participation in all school-wide assemblies, faculty meetings, department meetings, and various faculty supervisory duties Demonstrate competency with current teaching technology and an interest in advancing its use in the classroom Engage with student life or athletics, experience and interest in coaching robotics is a plus Meet Essential Expectations required of all teachers Qualifications and Skills :   B.S in Biology, Chemistry or related field Demonstrated interest in teaching high school aged students, growth mindset and willingness to engage in self-reflective teaching practice Experience in lab based research Demonstrated safety/laboratory experience Commitment to broad participation in school life Excellent organizational and time management skills  Commitment to safeguard and promote the welfare of students Ability to work independently as well as collaboratively Strong communication skills, both verbal and non-verbal  Enthusiasm for professional growth, academic excellence and creative teaching Ability to plan and organize educational content  Experience in and commitment to the ongoing development and maintenance of an inclusive campus community Sensitivity to the developmental stages and well-being of children     Tower Hill School is a coeducational private school for age 3 through Grade 12, dedicated to living our motto Multa Bene Facta — Many Things Done Well. With a beautiful 44-acre campus located in northwest Wilmington, Tower Hill has the reputation as one of the top academic schools in the region. Our unparalleled resources include excellent faculty, state-of the-art facilities and individualized learning support.   Tower Hill School prepares students from diverse backgrounds for full and creative engagement with a dynamic world. Each student is provided with an educational experience that emphasizes the development of an inquisitive, discerning and critical mind; the value of being creative and aesthetically sensitive; the appreciation of physical well being; the ability to collaborate and to function as part of a team; and the growth of character.   Please submit a resume and cover letter as soon as possible.  Fri, 10 Apr 2026 16:21:17 -0400 https://careers.nais.org/jobs/rss/22192213/building-grounds-seasonal-worker https://careers.nais.org/jobs/rss/22192213/building-grounds-seasonal-worker West Newton, Massachusetts, About Us The Fessenden School is an all-boys independent day and boarding school serving 540 students in Pre-Kindergarten through 9th Grade who come from all over the world.  The Fessenden School’s mission is to cultivate each boy’s talents and develop in balance his character, mind, and body in an inclusive and joyful community.  For more than 100 years, The Fessenden School has offered state-of-the-art facilities, curriculum, and programs specifically designed to meet the educational needs of boys. Position Summary The Building & Grounds Seasonal Worker is responsible for the care and maintenance of the school grounds.  Essential Duties and Responsibilities The essential functions include, but are not limited to, the following: Collect trash throughout campus Upkeep of the trash compactor area Police are all around the buildings and walkways for litter and trash     Check and maintain swimming pools (seasonal)   Weed, mulch, seed, mow, and water plants   Rake and disposal of leaves (seasonal)  Furniture moving, function set-ups Perform other duties as assigned Schedule June 1st to August 28th, 2026 Monday to Friday, 7:00 am - 3:30 pm Compensation The hourly rate for this position is between $19.00 - $22.00 per hour, depending on qualifications and experience. Minimum Qualifications  High School diploma or equivalent Ability to work independently,  Successful criminal background check and pre-employment physical examination  Physical Demands and Work Environment The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. The requirements for performing the duties of this position are as follows:  Prolonged periods of walking, standing, bending, stretching, pushing, pulling, climbing ladders, or kneeling Must be physically able to operate power equipment weighing 50 to 80lbs Must be able to lift up to 50 pounds at a time Must be able to work in a variety of weather conditions To Apply Apply through Fessenden’s Career Site . Please include a resume and three references. The Fessenden School encourages applications from candidates with diverse or minority backgrounds. Fri, 10 Apr 2026 17:08:10 -0400 https://careers.nais.org/jobs/rss/22192239/dance-teacher https://careers.nais.org/jobs/rss/22192239/dance-teacher Shawnigan Lake, British Columbia, Canada,  Dance Teacher Shawnigan Lake School is a leading independent co-educational boarding school for ages 12-18 (grades 8-12) on Canada’s beautiful west coast. Our world-class facilities situated on a stunning 270-acre campus include ten boarding houses, a theatre, film lab, an observatory, salmon hatchery, rowing crew house on the lake, dance studio, state of the art learning commons and library, recording studio, and robotics lab. Our diverse, inter-disciplinary and innovative programming helps shape the next generation of global leaders. For more information, explore our Shawnigan at a Glance . Shawnigan provides academic ambition to develop a culture of collaboration, independence and resilience in our students through educators and peers who inspire our students to embrace a love of learning by challenging them to solve problems critically and creatively. Staff endorse our School’s values (Curiosity, Compassion, Community and Courage) and are deeply committed to our mission: Spark Minds, Kindle Hearts, Forge Futures. Shawnigan is always looking for outstanding, worldly and world-class, diverse, and ambitious educators to inspire our students and to model our three pillars of Academic Excellence, Co-Curricular Distinction and Student Life Unparalleled. As a teacher at Shawnigan, you will contribute to all facets of life on an international boarding school campus with 85% of our students as full-time boarders, representing thirty different countries from around the world.   Shawnigan Lake School is committed to safeguarding and promoting the welfare of children and young people and expects all staff (and volunteers) to share this commitment. Candidates will be required to undergo child protection screening appropriate to the post, including checks with previous employers and a vulnerable sector criminal record check.   JOB DESCRIPTION DANCE TEACHER Commencing August 31, 2026, preference will be given to qualified teachers who are a) academically multi-disciplinary b) can offer expertise, experience and enthusiasm in co-curricular activities c) are committed to contributing to our boarding campus and community, and d) have boarding school experience. We offer a competitive compensation package and a nurturing, family-friendly workplace. Appointment: 1 school year contract position for a mat leave cover, with the possibility of extension. Teaching Load: 1.0 FTE preferred. Candidates seeking a partial load (minimum 0.75 FTE) will also be considered; please specify your preferred FTE in your cover letter. Compensation: $71,673 to $114,105 per year (based on current year grids and subject to 2026-2027 increase). Actual salary offered will be commensurate with placement on the teaching grid and prorated to FTE.   To apply, please visit our  Careers Page . ROLES AND RESPONSIBILITIES Reporting directly to both the Head of Academics & Leadership and the Academic Department Head, the Dace Teacher is responsible for: Performing Arts 8, Dance 9, Dance Choreography 10, and Dance Company 11 and 12. The Grade 8 course is a broad performing arts class with a holistic focus on music and musical performance. In Grades 9 to 12, the teacher will guide students in developing technical dance skills and original choreography across a range of styles, including jazz, contemporary, and hip-hop. These courses emphasize student wellness, self-expression, and the exploration of culture, history, and identity through movement. Carry assigned load of classes while meeting all of Shawnigan’s prep, planning and reporting protocols as expected in the teaching profession; Collaborate with fellow department members and across departments to design and deliver content that challenges our students and prepares them for their post-secondary pathways; Be available to support students in their learning through tutorials or enrichment opportunities; Be involved in the full Shawnigan program and the delivery of “The Shawnigan Journey.” REQUIREMENTS Legally entitled to work in Canada; Hold a post-secondary degree in Education or related discipline that aligns with the Shawnigan academic program; Be in possession of, or eligible to apply for, a British Columbia Teaching Certificate (Independent or Certificate of Qualification) before May 2026; Ability to adapt to changing enrollments in curricular dance by being certified in other teachable subjects; Experience teaching students from grade 8 to 12 in a variety of areas such as ballet, jazz, contemporary dance, hip hop, tap and other areas; A proven record of encouraging students and practicing inclusion for all to embrace and find joy within dance; Experience teaching specialized dance and introductory dance, and choreographing musicals; Experience with research-based and current pedagogy such as inquiry-based learning, universal design for learning and standards-based assessment, an asset; Have experience working with teenagers from diverse backgrounds; Have experience working in a boarding environment an asset; Have strong interpersonal and communication skills; Proven record of professionalism, punctuality, flexibility, dependability, and reliability.   NEXT STEPS To apply, please visit our Careers Page . We ask you to please provide references at the shortlist stage of the recruitment process.   Shawnigan Lake School is an equal opportunity employer committed to establishing an inclusive, equitable, and accessible environment for all. All qualified applicants will receive consideration for employment without regard to race, national origin, age, sex, religion, disability, sexual orientation, gender identity or expression, marital status or any other basis protected by applicable law.   We express our appreciation to all applicants for their interest in this position, however only candidates selected for an interview will be contacted.   Application deadline is 5 pm (PST), April 27, 2026. $71,673 to $114,105 per year (based on current year grids and subject to 2026-2027 increase). Actual salary offered will be commensurate with placement on the teaching grid and prorated to FTE. Fri, 10 Apr 2026 18:15:19 -0400 https://careers.nais.org/jobs/rss/22192031/upper-school-administrative-assistant-part-time-position https://careers.nais.org/jobs/rss/22192031/upper-school-administrative-assistant-part-time-position 11217, New York, The Berkeley Carroll School is a Pre-K through grade 12 college-preparatory school of almost 1,000 students located in the Park Slope section of Brooklyn in New York City. Our vibrant learning environment draws students from all over the city. Admission to the school is competitive, and both our parents and students value achievement and community. Berkeley Carroll’s Upper School seeks a part-time Administrative Assistant beginning June 1, 2026 to support the daily operations of the Upper School office. This role is essential to ensuring the smooth and efficient functioning of the division by providing organizational, logistical, and administrative support to the Upper School Director, Office Manager, faculty, students, and families. School Year Hours:  Mondays, Wednesdays, Thursdays, and Fridays from 7:30-11:30AM and Tuesdays from 8:00AM-5PM Summer Hours:  Up to 25 hours a week, and the days/times vary Responsibilities : Assist Upper School Office Manager and Upper School Director with scheduling, daily attendance, records management, and event preparation Engage with and develop strong facility with our student information system (Veracross) Coordinate coverage for classes, duties, and substitute teachers Provide general and administrative clerical support for Upper School-related issues Help to organize and coordinate the Driver’s Education program, including communicating with State Driver’s Education department and driving school Communicate with students, parents, and faculty about Upper School information in a timely, friendly, and courteous manner Help to execute school events, including occasional evenings Cover classes occasionally  Qualifications: Bachelor’s degree preferred Strong facility with Google Drive and Microsoft programs, including Google Sheets and Excel; experience with school information systems such as Veracross, preferred Strong organizational and multi-tasking skills Excellent attention to detail and accuracy Ability to stay on task despite changing priorities and disruption Comfort interacting regularly with high school students Strong communication and interpersonal skills A desire to be a part of a school community Availability to work evenings on occasion Berkeley Carroll is committed to creating an environment that includes a diversity of perspectives and to cultivating an equitable, inclusive learning community in which everyone has the opportunity to experience a sense of belonging. Candidates with a demonstrated commitment to and experience with diversity, equity or inclusion work are especially encouraged to apply. The salary range for this position is $30.00 - $35.00 an hour; this part-time position is approximately 25 hours per week and begins June 1, 2026. Candidates should send a cover letter, resume, and completed  Berkeley Carroll Employment Application  to:   Jane Moore, Upper School Director: jmoore@berkeleycarroll.org Sarah Sterling, Upper School Administrative Assistant: ssterling@berkeleycarroll.org Fri, 10 Apr 2026 11:44:29 -0400 https://careers.nais.org/jobs/rss/22192122/instructional-support-teacher https://careers.nais.org/jobs/rss/22192122/instructional-support-teacher Portland, Maine, We are seeking resumes for candidates for an immediate opening for an Instructional Support Teacher for the 2026-2027 academic year. Cheverus High School is a Jesuit, college preparatory school with an enrollment of approximately 400 students. Founded in 1917, the school strives to prepare young men and women to be people for others by fostering intellectual, spiritual, physical and personal excellence.   POSITION DESCRIPTION AND THE SCHOOL'S EXPECTATIONS Cheverus High School is seeking a full-time dedicated Instructional Support (IS) Teacher for the 2026-2027 school year to support students in developing executive functioning skills while accessing the general education curriculum. This role involves teaching executive functioning strategies, providing targeted support for students with diverse and specialized learning needs, and collaborating closely with classroom teachers to enhance inclusive classroom practices. The IS Teacher will help design and implement learning plans that include appropriate accommodations and scaffolds, ensuring all students can succeed academically. Strong communication and coordination skills are essential, as this position requires ongoing collaboration with students, families, and faculty. The ideal candidate will have experience working with diverse learners and demonstrate expertise in current instructional practices; prior experience as a general or special education classroom teacher is preferred.   We seek to hire and retain faculty and staff members who are passionate and proficient in their fields, who understand and embrace our school’s mission, and who are committed to leading students in co-curricular and pastoral ministry activities. The school expects faculty and staff members to keep current with professional development activities appropriate to their fields, as well as to participate in the school’s in-services and Ignatian formation retreats.   Tuition Discount: This position qualifies for a dependent student tuition discount benefit of 50% during the first three years of employment and 100% thereafter.   To apply for this position please visit our Employment Opportunities Page on our Cheverus High School Website. Please include a cover letter stating your personal interest in the position and a comprehensive resume.   Fri, 10 Apr 2026 14:23:36 -0400 https://careers.nais.org/jobs/rss/22191991/coach-head-varsity-boys-basketball-2026-2027-winter-season https://careers.nais.org/jobs/rss/22191991/coach-head-varsity-boys-basketball-2026-2027-winter-season Oakton, Virginia, The Head Varsity Boys' Basketball Coach at Flint Hill is responsible for planning, organizing, managing, and directing the sport’s middle and upper school program. The Head Varsity Boys' Basketball Coach supports the experience of Flint Hill students and faculty and embraces the  mission, vision, and core values of the school ,  the Flint Hill Statement of Institutional Equity and Inclusion  and  the Portrait of the Flint Hill Student . All coaches report to the Director of Athletics; preference will be given to candidates that can fulfill any full-time faculty/staff roles at the school. Please click  here  to view the full job description. Please click here to complete Flint Hill's online application. Fri, 10 Apr 2026 11:04:37 -0400 https://careers.nais.org/jobs/rss/22188906/history-teacher-grades-9-12 https://careers.nais.org/jobs/rss/22188906/history-teacher-grades-9-12 Pebble Beach, California, 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 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 History Teacher, Grades 9-12 , to start July 2026. The ideal candidate will possess content expertise and demonstrated ability to draw on a variety of pedagogical approaches to support a wide array of learning styles and abilities in the teaching of History to this age group. The History teacher will be a member of the upper division faculty team on the Pebble Beach campus.  As Stevenson is a boarding school, there may be a future opportunity to participate in our residential program, with accommodations provided.  On-campus housing may be available based on residential needs and unit vacancy. Responsibilities Include: Teach five sections of History to students in grades 9-12 Contribute talents and skills to the school community in additional capacities, which could include coaching and advising Provide grades and feedback on writing assignments, including the option of using narrative rubrics and in-person meetings Be supportive and philosophically aligned with the mission of the school: a passion for learning and achievement; the core values of safety, trust, respect, belonging, and inclusion; and a commitment to equity and inclusion.  Prioritize a student-centered approach to instruction, which includes providing students opportunities to show their learning through all-class and small-group discussions, sharing annotations, written assignments, presentations, and projects. Collaborate with colleagues within the department and on course teams on both content and skill-driven lesson plans.  Communicate with students, parents, and colleagues in a timely and professional manner Required Qualifications: A bachelor’s degree in history, education, or related; advanced degree preferred Content and pedagogical expertise A minimum of 3 years of previous teaching experience at the secondary level Effective classroom management skills Excellent organizational skills, particularly keeping course pages updated with a calendar/schedule for students to know what is expected of them each day, and grading assignments in a timely manner so students can learn from their prior work.  Demonstrated confidence and aptitude with the use of instructional technology Ability to contribute significantly to an established area of co-curricular life, such as coaching at either the junior varsity or varsity level, supporting an affinity group, or advising a club, etc. Excellent written and verbal communication skills Strong interpersonal skills and demonstrated ability to connect with all members of the community  Demonstrated interest in being part of a collaborative team Ability to maintain absolute confidentiality and the integrity of all aspects of information disseminated within or external to the school community Commitment to being part of a diverse, equitable and inclusive school community   The salary range for this position is $55,000 - $90,000 based on experience. In addition to 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 Thu, 09 Apr 2026 11:53:50 -0400 https://careers.nais.org/jobs/rss/22189127/early-childhood-education-teacher https://careers.nais.org/jobs/rss/22189127/early-childhood-education-teacher Los Angeles, California, The Douglas Family Early Childhood Center of Sinai Akiba Academy is looking for experienced, dedicated early childhood educators to join our dynamic teaching team. This role involves working with a supportive and talented team of diverse faculty in a fun, warm, and nurturing learning environment for children aged 18 months to 5 years old. DFECC teachers embrace developmental and play-based pedagogy, working closely with a classroom teaching team to facilitate learning experiences aligned with the school's mission and values. We seek exceptional early childhood teachers with a sound understanding of best practices in play-based teaching and child development to begin in August 2026. Sinai Akiba Academy is a preeminent private Jewish day school in Los Angeles, serving students in Early Childhood through Grade 8. Sinai Akiba Academy is undergirded by our school mission to engage students in the joy and discipline of learning, and nurture a community of ethical, critical thinkers who, shaped by our evolving Jewish tradition, walk through the world with confidence and humility. Sinai Akiba Academy offers a competitive salary in a collaborative and engaging teaching community.  Our core values of Kehillah Kedoshah (Sacred Community); Talmud Torah (Academic Excellence); Derech Eretz (Kindness, Empathy, & Respect); Tzedek, Tzedek Tirdof (Ethical Responsibility); Avodat Halev (Soulful Intention), and Ahavat Yisrael (Love for Israel) serve as a commitment with the students, families and community members that we serve to energize the present, explore the past, and embrace the future. ESSENTIAL ROLES AND RESPONSIBILITIES General Responsibilities Design and facilitate play-based, inquiry-driven learning experiences grounded in observation and child development Create nurturing, predictable environments that support wellness, emotional regulation, independence, and belonging Adapt activities and the learning environment to meet the interests, needs, and abilities of individual children and the group as a whole Observe, document, and reflect on student learning to inform instruction and communicate growth Collaborate with colleagues to ensure coherence across classrooms and contribute to shared professional practices Model and directly teach positive social skills, emotional regulation, and conflict resolution techniques appropriate for the age group Maintain regular, open, and respectful communication with parents/guardians regarding their child's learning and the DFECC program Engage in ongoing professional learning aligned with the science of learning and early childhood research Judaic Studies As a DFECC teacher, core responsibilities include, but are not limited to the following, as detailed in the “ECC Jewish Education Curriculum Guide”: Teach the meaning behind each Jewish Holiday and ensure students experience the Jewish Holiday atmosphere through all their senses (touch, taste, smell, see and hear) Understand and be able to teach Jewish Holidays and rituals as appropriate to the developmental stage being taught, according to Sinai Akiba Academy’s mission and Conservative Judaic values and practices (i.e., Rosh Hashanah, Yom Kippur, Sukkot, Simcha Torah, Hanukkah, Purim, Passover, Shavuot, Yom Ha’atzmaut) Instill Ahavat Israel (Love of Israel): Love for the people and Land of Israel through ensuring that Jewish and Israeli symbols are displayed and referred to, including, but not limited to, Singing HaTikvah (Israeli national anthem), celebrating Yom Ha’atzmaut (Israel Independence Day) Jewish Music: Learn and sing along Judaic songs with students PHYSICAL REQUIREMENTS Ability to lift and move objects of up to 30 pounds. Substantial time spent standing, kneeling, walking, bending, stooping, squatting, and moving up and down stairs. Responsibilities include moving quickly with children. The position also requires being able to set up and move classroom equipment, including large items such as children's desks and chairs may require setting and resetting. QUALIFICATIONS AND EDUCATION REQUIREMENTS Bachelor's degree in Early Childhood Education or relevant field or a minimum of 12 ECC units Proven and outstanding experience in early childhood education Ability to work on campus Monday - Friday 7:45AM - 3:30PM Strong physical fitness and enthusiasm for engaging in classroom and outdoor activities Demonstrated ability to create a safe, nurturing, and stimulating learning environment Excellent communication and interpersonal skills, with the ability to engage with children, parents, and colleagues positively and effectively Knowledge of safety regulations and risk management practices in outdoor environments COMPENSATION AND BENEFITS Annual Salary Range: $38,000 - $70,000 Excellent benefit package with a portion of medical paid by SAA Generous paid time off and holidays 403b and employer funded retirement plans Professional development opportunities In the spirit of pay transparency we share the base annual salary range for this position: $38,000 - $70,000. Annual base salary is exclusive of fringe benefits, retirement plan employer contributions or potential stipends (for eligible employees). Pay ranges at SAA are reasonable estimates of what the School anticipates paying for a role but are not guaranteed. If hired at SAA, your final annual base salary will be determined by factors such as skills, education, experience, job level, part-time status and number of months of work per academic year. In addition to those factors, we believe in the importance of pay equity and consider internal equity with our current employees as a part of any final offer. Please keep in mind that the range mentioned above is the full annual base salary range for the role. Hiring at the maximum of the range is not typical for SAA in order to allow for future and continued salary growth. Applicants may submit their cover letter and resume for consideration at  https://sinaiakiba.bamboohr.co...  or to Jen Cavalieri, Associate Director of DFECC, at jcavalieri@sinaiakiba.org. Sinai Akiba Academy provides equal employment opportunities to all applicants and employees and strictly prohibits any type of harassment or discrimination in regards to race, religion, age, color, sex, disability status, national origin, genetics, sexual orientation, protected veteran status, gender expression, gender identity, or any other characteristic protected under federal, state, and/or local laws. Thu, 09 Apr 2026 20:18:23 -0400 https://careers.nais.org/jobs/rss/22188864/director-of-human-resources https://careers.nais.org/jobs/rss/22188864/director-of-human-resources Pomfret, Connecticut, Job Purpose: As director, set the course and lead the comprehensive human resources function for Pomfret School, supporting all faculty and staff members. Act as a strategic partner to the school's leadership team by fostering a positive, equitable, and inclusive work environment. Guide the school through recruitment, onboarding, employee relations, performance management, benefits administration, and legal compliance. Essential Functions & Duties:   In alignment with the Pomfret School strategic priorities, Set the HR’s mission and strategic goals, and implement best practices for school-wide human resources management Collaborate purposefully with the leadership team (Head of School, Associate Head of School, Dean of Faculty, CFO, etc.) on staffing, organizational planning, and school culture initiatives Supervise and mentor the Payroll Manager, overseeing the entire payroll function and implementing robust internal controls to guarantee processing accuracy and integrity Partner with the CFO to ensure the employee benefits and HR department budgets are appropriate, not exceeded, and spent wisely Lead the recruitment, interviewing, hiring, and onboarding and offboarding process for staff Support Dean of Faculty on recruitment, onboarding and offboarding process for faculty Manage annual reappointment letter process Administer and evaluate employee compensation and benefits programs, serving as the primary liaison with benefit brokers and providers Oversee employee relations, thoughtfully guiding conflict resolution, disciplinary actions, and grievance procedures with empathy, fairness, and legal compliance Ensure school-wide compliance with all federal, state, and local employment laws and regulations (e.g., FMLA, CTFLMA, ADA, OSHA) Maintain, update, and distribute the Employee Handbook and ensure external and internal correspondence regarding HR policies is clear and timely Develop and oversee staff performance evaluation systems and professional development training programs Stay current with programs, trends, and legal changes in the human resources and independent school fields, attending relevant local and national conferences Must adhere to all School policies as outlined in the Employee Handbook Continually meet or exceed Pomfret School’s Standards of Behavior, Character, and Engagement Perform other duties as assigned Position, Education/Certification and Software Requirements: Bachelor’s degree required; Master’s degree or relevant advanced degree preferred SHRM-CP/SHRM-SCP or HRCI (PHR/SPHR) certification is highly desirable Ideally five or more years of progressive HR leadership experience, preferably within an independent school, higher education, or non-profit setting Strong proficiency with HRIS (Human Resources Information Systems), payroll software, and standard office technology Comprehensive knowledge of state and federal labor laws and regulatory compliance Knowledge of and willingness to participate fully in the life of a vibrant boarding school community Excellent interpersonal, communication, and organizational skills; ability to coordinate tasks in a deadline-driven environment Absolute commitment to confidentiality, discretion, and professional integrity when handling sensitive employee information Position, Education/Certification and Software Requirements: Bachelor’s degree required; Master’s degree or relevant advanced degree preferred SHRM-CP/SHRM-SCP or HRCI (PHR/SPHR) certification is highly desirable Ideally five or more years of progressive HR leadership experience, preferably within an independent school, higher education, or non-profit setting Strong proficiency with HRIS (Human Resources Information Systems), payroll software, and standard office technology Comprehensive knowledge of state and federal labor laws and regulatory compliance Knowledge of and willingness to participate fully in the life of a vibrant boarding school community Excellent interpersonal, communication, and organizational skills; ability to coordinate tasks in a deadline-driven environment Absolute commitment to confidentiality, discretion, and professional integrity when handling sensitive employee information Thu, 09 Apr 2026 11:08:46 -0400 https://careers.nais.org/jobs/rss/22188795/webb-school-of-knoxville-lower-school-librarian https://careers.nais.org/jobs/rss/22188795/webb-school-of-knoxville-lower-school-librarian Knoxville, Tennessee, Lower School Librarian The Opportunity Webb School of Knoxville seeks a Lower School Librarian who views the library not simply as a place for books, but as a dynamic learning environment where curiosity is sparked, and a lifelong love of reading takes root. This role is ideal for an educator who understands how literacy, research, and storytelling support the development of young children, and delights in helping students discover both the joy and purpose of reading. At Webb, the Lower School library is a space where students explore ideas, ask questions, and come to see themselves as readers and thinkers. What You Will Do As a member of the Lower School faculty, you will: Design and lead engaging, developmentally appropriate library and literacy experiences Teach foundational research and information literacy skills in age-appropriate ways Collaborate with classroom teachers to support and extend curricular goals Manage and develop a diverse, relevant library collection through thoughtful curation Create an environment where curiosity, exploration, and independent thinking are encouraged Use technology and library management tools to support access, learning, and exploration Build strong relationships with students and families through communication and shared celebrations of reading Contribute to the life of the school as a colleague, community member, and participant in school events Model Webb’s core values of academic excellence, integrity, curiosity, and care for others Who You Are You likely have: A bachelor’s degree in Library Science, Education, or a related field (Master’s degree from an ALA-accredited program preferred) Three or more years of experience working with elementary-aged students in a library or classroom setting Deep knowledge of children’s literature and a passion for connecting students with books A student-centered, developmentally informed approach to teaching and learning Strong organizational skills and the ability to manage a dynamic learning space A commitment to collaboration, reflection, and ongoing professional growth A genuine alignment with Webb School of Knoxville’s mission and values If this sounds like the kind of place where you'd do your best work, we hope you'll reach out. Send your resume and cover letter to John Micheletto, Director of Faculty and Instructional Programs (john.micheletto@webbschool.org). Equal Employment Opportunity Webb School of Knoxville is an equal opportunity employer and welcomes applicants from diverse backgrounds.   Thu, 09 Apr 2026 09:10:59 -0400 https://careers.nais.org/jobs/rss/22188887/upper-school-spanish-teacher https://careers.nais.org/jobs/rss/22188887/upper-school-spanish-teacher Portland, Oregon, Oregon Episcopal School seeks an Upper School Spanish Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Sarah Grenert-Funk (Head of Upper School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.  OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice, and commitment beyond ourselves.    JOB SUMMARY: The Upper School Spanish teacher at OES teaches inquiry-based Spanish classes to students in grades nine through twelve. The teacher collaborates with colleagues to design and implement curriculum and learner-centered activities that emphasize analytical thinking, research, problem-solving, and collaboration, and that ask students to think deeply and creatively about concepts and applications. Furthermore, they should understand and model the importance of community involvement, ongoing professional learning, and authentic collaboration with other faculty and staff to advance the School’s mission. Teachers are expected to bring an innovative, energetic spirit to the classroom, constantly seeking ways to make problem-solving essential to adolescents. The US Spanish teacher should have a strong facility with technology and a flexible mindset that enriches collaboration and design thinking. Finally, the successful teacher will see students as budding scholars, creators, and engaged human beings.    In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and have the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association or coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES:  Create, communicate, and maintain clear, consistent, and appropriate learning objectives and expectations aligned with the World Language Department’s goals and the schoolwide strategic initiatives.  Design and deliver engaging lessons that broaden students’ cultural awareness and develop proficiency skills in speaking, writing, reading, and comprehension across multiple levels.   Demonstrate strong expertise in Spanish grammar and design interactive learning experiences that maintain high academic rigor. Support students’ grammatical accuracy as a foundation for confident and effective oral and written communication. Provide frequent, constructive, objective, and prompt feedback.  Design assessments and learning activities that support student growth.  Recognize, respect, and promote the cultural differences and diversity of the individuals in the classroom and community.  Collaborate proactively and communicate responsibly and professionally with colleagues, families, and students.  Establish and maintain relationships with students and families that promote learning and community building.  Differentiate instruction and experiment with effective teaching strategies.  Establish and maintain appropriate standards for student behavior using Restorative Practices that promote reflection, problem solving, and support positive self-esteem and relationship building. Engage in our school-wide Learning and Teaching program, including seeking and constructively applying professional feedback.  Attend division meetings, grade-level team meetings, and academic department meetings.  Participate in the life of the school by attending school activities, events, meetings, and conferences.  Engage fully in OES-sponsored DEIA development activities as assigned. Serve as an advisor to a small group of students.  Chaperone an opening of school grade level overnight trip.  Design and implement an Activity and Winterim course.  MINIMUM QUALIFICATIONS:   BA/BS or equivalent in Spanish or related field   One to three years of experience teaching Spanish or completion of a teaching certification program  IT skills: general digital literacy, intermediate to advanced Google Suite, MS Office Suite, database, web applications, video conferencing, etc. as appropriate to job duties, experience with applicable educational technology Experience with and skill in responding to the needs of students of diverse racial,  ethnic, gender, socioeconomic, and religious identities and backgrounds Intercultural competence, ability to interact appropriately with persons, of all backgrounds, ability to work effectively on diverse teams, demonstrated commitment to equity, inclusion, and anti-racism Ability to pass a criminal background check and drug screen  Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities,  demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check   PREFERRED QUALIFICATIONS:  MA/MS or equivalent in Spanish or related field   Experience teaching courses from 9th through 12th grade Five years’ experience teaching at a secondary or post-secondary school Demonstrated and successful history with innovation in the teaching of Spanish, technology integration, curriculum design and inquiry-based learning   Experience in teaching English Language Learners (ELL), particularly international students  Experience developing curriculum with clear learning outcomes, assessments, and feedback systems using a proficiency grading scale.   KNOWLEDGE, SKILLS, AND ABILITIES:   Excellent verbal and written communication skills, ability to manage confidential  information in compliance with the law and best practices  Ability to contribute to strong and positive connections with high school students and to maintain collegial relationships with colleagues Ability to consistently apply principles of equity, inclusion, and anti-racism on a day to day basis in the classroom and  in the broader workplace community Ability to collaborate and work effectively on teams   Knowledge of educational technology, with an openness to innovation and willingness to learn as tools evolve    PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis    SALARY:   This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   Candidates should send both a cover letter and resume to the hiring committee at https://www.oes.edu/careers. Please address the cover letter to Sarah Grenert-Funk (Head of Upper School) when submitting your materials.   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.  Thu, 09 Apr 2026 11:28:02 -0400 https://careers.nais.org/jobs/rss/22188894/lower-school-jewish-education-teacher https://careers.nais.org/jobs/rss/22188894/lower-school-jewish-education-teacher Los Angeles, California, Sinai Akiba Academy is searching for full-time Jewish Education teachers to lead students through inquiry and learning in Torah, Jewish holidays, Hebrew language, Israel, and Jewish history. This role also supports students’ social-emotional learning, utilizing Responsive Classroom and RULER as a foundation. Kinder-5th Grade Jewish Education teachers plan and implement the curriculum using a variety of teaching approaches, involving both whole class and small group lessons that meet the needs of the students. At their core function, Jewish Education teachers encourage and support student-driven learning and support students’ curiosity, collaboration, and critical-thinking.  Sinai Akiba Academy is a preeminent private Jewish day school in Los Angeles, serving students in Early Childhood through Grade 8. Sinai Akiba Academy is undergirded by our school mission to engage students in the joy and discipline of learning, and nurture a community of ethical, critical thinkers who, shaped by our evolving Jewish tradition, walk through the world with confidence and humility.  Our core values of Kehillah Kedoshah (Sacred Community); Talmud Torah (Academic Excellence); Derech Eretz (Kindness, Empathy, & Respect); Tzedek, Tzedek Tirdof (Ethical Responsibility); Avodat Halev (Soulful Intention), and Ahavat Yisrael (Love for Israel) serve as a commitment with the students, families and community members that we serve to energize the present, explore the past, and embrace the future. RESPONSIBILITIES AND ESSENTIAL FUNCTIONS As a Hebrew and Jewish Education teacher the roles and responsibilities of this position are inherently religious in nature and play a vital role in executing the School’s religious mission. Teach students Judaic Studies Curriculum including: Hebrew, Torah, chagim, tefillah, and the history and culture of Israel. Teach the meaning, stories, and lessons behind Jewish holidays and rituals as appropriate to the developmental stage being taught, according to Sinai Akiba Academy’s mission and Conservative Jewish values and practices (i.e. Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Hanukkah, Purim, Passover, Shavuot, Yom Ha’atzmaut). Teach about and celebrate Shabbat rituals on a weekly basis. Instill Ahavat Yisrael (Love of Israel): Love for the people and Land of Israel through ensuring that Jewish and Israeli symbols are displayed and referred to, including, but not limited to, Singing HaTikvah (Israeli national anthem), celebrating Yom Ha’atzmaut (Israel Independence Day), and imparting the tenets of Zionism. Facilitate, plan, and prepare students for gatherings, assemblies, Jewish holiday performances, Kabbalat Shabbat and other events, as assigned by grade level. Support and reinforce Hebrew language immersion and learning. Ensure classroom set-up reflects Jewish symbols, traditions and values. Practice effective and supportive classroom teaching, innovative lesson planning, and dynamic assessment of student progress in line with Sinai Akiba’s educational philosophy and Core Values, enriched by differences and informed through inquiry, critical thinking and active student engagement. Plan, document, and teach an engaging curriculum and manage the overall implementation of assigned classes. Communicate effectively and thoughtfully with students, parents, and colleagues regarding classroom updates, student progress and any other pertinent School information through various avenues including email, weekly newsletters, phone conversations, in-person or virtual meetings. Motivate and nurture the academic, personal, emotional, and social progress of students. Differentiate curriculum and pedagogical practices to appropriately challenge a wide variety of learning styles and abilities to meet and exceed grade-level standards. Engage students in RULER, social-emotional learning including, but not limited to, SEL check-ins, reflections, and conflict resolution practices. Conduct meetings with parents/families and students through conferences (as scheduled and as needed) and plan for and lead parent-teacher conferences. Teach all assigned sections and subjects as assigned by Division Director not to exceed a full load as defined by School including instructional time, preparation time, co-curricular and supervision responsibility time. Fulfill regular administrative tasks including, but not limited to, timely completion and correction of attendance, timely grade reporting and completion of progress and report cards with thoughtful and individualized narrative comments. Engage in active supervision strategies including but not limited to interacting with students, scanning, consistently observing student behaviors during educational, lunch and recess times. Actively support student arrival and dismissal processes utilizing best safety practices as assigned by supervisor, and/or Head of School or designee. Attend all Staffulty, In-Service, departmental, and professional development meetings as directed by supervisor, and/or Head of School or designee. Attend and actively engage in various activities as designated by School administration, including, but not limited to, workshops, open houses, back-to-school nights, cultural projects, community gatherings, holiday celebrations at Sinai Temple and/or School. Organize, plan and chaperone day and/or overnight field trips as directed by supervisor, and/or Head of School or designee. Conduct admission and placement assessments for prospective students, when applicable and available. Prepare adequately for responsibilities to be assumed when absent (lesson plans). Act as a substitute teacher for School colleagues in Lower School or Middle School for a scheduled or unscheduled Staffulty absence, as needed or directed by supervisor, and/or Head of School or designee. For Middle School Teachers and Specialists, act as a Middle School advisor, elective teacher, and/or weekly specialty class teacher, as needed, by supervisor, and/or Head of School or designee. Learn, use, and apply technology as required by the School to enhance learning, provide feedback to students and parents, and engage with colleagues. Technology includes but is not limited to JagNet, Google Workspace, Paylocity, and any other school-approved software. Engage in and support other assignments and duties as directed by supervisor, and/or Head of School or designee. PHYSICAL REQUIREMENTS Ability to lift and move objects of up to 20 pounds. Substantial time spent standing, kneeling, walking, bending, stooping, squatting, and moving up and down stairs. Responsibilities include moving quickly with children. The position also requires being able to set up and move classroom equipment, including large items such as children's desks and chairs may require setting and resetting. QUALIFICATIONS AND EDUCATION REQUIREMENTS Bachelor’s degree in Education or a related field; Master’s degree preferred A minimum of 3 years of teaching experience in a Lower School setting - Independent school experience is preferred Experience working with a wide range of students, teachers, and families of diverse backgrounds Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital resources) Solid experience with educational technology platforms Experience with differentiated instruction and inclusive educational practices Desire to continue learning in the areas of pedagogical practice Familiarity with educational technology and innovative teaching methodologies Strong work ethic, collaborative skills, flexibility, and sense of humor, with high emotional intelligence COMPENSATION AND BENEFITS Annual Salary Range: $58,000-$115,000 Excellent benefit package with a portion of medical paid by SAA Generous paid time off and holidays 403b and employer funded retirement plans Professional development opportunities In the spirit of pay transparency we share the base annual salary range for this position: $58,000 - $115,000. Annual base salary is exclusive of fringe benefits, retirement plan employer contributions or potential stipends (for eligible employees). Pay ranges at SAA are reasonable estimates of what the School anticipates paying for a role but are not guaranteed. If hired at SAA, your final annual base salary will be determined by factors such as skills, education, experience, job level, part-time status and number of months of work per academic year. In addition to those factors, we believe in the importance of pay equity and consider internal equity with our current employees as a part of any final offer. Please keep in mind that the range mentioned above is the full annual base salary range for the role. Hiring at the maximum of the range is not typical for SAA in order to allow for future and continued salary growth. Applicants may submit their cover letter and resume for consideration at  https://sinaiakiba.bamboohr.co...  or to Yael Mashbaum, Director of Jewish Education, at ymashbaum@sinaiakiba.org.  Sinai Akiba Academy provides equal employment opportunities to all applicants and employees and strictly prohibits any type of harassment or discrimination in regards to race, religion, age, color, sex, disability status, national origin, genetics, sexual orientation, protected veteran status, gender expression, gender identity, or any other characteristic protected under federal, state, and/or local laws. Thu, 09 Apr 2026 11:36:22 -0400 https://careers.nais.org/jobs/rss/22188803/eastern-alpine-head-fis-coach https://careers.nais.org/jobs/rss/22188803/eastern-alpine-head-fis-coach Holderness, New Hampshire, Eastern Alpine Head FIS Coach Anticipated Start Date: June 2026   Overview Located amid the lakes and mountains of central New Hampshire, Holderness School is a traditional co-ed independent secondary school, serving grades 9-12. Holderness strives to strike a balance in fostering the resources of the mind, body, and spirit: the mind through a challenging college preparatory curriculum; the body through outdoor activities and required interscholastic athletics; and the spirit through school and community service and affiliation with the Episcopal Church. Holderness remains, by choice, a small school where everybody plays an important role, and where students, faculty, and staff maintain close personal relationships.   Diversity Mission Statement Holderness School is committed to being a community that celebrates and supports diversity in its many forms because multiple perspectives and experiences are vital to educational excellence and strengthen our community. Diversity refers to the human facets of race, ethnicity, national origin, religion, gender, sexual orientation, age, ability, and socioeconomic status. Holderness strives to create opportunities for cooperation, to broaden the educational experience of all students, and to enrich the lives of all community members.   The Position Holderness School seeks a full-time, benefits-eligible Snowsports Head Coach for the Eastern Alpine FIS Team. The Head Coach’s basic function and responsibility are to identify the needs of the individual athlete or the team and implement suitable and safe on-snow training programs. Promote passion and spirit for the sport of skiing, instruct and support athletes to develop and gain basic skiing fundamentals, as well as improve skiing technique. Making sure all tasks are completed in a timely and precise manner. Provide leadership to all athletes and coaches. Promote open communication between Holderness/FSC coaches, parents, sponsors, USSS, NHARA, Cannon Mountain management, and all other ski areas.   This position reports to Holderness School Snow Sports Director Ben Drummond       Primary Responsibilities Coaching Manage programming for athletes and coordinate on-snow training and racing. Manage the coaching staff and assign coaches' duties. Develop a complete on-snow season training and competition plan for the FIS and USSA group, to be approved by the program directors. This is to include: training and rest schedule, hill space, training, and seasonal goals. Adjust the daily training program based on snow conditions and hill space. Ensure athletes are race-ready and be directly involved with course set-up and race management. Recruiting Identify, recruit, and retain mission-appropriate student athletes.   Communications Communicate clearly and effectively with students, parents, administrators, and school employees.   Safety Follow USSS, SafeSport, Holderness School, and Franconia Ski Club codes of conduct at all times. Other Coaching a second season of athletics and other school life activities may be required.   Qualifications Proven experience coaching U16 or U18 teams required. Bachelor’s degree required. Interest in and demonstrated skill working with adolescents. Ability to collaborate and work as part of a team. A commitment to an inclusive community; experience or interest in integrating diversity, equity, and inclusion into the curriculum is essential. Ability to make contributions to the School outside of snow sports, including to athletics, extra-curricular programs, and residential programming. Valid Driver’s License and clean driving record.   The Process Please send a resume with a letter of interest to holderness-employment@holderness.org . Priority consideration will be given to applications received before April 15, 2026.   Holderness School offers a comprehensive benefit package including health, dental, vision, life insurance, generous retirement match, professional development opportunities, use of grounds and facilities, and meals when school is in session for you and your family. This is a twelve-month position.   All employment is contingent upon successful completion of a criminal background check. Holderness School is an equal opportunity employer and will not discriminate or tolerate discrimination against any employee or applicant in any manner prohibited by law. Thu, 09 Apr 2026 09:32:48 -0400 https://careers.nais.org/jobs/rss/22188905/school-nurse-part-time https://careers.nais.org/jobs/rss/22188905/school-nurse-part-time New Haven, Connecticut, Job Title: School Nurse Division : Kindergarten - Grade 6 Employment Status : Part Time (August-June) School Year: 2026-2027 St. Thomas's is a coeducational independent day school serving students from Kindergarten through Grade 6. The School welcomes children of all backgrounds, with the belief that children who learn and grow together develop openness and respect for others.  Position Summary  The School Nurse will support the health and well-being of students in grades K–6 while fostering a safe, nurturing learning environment. They will manage acute and chronic conditions and partner with families and healthcare providers in accordance with the School's mission, goals, and objectives, as well as all applicable local and state mandates. Qualifications Licensure & Education: Current Registered Nurse (RN) license to practice in Connecticut. Must meet the educational criteria for a School Nurse per the Connecticut Department of Public Health. Bachelor’s degree in Nursing (BSN) is strongly preferred. Certification & Experience: Current CPR/AED and First Aid certification. Previous experience in school nursing, pediatrics, or emergency room care is strongly preferred. Skills: Strong interpersonal, communication, and organizational skills. Technology skills, including Electronic Health Records (EHR) systems and Google Workspace. Commitment to diversity and inclusion. Ability to stand/walk for extended periods and perform CPR. Performance Responsibilities Clinical Care & Emergencies: Provide nursing care and first aid for sudden illnesses or injuries, including initiating emergency interventions for students and staff. Maintain accurate electronic health records, including daily visits and incident reports. Administer prescribed medications according to state regulations. Develop, implement, and update Individualized Health Care Plans (IHCPs) and Emergency Care Plans (ECPs) for students with chronic conditions. Collect, maintain, and verify mandatory confidential student health records, ensuring compliance with immunization and health form requirements. Compliance, Screening, & Infection Control: Perform, evaluate, and document annual state-mandated screenings. Identify, monitor, and manage communicable diseases. Education & Collaboration: Educate school staff annually on health conditions, procedures, and the use of emergency medications. Delegate nursing tasks to designated Unlicensed Assistive Personnel (UAP) according to state regulations. Provide health-related classroom instruction as needed. Serve on the school Safety Committee, assist in forming evidence-based health policies. Administrative: Report to the Director of Operations and Finance Attend staff meetings and scheduled school events. Adhere to all policies specified by the Board of Trustees. Characteristics of Professional Excellence Strive to live the school mission in word and deed. Enthusiastically engage in service to the school and its community. Model life-long learning.  Foster an open and inclusive learning environment. To be considered for the above-mentioned position, please send a cover letter, resume, and three references to employment@stthomasday.org . Please submit all documents as PDF files. Applications will be reviewed as received, and the position will remain open until filled. St. Thomas’s Day School is an Equal Opportunity Employer.   Thu, 09 Apr 2026 11:50:22 -0400 https://careers.nais.org/jobs/rss/22189079/music-teacher-band https://careers.nais.org/jobs/rss/22189079/music-teacher-band Fremont, California, BASIS Independent Fremont Upper is seeking qualified candidates for a Music/Band Teacher for the 2026-27 school year! What We're Looking For   As a music and band teacher, you will have the opportunity to introduce band and orchestra students to a varied and challenging repertoire, while also building on music history and theory concepts. Music theory concepts covered include written theory, aural skills, and composition; while music history is taught through learning about composers and listening to major musical works from different style periods.   Music and band teachers also expand students’ music skills by working on posture, tone, technique, intonation, expression, and overall musicianship. You will guide students to achieve musical goals both as individuals and as a group, while building a foundation for future musical experiences, whether as a performer or audience member. You will also collaborate with other Fine Arts teachers for school produced shows and events. BASIS Independent teachers are encouraged to bring their own passion and experiences with their subject into the classroom to spark students’ interest and curiosity and engage them with the material.   Primary Job Responsibilities include, but are not limited to:   Prepare subject-specific lessons in band music.   Collaborate with other Fine Arts teachers for school produced shows and events.   Provide subject instruction on a higher level than grade standard, in an interactive learning environment and delivering exceptional results for all students.   Implement BASIS Curriculum by designing effective and creative lessons and assessments to ensure students’ education is at an internationally competitive level.   Collaborate with other BASIS Independent teachers to create interdisciplinary lessons and incorporate music as a part of other areas of knowledge.   Tutor students in content-specific knowledge and skills to heighten the trajectory of students’ academic and career success.   Manage student behavior to foster academic achievement, personal responsibility, intellect and individuality in all students.   Essential Teacher Qualifications:   Has deep knowledge of and passion for the subject taught   Able to differentiate instruction and engage students in rigorous content   Able to create a positive classroom community and build relationships with students   Has strong verbal and written communication skills with students, colleagues, and parents   Open to feedback and continuous growth   Creative in instructional and classroom management strategies (high warm and high firm)   Cooperative, collaborative, supportive, flexible   Has a strong work ethic and a “do whatever it takes” mindset Additional Qualifications   Minimum Qualifications: A bachelor's degree in the subject area. Coursework or experience in education is not required, nor is certification. Candidates must have the ability to obtain a fingerprint clearance card.   Preferred Qualifications: Subject-matter postgraduate work (master's or Ph.D.) is preferred. Together with a high level of educational attainment, a successful applicant will demonstrate strong communication skills in teaching ideas, texts, and concepts with precision and confidence. Critically, an applicant must possess a high GPA in their major, excellent recommendations, experience working with children- not necessarily in the classroom- and be open to new ideas in teaching.   Benefits:   BASIS Independent Schools offers a comprehensive benefits package which includes:   Competitive salary dependent on education and experience.   Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools.   Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred.   Three PPO medical plans to choose from, as well as dental and vision insurance.   An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit.   Student tuition remission for your children to attend our schools.   Thu, 09 Apr 2026 16:16:34 -0400 https://careers.nais.org/jobs/rss/22188804/assistant-u16-alpine-ski-coach-seasonal https://careers.nais.org/jobs/rss/22188804/assistant-u16-alpine-ski-coach-seasonal Holderness, New Hampshire, Assistant U16 Alpine Ski Coach (Seasonal) Anticipated Start Date: November 2026   Overview Located amid the lakes and mountains of central New Hampshire, Holderness School is a traditional co-ed independent secondary school, serving grades 9-12. Holderness strives to strike a balance in fostering the resources of the mind, body, and spirit: the mind through a challenging college preparatory curriculum; the body through outdoor activities and required interscholastic athletics; and the spirit through school and community service and affiliation with the Episcopal Church. Holderness remains, by choice, a small school where everybody plays an important role, and where students, faculty, and staff maintain close personal relationships.   Diversity Mission Statement Holderness School is committed to being a community that celebrates and supports diversity in its many forms because multiple perspectives and experiences are vital to educational excellence and strengthen our community. Diversity refers to the human facets of race, ethnicity, national origin, religion, gender, sexual orientation, age, ability, and socioeconomic status. Holderness strives to create opportunities for cooperation, to broaden the educational experience of all students, and to enrich the lives of all community members.   The Position Holderness School seeks an Assistant U16 Coach for the 2026/2027 season. Ideal candidates will process a strong background in alpine skiing, a commitment to developing student/athletes, and be a contributing member to the Holderness snow sports community. The position works directly with the Head Coach and the Snow Sports Director.     Essential Duties and Responsibilities Specific responsibilities include, but are not limited to: Identify the needs of the individual athlete or the team and implement suitable and safe on-snow training programs.  Promote passion and spirit for the sport of skiing, instruct and support athletes to develop and gain basic skiing fundamentals, as well as improve skiing technique.  Ensure all tasks are completed in a timely and precise manner.  Provide leadership to all athletes and coaches.  Promote open communication between Holderness/FSC coaches, parents, sponsors, USSA, NHARA, Cannon Mountain management, and all other ski areas. Works under the supervision of the Holderness School Snow Sports Director, Ben Drummond.  Management Manage U16 athletes and coordinate on-snow training and racing with the Head Coach.  Along with the Head Coach, help develop a complete on-snow season training and competition plan for the U16 group, to be approved by the program Directors. This is to include: training and rest schedule, hill space, training and seasonal goals.  Record Keeping Video race and training runs and upload to the team’s Google Drive. Collect and provide typed end of the season skier evaluations to parents and skiers as directed by the Head U16 Coach.  Medical Assist in any medical/injury situation and be responsible for communication in any incidents (follow Holderness injury protocol). Meetings Attend coaches' meetings. Travel is required, including driving skiers and coaches to Regional, National, and USSS competitions. Attend relevant meetings and functions as required by both FSC/Holderness, including NHARA Coaches Council, A.C.C., and F.I.S. seed meetings. Be available for race jury duties at race venues. Attend FSC/Holderness functions as requested by the FSC Program Director (Eric Price) and Holderness Snow Sports Director (Ben Drummond). Travel Protocol/Camps and Away Trips/Overnights 24-hour duty, supervision of downtime, physical fitness maintenance, and warm-up duties, proctor study halls, assist athletes with equipment maintenance and preparation, support and promote/foster good nutritional health while traveling. Other Assist in setting up and tearing down of safety fencing throughout the season, and improve and ensure the safety of the on-hill training and competition environment. Assist in the maintenance of the on-hill equipment such as gates, fences, drills, radios, video cameras, etc. Follow all on-hill safety procedures as outlined by Cannon Mountain and FSC/Holderness. Follow USSS, SafeSport, Holderness School, and Franconia Ski Club codes of conduct at all times. Qualifications Demonstrated coaching experience required. Bachelor’s degree required. Interest in and demonstrated skill working with adolescents. Ability to collaborate and work as part of a team. A commitment to an inclusive community; experience or interest in integrating diversity, equity, and inclusion into the curriculum is essential. Ability to make contributions to the School outside of snow sports, including to athletics, extra-curricular programs, and residential programming. Valid Driver’s License and clean driving record.   The Process Please send a resume with a letter of interest to holderness-employment@holderness.org . Priority consideration will be given to applications received before April 15, 2026.   Holderness School offers the use of grounds and facilities, and meals when school is in session. This is a ski-season position.    All employment is contingent upon successful completion of a criminal background check. Holderness School is an equal opportunity employer and will not discriminate or tolerate discrimination against any employee or applicant in any manner prohibited by law. Thu, 09 Apr 2026 09:33:59 -0400 https://careers.nais.org/jobs/rss/22188867/assistant-head-of-school https://careers.nais.org/jobs/rss/22188867/assistant-head-of-school East Machias, Maine, Washington Academy seeks a highly effective and organized Assistant Head of School to support the Associate Head of School and Head of School in leading academic programs, school operations, and student life. This senior leadership role is responsible for ensuring the smooth day-to-day functioning of the school while advancing institutional priorities. The Assistant Head of School works closely with the Associate Head and Head of School, as well as faculty, staff, students, families, and members of the broader community to maintain high standards, clear communication, and a strong school culture. This position begins July 1, 2026. The successful candidate must hold a current CHRC (Criminal History Record Check) through the Maine Department of Education. Washington Academy Assistant Head of School Job Description Candidates must complete the school's application which can be found by clicking on the following link  Washington Academy Assistant Head of School Application Master’s degree required 5–10 years of experience in education, including leadership responsibilities Proven ability to manage people, systems, and school operations effectively Strong communication, organizational, and problem-solving skills Demonstrated attention to detail and ability to follow through on responsibilities  Thu, 09 Apr 2026 11:14:30 -0400 https://careers.nais.org/jobs/rss/22188945/innovation-and-engineering-instructor https://careers.nais.org/jobs/rss/22188945/innovation-and-engineering-instructor Greenville, South Carolina, Position Description   Christ Church Episcopal School (CCES) seeks exceptional candidates for the position of Innovation and Engineering Instructor for the 2026-2027 school year to work with Upper School students. We offer a highly-motivated, collaborative learning environment that supports teacher professional growth, nurtures student-teacher relationships, and develops creative and critical thinking skills in every student. CCES has recently broken ground on a 22,000 square foot TIDE Center (Technology, Innovation, Design, and Entrepreneurship) as part of our Build for the Future Campus Master Plan , and is building out enhanced TIDE programming in grades Primer through 12, alongside community partners.   This position will involve teaching 5 TIDE classes and include some combination of the following, based upon the skill set, passions, and curiosities of qualified candidates: Enrichment courses such as Entrepreneurial Innovations, Engineering Design, Emerging Technologies, Robotics, 3D Modeling or Industrial CAD, Mobile Applications, Cybersecurity, or Machine Learning, Artificial Intelligence, and Ethics Programming courses from an introductory semester programming elective to AP Computer Science and IB Computer Science Supporting individual student passion projects as part of our Sophomore Project, Senior Capstone, and IB Diploma Extended Essay programs Mentoring an advisee group of Upper School students of diverse interests and backgrounds Partnering with colleagues to support design of interdisciplinary learning activities that enhance traditional curriculum and instruction Leveraging opportunities in the school calendar to offer special programs that highlight authentic student inquiry, risk-taking, prototyping, and problem-solving Contributing to professional partnerships and connections with off-campus resources and experts in related fields to support student learning experiences Facilitating student participation in on-campus clubs and related regional events or competitions   General Responsibilities   Contribute vision to our team at the intersection of innovative instruction and creative entrepreneurship Plan and collaborate with other content area and grade level teachers Deliver highly engaging, student-centered, and inquiry-based instruction , differentiating for all students to be successful Maintain and communicate high academic and personal expectations for all students Build a positive classroom culture that supports joy, active learning, and the school’s core values Maintain an organized, structured, well-managed classroom environment Actively support and contribute to a positive school culture for all members of the community Continuously assess students’ progress and use data to inform instructional decisions Provide students with consistent and ongoing feedback  Communicate consistently and openly with families to build an effective school-home partnership Demonstrate a commitment to lifelong learning through active participation in professional development  Perform other duties as assigned by the administration in accordance with the school’s policies, procedures, and practices Knowledge, Skills, and Abilities   Demonstrated expertise in content and pedagogical knowledge Facility with the design thinking cycle to develop authentic learning experiences that promote inquiry, iteration, and reflection Demonstrate strong instructional technology skills that effectively integrate age-appropriate digital tools and platforms to enhance learning and engagement Ability to communicate clearly and effectively, verbally and in writing Excellent collaboration skills; tact in dealing with parents, faculty, staff and students Ability to exercise good judgment and comply with school standards Possess energy, empathy, and flexibility Commitment to modeling the mission and values of Christ Church Episcopal School and its Episcopal Identity Desire to engage in the life and culture of the school, including community events, after-school activities, and programs such as clubs, performing groups, or athletic teams   Education and/or Experience   Bachelor’s degree required; Master’s degree preferred Background in science, engineering, design, entrepreneurship, technology, and/or a related field preferred Teaching experience in an Upper School setting preferred   Applications   This is a 10 month teaching position. Candidates should submit a current resume, a cover letter explaining their interest in and qualifications for this position, and references to careers@cces.org .  The school will conduct interviews with finalists on a rolling basis until the position is filled. The position offers competitive salary and benefits commensurate with experience and expertise. Thu, 09 Apr 2026 12:57:56 -0400 https://careers.nais.org/jobs/rss/22186044/middle-and-upper-school-music-teacher https://careers.nais.org/jobs/rss/22186044/middle-and-upper-school-music-teacher Rye, New York, School of the Holy Child is a leading all-girls, Catholic, independent school in Rye, NY, for grades 5 through 12. Guided by our mission to develop “women of conscience and action,” Holy Child inspires students to achieve their personal and academic potential while fostering a deep commitment to serving others. Founded by Cornelia Connelly, whose vision of “joy in teaching and joy in learning” remains a cornerstone of our educational philosophy, Holy Child cultivates a vibrant and supportive environment where girls thrive. Accomplished and dedicated faculty members foster the spiritual development, individual talents, and interests of each student. This is realized through engaging and comprehensive programming in academics and service, as well as arts, athletics, and global studies. With a student body of 390 young women from 75 communities in the Bronx, Queens, and Westchester County in New York and Fairfield County in Connecticut, Holy Child’s inclusive community prepares graduates to think critically, act compassionately, and lead confidently in a diverse and interconnected society. Holy Child seeks an experienced Middle and Upper School Music Teacher and Liturgical Music Coordinator. Ideal candidates are passionate arts educators with experience teaching music at the High School or Middle School level, who possess strong piano skills and knowledge of Catholic liturgies and liturgical music. This is predominantly a choral music position, but experience and comfort teaching instrumental music is preferred. Essential Duties and Responsibilities: Teach 2-3 sections of General Music to grades 5 and 6 Teach 1 section of Middle School Choral Ensemble to grades 7 and 8 Teach 1-2 sections of Upper School Beginner/Intermediate and/or Advanced Choir to grades 9-12 Potentially teach 1-2 sections of Instrumental Ensemble to grades 7-12 Work with the Director of the Arts and Performing Arts Faculty to coordinate and plan the Christmas and Spring Concerts and prepare students for both events Prepare students to perform at school events, including graduation, as well as other student life and development events throughout the year Coordinate music for liturgies and prayer services with Campus Ministry Play the piano for liturgies and at events throughout the school year Collaborate with the Director of the Arts and Performing Arts Faculty to design/map curriculum, create interdisciplinary opportunities for learning, share resources, and evaluate effective methods of teaching; participate in regular meetings with the Director of the Arts Provide support for students outside of class time, as needed Serve as a Middle or Upper School Advisor to 8-12 students Show a commitment to community and belonging Communicate professionally and compassionately with every member of the community: students, families, and colleagues alike Attend and participate in parent conferences and school events Participate in grade-level, faculty, and school-wide meetings, as needed Cover study halls, lunch duties, and other assignments, as needed Work with students in Grades 5-12 through clubs/teams or advisory, as needed Qualifications: BA, BM, or BFA required; MA, MM, or MFA preferred Minimum of 1-3 years Middle and/or Upper School Teaching experience preferred Strong piano skills required Knowledge of the Catholic liturgy is required Experience teaching similar vocal music content is required Some musical theater experience preferred Experience with audio/sound systems preferred Strong planning and organizational skills A good sense of humor and collegial spirit Coupled with these credentials, the candidate will have a flexible and team-oriented approach to arts education, exceptional organizational skills with attention to detail, and superior interpersonal skills. In addition, candidates with experience in an all-girls, faith-based school and those who will embrace our School's mission of " developing women of conscience and action"  are preferable. School of the Holy Child actively seeks to forward the equity and diversity of our community in our admissions, programs, and hiring. We do not discriminate on the basis of race, color, religion, gender, ethnic origin, age, physical disability, or sexual orientation in administration of our educational policies, hiring policies, admissions policies, financial aid programs, athletics, and other school-administered programs. Interested candidates should indicate how they learned of the position and forward their resume to  employment@holychildrye.org   Fri, 17 Apr 2026 09:07:05 -0400 https://careers.nais.org/jobs/rss/22188782/upper-school-learning-specialist https://careers.nais.org/jobs/rss/22188782/upper-school-learning-specialist Wellesley, Massachusetts, Dana Hall School seeks candidates for the position of Upper School Learning Specialist. The individual in this position will be accountable for: Reading and interpreting outside academic testing done on students, developing learning profiles, and disseminating this information to teachers and advisors Working with faculty, parents, and outside evaluators to identify those strategies and teaching techniques that best help address the learning differences of identified students Helping teachers learn to adapt/adopt successful teaching strategies for all students Providing faculty with appropriate materials or information regarding the teaching of students with learning differences, as well as collaborating with them to integrate successful teaching strategies for all students Serving as the liaison between the School and home on issues relating to a student's learning differences and keeping the student's advisor abreast of all of these interactions Counseling parents, faculty, and administration on accommodations for students at Dana Hall Serving as a member of the School's Wellness Team Assisting in the identification of students with learning differences Maintaining accurate records of students with educational evaluations on file at the School and those who are granted accommodations Offering workshops to Upper School students on topics such as organization, study skills, test preparation, and time management, helping to teach the Skills Workshop 9 and Learning Lab courses, advising the Neurodiversity Affinity group and Peer Tutoring group Working one-to-one and/or in small groups with students who are struggling academically, as determined by the Director of the Upper School Working closely with a team of two other Learning Specialists Working with Class Deans, teachers, advisors and families to create support plans for students with learning differences and those who are struggling academically Serving as liaison between School and outside testing organizations related to requests for special accommodations for standardized tests based on documented learning differences. Candidates should have prior experience working with students in a school setting and a master’s degree related to student learning, e.g., education, special education. Successful candidates will be energetic, strategic, engaging, compassionate, and collaborative. They will also possess excellent social, written and oral communication skills; an ability to multi-task and consistently meet deadlines; the flexibility to manage multiple, and often, competing priorities; impeccable organizational skills with a keen attention to detail; excellent interpersonal skills with the ability to genuinely connect with students ages 14-18, their families, and faculty; experience working with families of various socioeconomic, ethnic, and cultural backgrounds; the ability to maintain and respect confidentiality; and the ability to work independently and collaboratively. This is a ten-month, full-time position reporting to the Director of the Upper School.  Salary range is $83,700 to $92,000. Dana Hall seeks candidates who have demonstrated experience and commitment to community building, nurturing a culture of belonging, equitable and inclusive practices, and collaborative solutions to complex challenges. Thu, 09 Apr 2026 08:45:22 -0400 https://careers.nais.org/jobs/rss/22188886/director-of-facilities-capital-projects https://careers.nais.org/jobs/rss/22188886/director-of-facilities-capital-projects Beverly Hills, Michigan, Position Summary The Director of Facilities & Capital Projects provides strategic leadership and operational oversight for the school’s physical infrastructure and built environment. This role is responsible for maintaining safe, efficient, and well-functioning campus facilities while leading long-range capital planning, major renovation projects, and stewardship of institutional assets. The Director ensures that daily maintenance operations align with long-term campus planning priorities and supports the school’s mission through effective management of facilities resources and capital investments. This position reports directly to the Chief Financial & Operations Officer (CFOO). Primary Responsibilities Provide leadership and oversight of all building maintenance operations across all locations. Oversee preventive and corrective maintenance programs to ensure safe and reliable facility operations. Supervise grounds maintenance operations, including landscaping, athletic fields support, and seasonal campus needs. Ensure facilities operate in compliance with applicable safety, environmental, and regulatory standards. Develop and implement operational standards and performance expectations for facilities staff.  Utilities & Infrastructure Management Oversee campus utilities systems including HVAC, electrical, plumbing, and energy infrastructure. Monitor and analyze utility usage and identify opportunities for operational efficiency and cost management. Support sustainability and energy management initiatives where appropriate. Capital Planning & Project Management Lead planning and execution of capital improvement and renovation projects. Collaborate with school leadership on long-range facilities planning and prioritization of capital investments. Manage relationships with architects, engineers, contractors, and external consultants. Oversee project timelines, budgets, and quality control throughout project lifecycles. Provide regular reporting on capital project status and financial performance. Deferred Maintenance & Asset Stewardship Develop and maintain a comprehensive deferred maintenance plan. Align maintenance planning with institutional budgeting and long-term financial strategy. Maintain accurate facilities condition data to support capital forecasting. Vendor & Contract Management Oversee procurement and management of facilities-related vendors and service contracts. Lead competitive bidding processes and contract evaluations. Ensure vendor performance meets institutional expectations for quality and service. Leadership Responsibilities Supervise facilities and grounds personnel. Promote a culture of accountability, safety, collaboration, and service. Establish clear workflows, maintenance standards, and operational procedures. Collaborate closely with Auxiliary Services leadership to support school programming needs. Qualifications Bachelor’s degree in Facilities Management, Engineering, Construction Management, Business Administration, or related field preferred. Minimum 7–10 years of progressive facilities or operations leadership experience. Demonstrated experience managing capital construction or renovation projects. Strong financial and budget management skills. Experience in educational, institutional, or multi-facility environments preferred. Physical Requirements Ability to move throughout campus facilities to coordinate and oversee the use of spaces for academic programs, student activities, and external partnerships. Ability to stand and walk for extended periods when monitoring events, meetings, or facility operations. Ability to occasionally lift or move materials up to approximately 15–20 pounds, such as event supplies, signage, or small equipment. Ability to operate standard office equipment, including a computer, phone, and printer, and to review digital and printed documents. Ability to communicate effectively in person, by phone, and electronically with internal and external stakeholders. Ability to work in a variety of campus environments, including offices, indoor event spaces, and outdoor areas. Strategic Impact This role ensures responsible stewardship of the school’s physical assets while strengthening alignment between operational maintenance, capital investment, and long-term campus planning. Application Process      To apply for this position, please submit a cover letter, resume, and three professional references via https://www.dcds.edu/about/careers. Review of applications will begin immediately and continue until the position is filled. Thu, 09 Apr 2026 11:30:33 -0400 https://careers.nais.org/jobs/rss/22188957/learning-specialist-leave-replacement-lower-division https://careers.nais.org/jobs/rss/22188957/learning-specialist-leave-replacement-lower-division New York, New York, WHY TEACH AT AVENUES? A top-tier school in New York City, offering a truly global education. Teaching and learning through dual language immersion and challenging interdisciplinary projects. A culture of creativity, entrepreneurship and deep collaboration. State-of-the-art technology throughout. Brilliant colleagues, with widely diverse experience, creating a unique educational experience together. There is no place quite like Avenues. DEEP COLLABORATION, CONSTANT EVOLUTION Collaboration here isn't a buzzword: it's woven into everything we do. Teams of English and Spanish or Chinese teachers share two classes of students, collaborating to nurture their students' social, emotional and academic growth. Teacher teams share responsibility for the curriculum and plan together daily. This intense collaboration is challenging as well as exciting: we're always evolving, learning from each other and seeking to improve. Dates of position:  August 21, 2026 - November 2026 THE OPPORTUNITY Avenues is seeking a Learning Specialist (Leave Replacement) to join the team of inspiring educators in the Lower Division, grades 1-5. The Learning Specialist will ensure that students have the skills and support they need to be successful in the immersion program.  Responsibilities The Learning Specialist’s responsibilities will include, but are not limited to, the following: Student Support Support the implementation and enacted Tier 1 support in the classroom in the areas of math and literacy.  Support, supplement, and extend classroom literacy instruction to small groups of students using Orton Gillingham and other research informed methods Push in facilitation as needed for reading, writing, phonics, math, and word study  Administer, score and analyze running records, decoding and encoding assessments Support students writing development within the workshop model using alternative methods as needed Collaboration Work in partnership with other Learning and Language Specialists, members of Student Success Team, classroom teachers, Associate Division Heads, and Division Heads to ensure that each student is progressing in his/her academic skills.    If hired for this leave replacement position, the annual salary range is between $80,000 - $125,000. The salary may vary depending on your professional experience and skills. Because this is a leave replacement position, the salary offered will be prorated against the start and end dates of the position. Competitive benefits for benefits eligible roles include medical, dental, life insurance, 401K savings plan, generous paid time off, family forming benefits, health and wellness benefits and more. Avenues is deeply committed to diversity, equity and inclusion throughout our organization. We strive to uphold a culture in which every colleague feels that they belong, are trusted, and are valued. We welcome applications from candidates of all backgrounds, and strongly encourage candidates from traditionally underrepresented communities or groups to apply. Avenues offers competitive compensation and a generous benefits package.  Avenues upholds the highest standards for safeguarding the physical and emotional wellbeing of children. As an essential aspect of this commitment, all offers are contingent upon successful completion of careful reference and background checks.  What You Bring Superb ability as a teacher with more than 5 years of experience Deep understanding of discipline-specific expertise, either in math or literacy, within the context of a school environment Expertise in applying current assessments specific to your field that will best assess our students and that allow for clear referrals Experience teaching with clear evidence of student learning and growth Profound commitment to ensuring and nurturing children's wellbeing Highly effective collaborator, eager to listen deeply, contribute to a team and achieve goals together Dedication to learning and developing the craft of teaching Very resourceful and adaptive, eager to embrace constant change, growth and learning Bachelor’s degree; graduate degree in education or related field is ideal Professional fluency in English required ELL and/or Special Education background preferred but not required Thu, 09 Apr 2026 13:32:00 -0400 https://careers.nais.org/jobs/rss/22189056/coordinator-of-academic-data-systems-technology-teacher https://careers.nais.org/jobs/rss/22189056/coordinator-of-academic-data-systems-technology-teacher St. George, Virginia, The Opportunity Blue Ridge School is an all-boys, all-boarding college-preparatory school serving 180 students on a 751-acre campus situated along the eastern slope of the Blue Ridge Mountains, just 20 miles from Charlottesville, Virginia. Innovative in its approach to educating young men, Blue Ridge combines passionate educators, small classes, strong relationships, and a rigorous yet supportive college preparatory curriculum to empower graduates to thrive in college and beyond. With an average class size of 11 students and a culture that values both autonomy and accountability, Blue Ridge faculty and staff work closely together to ensure that each student is known, supported, and challenged to reach beyond self-imposed limits and fulfill his untapped potential. For the 2026–2027 academic year , Blue Ridge School seeks a Coordinator of Academic Data Systems and Technology Instructor . This full-time, 11-month position blends teaching, makerspace leadership, and academic data management, playing a vital role in both the classroom and the operations of the Academic Office. Working in close partnership with the Assistant Head of School, Dean of Academics, and the Office of College Counseling, this position is responsible for the integrity and management of academic data systems (Blackbaud), including student records, transcripts, scheduling, and reporting. In addition to these responsibilities, the position will help cultivate a culture of innovation, creativity, and design thinking through the development of hands-on, technology-rich electives and projects. The instructor will lead courses that encourage students to design, build, prototype, and solve real-world problems, using tools and technologies that support modern makerspace learning. Potential courses and offerings may include, depending on candidates background and interests, Design Thinking and Product Development, Robotics and Engineering Design, Introduction to Computer Science, Digital Fabrication and 3D Design, Applied Technology and Innovation, Data Science and Data Visualization, or Creative Coding and Interactive Media, Film Editing and Design. Through these courses, students develop skills in collaboration, iterative design, coding, engineering, and digital problem solving, while learning how to move ideas from concept to prototype. The Coordinator of Academic Data Systems and Technology Instructor helps ensure that Blue Ridge School not only manages academic data effectively but also provides students with opportunities to think creatively, build confidently, and apply technology to real-world challenges. Through project-based learning and design-centered instruction, this role supports the school’s mission to prepare young men to be curious thinkers, capable problem-solvers, and innovative contributors in a rapidly changing world.   The Ideal Candidate The ideal candidate is a highly organized, detail-oriented professional who understands that accuracy, discretion, and follow-through are essential to supporting student success. Successful candidates will demonstrate: Strong organizational and project management skills Experience working with databases, data systems, or academic information systems Interest in teaching computer science, data science, engineering, or technology courses Proficiency in Microsoft Office; familiarity with Google Workspace and student information systems preferred Ability to analyze, interpret, and communicate data effectively Excellent written and verbal communication skills The ability to work independently while collaborating within a team A proactive, solutions-oriented mindset Professional discretion when handling confidential student information A commitment to continuous professional growth A positive attitude and sense of humor A bachelor’s degree is required , preferably in computer science, data science, engineering, information systems, mathematics, education, or a related field. Essential Duties and Responsibilities The Coordinator of Academic Data Systems and Technology Instructor in addition to teaching 2 courses, is responsible for: Academic Records & Reporting Maintaining permanent academic records for all students. Preparing and distributing report cards and academic updates each semester Computing and updating GPAs and academic standing. Monitoring student progress toward graduation requirements and communicating with the Academic Dean and College Counselor as needed. Preparing transcripts for college applications and alumni requests. Maintaining standardized testing records (PSAT, SAT, ACT) and NCAA documentation. Generating academic distinction lists and reports. Manage the processing and distribution of international authentication materials in compliance with state and international requirements. Scheduling & Systems Management Serving as the Student Information System (SIS) Administrator for Blackbaud. Coordinating student schedules in partnership with the Academic Dean. Managing course rosters and schedule adjustments throughout the year. Publishing semester teaching schedules. Maintaining the annual Curriculum & Course Offerings guide. Training faculty and staff on SIS use and updates. Textbook & Materials Coordination Ordering and distributing approximately $80,000 in textbooks annually. Managing returns and inventory. Supporting faculty access to instructional materials. Student Support & Administrative Collaboration Tracking attendance and academic intervention documentation. Managing withdrawal documentation and communication. Collaborate closely with the Business Office to monitor student account standing. Maintaining student contact information and academic files. Review requests made by the Social Security Administration. Attending faculty meetings to support academic follow-up processes. Providing administrative support to the Assistant Head of School, Dean of Academics, and College Counseling Team Assisting with main office responsibilities as needed. Why Work at Blue Ridge School? Whether you’re an educator, administrator, or support person, a career at Blue Ridge School can bring the meaning you seek in your work. You’ll work in an incredibly beautiful campus setting helping to shape the lives of diverse young men from many cultures and communities. You’ll enjoy a work environment that stresses collaboration and innovation. And you’ll be immersed in the Blue Ridge culture—one that is focused on family, community, and mutual support. Eighty percent of our faculty live on campus, and on-campus housing is provided for many positions. All employees have access to many other unique benefits, including: Access to BRS fitness facilities and wilderness trails Meals in the dining hall for you, your family, and your guests A comprehensive and highly competitive benefits package with generous support for professional development and continuing education Structured mentorship, collaborative professional development, and support for educators at every career stage; Blue Ridge fosters a culture of innovation and collegiality. Certificates, Licenses, Registrations: Teaching credential or certification preferred; not required Physical Demands and Working Conditions: The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 25% sitting, 25% walking, and 50% standing.  The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness. Thu, 09 Apr 2026 15:52:12 -0400