https://careers.nais.org Latest NAIS Career Center Jobs Tue, 12 May 2026 05:50:35 Z https://careers.nais.org/jobs/rss/22270500/montessori-co-lead-toddler-teacher https://careers.nais.org/jobs/rss/22270500/montessori-co-lead-toddler-teacher Philadelphia, Pennsylvania, Clementine Montessori is a small, welcoming school in Fairmount, Philadelphia. Our mission is to nurture a community of learning, kindness, and independence among our students. Guided by the philosophy of Dr. Maria Montessori, we create a safe, engaging, and inspired learning environment, celebrating the uniqueness of every child. Position Overview We’re looking for a passionate Co-Lead Toddler Teacher team member to help facilitate our Toddler program. The ideal candidate will work closely with their classroom’s co-lead teacher as well as the Clementine staff as a whole to create meaningful learning experiences, foster independence, and nurture each child’s academic, social, and emotional growth in a safe, engaging, and supportive environment. Why Clementine? At Clementine Montessori, you’ll join a dedicated, close-knit community committed to nurturing each child’s unique potential. As part of our supportive team, you’ll have the opportunity to deepen your understanding of Montessori philosophy and pedagogy, collaborate with passionate educators, and make a meaningful impact on students’ academic, social, and emotional growth in a safe, creative, and engaging environment. Hours This is a ten-month full time exempt position with full benefits.  The daily hours are from 7:30AM to 3:30PM with forty-five minutes for lunch.  Co-lead teachers report directly to the HoS. Skills and Qualifications Montessori Infant & Toddler Credential (birth - 3 years) from a MACTE accredited institution, or entering the internship year of Montessori training. A minimum of 3 years’ experience teaching in a Montessori classroom.   Experience communicating with families, both verbally and in writing. Is in alignment with Clementine's mission and vision statements. Master’s Degree preferred. Responsibilities Planning, Preparation, and Instruction Use the Montessori curriculum and instructional practices to create materials and lessons that meet the needs of both the group and individual students. Follow the child by adapting instruction to meet the unique learning needs of each child, including children with identified special needs. Record observations and evidence of children’s growth and development in Transparent Classroom on a daily or weekly basis. Interpret and use observations to inform instructional decisions for individual students. Empower children to take ownership of their learning, developing their individual interests through projects, independent studies, research, and/or independent work choices. Provide a classroom atmosphere where children work collaboratively and independently. Ask questions that support the development of critical, independent, and creative thinking. Allow time for reflection by children about their work and learning, both individually and with the group. Classroom Environment and Management Prepare an environment in which the furnishings and materials correspond to the needs of the group and evolve with the needs of the group throughout the year. Maintain a clean, orderly, and attractive environment, including the care and maintenance of classroom materials and equipment. Create a safe, secure, learning environment by showing appreciation and respect for the individual differences and unique needs of each member of the learning community. Model and teach conflict resolution and problem solving strategies in the classroom. Be consistent and clear with logical consequences to help children to manage issues. Foster a classroom community that provides continuity in rules and expectations for behavior similar to those developed across all classrooms. Supervise children at all times during class in a proactive manner. Communication Be responsive, respectful, and courteous in all communications in the school community. Communicate to others with a professional manner that supports an understanding of the school’s program and develops positive relationships within the school community. Proactively address and communicate issues of concern to fellow teachers and Head of School including discipline concerns, family concerns, etc. Protect the privacy/confidentiality of each student and family in the school community. Establish a positive relationship with co-lead teacher and maintain regular communication with regard to a child’s specific needs. Be available to communicate with parents throughout the school year to share and discuss any concerns in regard to their child’s specific needs. Respond to parents, staff, and others seeking information in a timely manner. Communicate classroom happenings through the weekly classroom newsletters via MailChimp. Participate in parent education that helps nurture an understanding of classroom curriculum and philosophy. Complete Progress Reports and narratives twice a year in a timely manner and according to the school's schedule. Professional Responsibility Assist in the development of and participate in school functions, including but not limited to Open Houses, Parent Education opportunities, and family events. Continually reflect on and refine classroom practice. Collaborate in professional growth with members of the school community. Read journals, books, articles to support your teaching in your classroom. Attend and contribute to meetings, discussion groups, committees, etc. Adhere to guidelines and policies as established in the employee handbook. Seek opportunities for professional growth and at a minimum obtain the annual professional development hours required by the PA Department of Human Services (12 hours). Tue, 12 May 2026 09:12:48 -0400 https://careers.nais.org/jobs/rss/22270715/1st-step-assistant-teacher https://careers.nais.org/jobs/rss/22270715/1st-step-assistant-teacher LAKE FOREST, Illinois, LFCDS, located on a 30-acre campus about 30 miles north of Chicago, Illinois, is a co-educational independent day school serving 413 students from age two through eighth grade. The School has a long tradition of producing thoughtful, confident, and successful students. Children are known, loved, and challenged at LFCDS, and a state-of-the-art facility provides a remarkable setting for inspired teaching, academic rigor, and attention to individual needs.     1st STEP Assistant Teacher (Early Childhood Program, Ages 2–3)   Lake Forest Country Day School (LFCDS) is seeking a dedicated 1st STEP Assistant Teacher to guide our youngest learners, ages 2–3, in a nurturing, developmentally responsive environment.   Position Overview   The 1st STEP program provides a thoughtful bridge between early physical and emotional development and the emerging cognitive phase of learning for two- and young three-year-old children. Through music, movement, exploration, and purposeful play, children develop social, language, and pre-academic skills in a structured yet joyful setting.   This is a 3-day program position with additional teaching responsibilities to support a full-time schedule from 7:45 a.m. to 3:45 p.m.   Program Philosophy   The 1st STEP program emphasizes:   Transition from parallel to interactive play   Language development as a tool for communication and self-expression   Respect for self, others, and the environment   Development of gross and fine motor skills   Strong partnerships between school and home   Key Responsibilities   Support the Lead Teacher in a classroom serving children ages 2–3, helping to maintain a warm, engaging, and developmentally appropriate environment • Assist in promoting children’s growth across social/emotional, cognitive, physical, and language domains • Help implement curriculum based in play-based, experiential learning   • Encourage the development of self-confidence, independence, and respectful interactions through daily support and guidance   • Model appropriate behavior and help guide children using clear expectations, positive reinforcement, and gentle redirection   • Collaborate with the teaching team to ensure a cohesive and supportive classroom environment   • Communicate with families through daily updates and assist in preparing for formal conferences     Professional and Personal Qualifications   DCFS credentialing required  for teaching in a  2–3-year-old program  (or willingness to obtain)   Completion of  Gateway to Opportunity trainings  (or willingness to obtain)    Demonstrated experience working with  toddlers (ages 2–3)  preferred    Foundational understanding of early childhood development    Strong interpersonal and communication skills, with the ability to support effective collaboration with lead teachers and colleagues    Warm, patient, and responsive approach to working with young children    Genuine enthusiasm and affinity for supporting the growth and development of young learners    Ability to assist with implementing creative, engaging classroom activities and support positive behavior management strategies    Strong organizational skills and attention to detail in supporting classroom routines and responsibilities    Openness to feedback and a commitment to ongoing professional growth and learning    Good judgment, reliability, and developing emotional maturity    Ability to work collaboratively as part of a team and actively participate in the broader school community    Progress toward or completion of a bachelor’s degree from an accredited college or university (preferred or required, depending on context)    Demonstrates integrity, professionalism, and discretion when handling confidential information     Salary Range: $20.00 - $25.00 per hour, commensurate with experience, with a comprehensive benefits package including tuition remission for the employee's dependents.        Mission Statement:  Through inspired teaching and partnership with families, Lake Forest Country Day School nurtures a love of learning and builds a foundation of strong character, preparing students to navigate their path with purpose.   Core Beliefs:     Childhood is championed:  We center all we do on what is best for our students, protecting and building upon the magic of these precious years.     Community is our core:  Honest and respectful relationships, formed through conversation and collaboration, build trust and a sense of belonging  –  honoring the dignity of every person.     Curiosity is a gift:  Wonder is an animating force that resides in every person and should be modeled and nurtured to stimulate self-discovery, spark innovation, and drive creativity.     We aim high:  Raising expectations activates the great potential we see in every person and elicits efforts that result in individual growth and the collective success of our community.     Interested applicants should send a letter of interest, resume, and the names of three professional references (personal statement optional) in PDF format to the attention of?Abby Acuna, Head of?Early?Childhood, at:  abby.acuna@lfcds.org       Lake Forest Country Day School seeks and embraces diversity among our faculty, staff, and student body. LFCDS is an Equal Opportunity Employer, and it does not discriminate on the basis of race, color, national origin, ancestry, citizenship status, age, religion, marital status, disability, sex, gender, pregnancy, sexual orientation, gender identity, military or veteran status, order of protection status, genetic information, or any other category protected by applicable law.     Tue, 12 May 2026 14:35:53 -0400 https://careers.nais.org/jobs/rss/22270506/primary-all-day-montessori-assistant-teacher-ages-3-6 https://careers.nais.org/jobs/rss/22270506/primary-all-day-montessori-assistant-teacher-ages-3-6 Philadelphia, Pennsylvania,   Greene Towne Montessori School, located in Center City, Philadelphia, is dedicated to providing a stimulating learning environment for children ages 18 months through 6 years, consistent with the values and principles developed by Dr. Maria Montessori. Fully accredited by the American Montessori Society and the Pa. Association of Independent Schools, Greene Towne Montessori School instills in young children an understanding of learning as a personal process, a sense of agency in building self and community, and the joy of possibility.  Greene Towne’s “All-Day Montessori” program was created specifically for students and their families who look for care beyond the typical school day and calendar. The extension of our classroom environment builds a unique community specifically set-up for children who stay at school all day. The All-Day Montessori classroom with fewer transitions during the day gives the children consistency of place, teaching staff and activity with the same Montessori philosophy and teaching methods, and designed to meet the physical, emotional, social, and intellectual development of children as all our programs. Families have options to enroll for 9 months or 12 months. Children are guided by morning and afternoon teaching teams, with total program hours from 8am-6pm. Teaching teams work from 7:45am-4, or late morning through 6pm.  Now in its 59th year, Greene Towne has recently moved into a new facility in its Logan Square neighborhood. The three-floor building and expansive roof playdeck features spacious classrooms specifically designed and outfitted for our program. Greene Towne Montessori School values diversity as part of its mission, provides equal employment opportunity, and does not discriminate against any employee or applicant for employment because of race, color, national origin, disability, ancestry, citizenship, religion, age, gender, sexual orientation, or any other characteristic protected by law.   Title:  Primary Assistant Teacher: All Day Montessori, 10;45am-6:00pm, September-August. Greene Towne Montessori School is seeking candidates for the position of a Primary (ages 3-6) Assistant Teacher for its All-Day Montessori Program. The Primary ADM Assistant will assist the Montessori Lead Teacher in the classroom. Duties include supporting children in their learning, helping to maintain a beautiful Montessori environment, adhering to Department of Human Services Standards, maintenance and upkeep of the classroom, support with cooking, crafts and other projects with the children. The Primary Assistant will help our students to become more independent and capable people. The Primary Assistant will be a member of a 5-person classroom team. Qualifications:  Early Childhood teaching experience required; Montessori experience is helpful. We are seeking individuals that have a love for children, possess a growth-mindset, are organized self-starters and are flexible and sensitive to the needs that arise in the life of an active school. Benefits : Competitive compensation. Health, dental & vision insurance for full time employees. Retirement plan and term life. Six weeks of vacation time. Regular professional development in areas including Montessori methodology, diversity equity and inclusion work, and communication skills. To apply:  Email letter of interest, resume, and contact information for three professional references, to careers@gtms.org Deadline:  Applications will be reviewed as they are received. Position start date : June 8, 2026. Note to the Applicants: Only shortlisted candidates will be contacted for an interview.  No calls please.  Applicants must be  authorized to work in the United States . GTMS is unable to sponsor visas at this time. Tue, 12 May 2026 09:21:07 -0400 https://careers.nais.org/jobs/rss/22270522/toddler-all-day-montessori-assistant-teacher https://careers.nais.org/jobs/rss/22270522/toddler-all-day-montessori-assistant-teacher Philadelphia, Pennsylvania, Greene Towne Montessori School, located in Center City, Philadelphia, is dedicated to providing a stimulating learning environment for children ages 18 months through 6 years, consistent with the values and principles developed by Dr. Maria Montessori. Fully accredited by the American Montessori Society and the Pa. Association of Independent Schools, Greene Towne Montessori School instills in young children an understanding of learning as a personal process, a sense of agency in building self and community, and the joy of possibility. Greene Towne’s “All-Day Montessori” program was created specifically for students and their families who look for care beyond the typical school day and calendar. The extension of our classroom environment builds a unique community specifically set-up for children who stay at school all day. The All-Day Montessori classroom with fewer transitions during the day gives the children consistency of place, teaching staff and activity with the same Montessori philosophy and teaching methods, and designed to meet the physical, emotional, social, and intellectual development of children as all our programs. Families have options to enroll for 9 months or 12 months. Children are guided by morning and afternoon teaching teams, with total program hours from 8am-6pm. Teaching teams work from 7:45am-4, or late morning through 6pm. Now in its 59th year, Greene Towne has recently moved into a new facility in its Logan Square neighborhood. The three-floor building and expansive roof playdeck features spacious classrooms specifically designed and outfitted for our program. Greene Towne Montessori School values diversity as part of its mission, provides equal employment opportunity, and does not discriminate against any employee or applicant for employment because of race, color, national origin, disability, ancestry, citizenship, religion, age, gender, sexual orientation or any other characteristic protected by law. Title: Toddler Assistant Teacher: All Day Montessori, (7:45am-3:00pm, OR, 10:45am-6:00pm) year-round position Greene Towne Montessori School is seeking candidates for the position of a Toddler Assistant Teacher for its All Day Montessori Program. The Toddler All Day Montessori (ADM) Assistant will assist the Montessori Lead Teacher in the classroom. Duties of the Toddler Assistant include helping to maintain a beautiful Montessori Toddler environment, adherence to the Department of Human Services Standards, maintenance and upkeep of the classroom, assisting with diapering and toileting, guiding the children’s learning, preparing classroom materials, leading circle time on occasion, as well as cooking and craft projects. The Toddler Assistant will help with the toddlers in becoming more independent and capable people. Benefits : Competitive compensation. Health, dental & vision insurance for full-time employees. Six weeks vacation. Retirement plan and term life. Regular professional development in areas including Montessori methodology, diversity equity and inclusion work, and communication skills. To apply: Email letter of interest, resume, and contact information for three professional references, to careers@gtms.org . Deadline: Position start date: Flexible. Applications will be reviewed as they are received. Note to the Applicants: Only shortlisted candidates will be contacted for an interview.  No calls please.  Applicants must be  authorized to work in the United States . GTMS is unable to sponsor visas at this time. Qualifications: Early Childhood teaching experience required. Montessori experience is helpful. Greene Towne Montessori School is seeking individuals that have a love for children, possess a growth-mindset, are organized self-starters and are flexible and sensitive to the needs that arise in the life of an active school. Tue, 12 May 2026 09:45:55 -0400 https://careers.nais.org/jobs/rss/22270493/toddler-all-day-lead-teacher-montessori-all-year https://careers.nais.org/jobs/rss/22270493/toddler-all-day-lead-teacher-montessori-all-year Philadelphia, Pennsylvania, Greene Towne Montessori School, located in Center City, Philadelphia, is dedicated to providing a stimulating learning environment for children ages 18 months through 6 years, consistent with the values and principles developed by Dr. Maria Montessori. Fully accredited by the American Montessori Society, Greene Towne Montessori School instills in young children an understanding of learning as a personal process, a sense of agency in building self and community, and the joy of possibility. Greene Towne’s “All-Day Montessori” program was created specifically for students and their families who look for care beyond the typical school day and calendar. The extension of our classroom environment builds a unique community specifically set-up for children who stay at school all day. An All-Day Montessori classroom with fewer transitions during the day gives the children consistency of place, teaching staff and activity with the same Montessori philosophy and teaching methods, and designed to meet the physical, emotional, social, and intellectual development of children as all our programs. Families have options to enroll for 9 months or 12 months. Children are guided by morning and afternoon teaching teams, with program hours from 8am-6pm. Greene Towne Montessori School values diversity as part of its mission, provides equal employment opportunity, and does not discriminate against any employee or applicant for employment because of race, color, national origin, disability, ancestry, citizenship, religion, age, gender, sexual orientation or any other characteristic protected by law. Title: Toddler Lead Teacher: All Day Montessori, year-round position Greene Towne Montessori School is seeking qualified candidates for the position of a Toddler Lead Teacher for its All-Day Montessori Program. The Toddler ADM Lead Teacher will plan and deliver exceptional Montessori instruction 18 months to 3 yr -old students, provide a nurturing and caring space for students, and a well-managed classroom environment. This person will work closely 4-person team, supervise and train the Assistant Teachers and meet with them to discuss classroom work and goals. The Lead Teacher will develop lesson plans along with maintaining daily records of children’s activities and progress, have excellent communication skills both in written form and in speaking, and have regular, proactive communication with families throughout the school year. Qualifications: Montessori Early Childhood Certification, 4-year college degree or higher, two or more years of experience in leading a Primary Montessori environment. Greene Towne Montessori School is seeking individuals that have a love for children, possess a growth-mindset, are organized self-starters, are a team player and are flexible and sensitive to the needs that arise in the life of an active school. Experience with Transparent Classroom and Google Suite helpful. Benefits: Competitive compensation. Health, dental & vision insurance. Six school weeks of vacation. Retirement plan and term life. Community: Greene Towne Montessori School’s mission to develop each child's full human potential--emotionally, academically, and socially--and to foster a life-long love of learning. Our programs aim to meet the diverse needs of the children and families we serve (toddlers through third grade, about 200 students). Our urban location allows us to take advantage of Philadelphia's cultural and educational opportunities. To apply: Email letter of interest, resume, and contact information for three professional references, to careers@gtms.org . Deadline: May1, 2026 Position start date: August 3. 2026. Applications will be reviewed as they are received. Note to the Applicants: Only shortlisted candidates will be contacted for an interview.  No calls please.  Applicants must be authorized to work in the United States. GTMS is unable to sponsor visas at this time.  Montessori Early Childhood Certification, 4-year college degree or higher, two or more years of experience in leading a Toddler Montessori environment. Tue, 12 May 2026 08:47:25 -0400 https://careers.nais.org/jobs/rss/22270504/montessori-auxiliary-assistant-year-round-schedule-8-00-4-00 https://careers.nais.org/jobs/rss/22270504/montessori-auxiliary-assistant-year-round-schedule-8-00-4-00 Philadelphia, Pennsylvania, Greene Towne Montessori School, located in Center City, Philadelphia, is dedicated to providing a stimulating learning environment for children ages 18 months through 9 years, consistent with the values and principles developed by Dr. Maria Montessori. Greene Towne Montessori School instills in young children an understanding of learning as a personal process, a sense of agency in building self and community, and the joy of possibility. The Greene Towne Montessori School Auxiliary Assistant provides classroom support in response to changing needs each day. Duties include organizing activities for children; substituting as needed; supporting lunch, recess, and nap; guiding children in their work; replenishing materials; cleaning and disinfecting the classroom and helping children with transitions moving through the building and up to the rooftop play deck. The Auxiliary Assistant reports to the Head of School, Montessori Director/Dean of Faculty, Senior Administrative Assistant or Lead Teacher as assigned. This position requires flexibility and a broad range of skills, with energetic adaptability to changing needs each day and provides an excellent experience for those who are looking to explore Montessori early childhood education. Greene Towne Montessori School values diversity as part of its mission, provides equal employment opportunity, and does not discriminate against any employee or applicant for employment because of race, color, national origin, disability, ancestry, citizenship, religion, age, gender, sexual orientation or any other characteristic protected by law. Greene Towne Montessori School  55 N. 22nd Street, Philadelphia, PA 19103 email: careers@gtms.org web: www.gtms.org Qualifications: Early Childhood classroom teaching experience is required. Greene Towne Montessori School is seeking individuals that have a love for children, possess a growth-mindset, are organized self-starters, and are flexible and sensitive to the needs that arise in the life of an active school. Competitive compensation and benefits, three weeks’ paid vacation in addition to school Regular professional development in areas including Montessori methodology, diversity equity and inclusion work, and communication skills. Community: Our programs aim to meet the diverse needs of the children and families we Our urban location allows us to take advantage of Philadelphia's cultural and educational opportunities. To apply: Email letter of interest, resume, and contact information for three professional references, to careers@gtms.org Deadline Application Date: Applications will be reviewed as they are received . Position start date : Flexible   Note to the Applicants: Only shortlisted candidates will be contacted for an interview.  No calls please.  Applicants must be authorized to work in the United States. GTMS is unable to sponsor visas at this time. Tue, 12 May 2026 09:19:48 -0400 https://careers.nais.org/jobs/rss/22267805/1st-step-teacher https://careers.nais.org/jobs/rss/22267805/1st-step-teacher LAKE FOREST, Illinois, LFCDS, located on a 30-acre campus about 30 miles north of Chicago, Illinois, is a co-educational independent day school serving 413 students from age two through eighth grade. The School has a long tradition of producing thoughtful, confident, and successful students. Children are known, loved, and challenged at LFCDS, and a state-of-the-art facility provides a remarkable setting for inspired teaching, academic rigor, and attention to individual needs.     1st STEP Lead Teacher (Early Childhood Program, Ages 2–3)   Lake Forest Country Day School (LFCDS) is seeking a dedicated and experienced 1st STEP Lead Teacher to guide our youngest learners, ages 2–3, in a nurturing, developmentally responsive environment.   Position Overview   The 1st STEP program provides a thoughtful bridge between early physical and emotional development and the emerging cognitive phase of learning for two- and young three-year-old children. Through music, movement, exploration, and purposeful play, children develop social, language, and pre-academic skills in a structured yet joyful setting.   This is a 3-day program position with additional teaching responsibilities to support a full-time schedule from 7:45 a.m. to 3:45 p.m.   Program Philosophy   The 1st STEP program emphasizes:   Transition from parallel to interactive play   Language development as a tool for communication and self-expression   Respect for self, others, and the environment   Development of gross and fine motor skills   Strong partnerships between school and home     Key Responsibilities   Lead a classroom serving children ages 2–3, fostering a warm, engaging, and developmentally appropriate environment    Support children’s growth across social/emotional, cognitive, physical, and language domains    Design and implement curriculum grounded in play-based, experiential learning    Promote the development of self-confidence, independence, and respectful interactions    Model appropriate behavior and guide children using clear expectations, positive reinforcement, and gentle redirection    Collaborate closely with colleagues to support a cohesive early childhood program    Communicate regularly with families through both formal conferences and ongoing updates   Compensation and Benefits   This full-time position includes a full complement of benefits, including health, vision, and dental plans; 403b with employer match, and generous tuition remission for dependents. Annual compensation ranges from $55,000 - $85,000 and is based on years of teaching experience and level of education.   Mission Statement:  Through inspired teaching and partnership with families, Lake Forest Country Day School nurtures a love of learning and builds a foundation of strong character, preparing students to navigate their path with purpose.   Core Beliefs:     Childhood is championed:  We center all we do on what is best for our students, protecting and building upon the magic of these precious years.     Community is our core:  Honest and respectful relationships, formed through conversation and collaboration, build trust and a sense of belonging  –  honoring the dignity of every person.     Curiosity is a gift:  Wonder is an animating force that resides in every person and should be modeled and nurtured to stimulate self-discovery, spark innovation, and drive creativity.   We aim high:  Raising expectations activates the great potential we see in every person and elicits efforts that result in individual growth and the collective success of our community.   Interested applicants should send a letter of interest, resume, and the names of three professional references (personal statement optional) in PDF format to the attention of Abby Acuna, Head of Early Childhood, at  abby.acuna@lfcds.org       Professional and Personal Qualifications: DCFS credentialing required  for teaching in a  2–3-year-old program  (or willingness to obtain)   Completion of  Gateway to Opportunity trainings  (or willingness to obtain)    Demonstrated experience working with  toddlers (ages 2–3)  preferred    Strong understanding of early childhood development    Excellent communication and collaboration skills    Warm, patient, and responsive teaching approach   Affinity and enthusiasm for working with young children   Demonstrated creativity, innovation, and the ability to manage classroom behavior Excellent communication and organizational skills   Willingness to learn and improve professionally   Sound judgment and emotional maturity   Ability to collaborate and work with a team, willingness to engage in all aspects of the LFCDS community   A bachelor’s degree from an accredited college or university   Integrity, ethical conduct, and professional discretion with confidential matters   Tue, 12 May 2026 10:30:11 -0400 https://careers.nais.org/jobs/rss/22262445/toddler-teaching-fellow https://careers.nais.org/jobs/rss/22262445/toddler-teaching-fellow McLean, Virginia, BASIS Independent McLean is seeking qualified candidates for a Toddler Teaching Fellow beginning June 2026. BASIS Independent McLean opened in 2016 and sits on an 11-acre campus located in Tysons Corner in Northern Virginia, with convenient access to Washington, D.C. less than 15 miles away. We have been named the #1 Private K-12 School in Virginia for the last three years by Niche, the #1 Best High School for STEM in Virginia, and rank in the Top 20 Best Private K-12 Schools in the country. This recognition highlights the strength and expertise of our faculty, as well as the high academic standards we set for students.   What We're Looking For The Toddler Teaching Fellow will float between classes and assist the lead teacher to create an environment where learning is a joyful and rewarding experience that maintains the integrity of each child’s imagination and natural curiosity. The environment fosters an exposure to a thematic, hands-on, comprehensive, and content-rich curriculum. It creates a blueprint for children not only to transition with ease to Pre-K and Kindergarten, but also to become enthusiastic lifelong learners. Ultimately, the goal of the program is to foster a sense of wonder while engaging in the world that surrounds us, equipping students with a foundation for future success.   The Toddler Teaching Fellow's role is to assist the lead teacher while learning the BASIS Independent Schools model with opportunities for growth and a successful transition into Lead Teacher roles. Teaching Fellows have the opportunity to learn all aspects of the school preparing them for the classroom or administration in the future. Teaching Fellows help in the efforts to build and maintain a strong, positive achievement-oriented school culture. This position is a visible presence in all areas of the school and can assist with any issues relating to the well-being of the students during their time at the school.   The Toddler Teaching Fellows will be required to attend all staff meetings, and any training required of Teachers. Primary Job Responsibilities include, but are not limited to:   Assisting teachers with classroom management   Student academic support and tutoring   Assisting classroom teachers with events, labs, and testing   Working with teachers in evaluating student progress and gains   Proctoring assessments   Monitoring and managing student's non-scheduled time, to include Early Bird and Late Bird supervision and Lunch Monitor responsibilities   Monitoring and managing study groups   Coordinating homework and assignments for absent students   Assisting Directors of Student Affairs and Deans with managing behavior and discipline Assisting Directors of Academic Programs with execution of key programs   Essential Teacher Qualifications   Strong belief in and adherence to the BASIS Independent Schools model   Excellent oral and written communication skills   Ability to exercise excellent judgment and decision making   Ability to work with diverse constituents while maintaining high professional standards   Exemplary organizational skills; ability to establish and manage multiple priorities; ability to work under pressure Outstanding attention to detail and accuracy   Additional Qualifications   Minimum Qualifications: bachelor’s degree is required (early education preferred). Candidates must possess the willingness to keep current in both subject matter knowledge and BASIS Independent Schools teaching methodologies.   Preferred Qualifications: A successful applicant will demonstrate strong communication skills and be open to new ideas in teaching methods. Candidates must have the ability to obtain a fingerprint clearance card.   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.   Fri, 08 May 2026 18:21:03 -0400 https://careers.nais.org/jobs/rss/22262164/preschool-music-teacher https://careers.nais.org/jobs/rss/22262164/preschool-music-teacher Lexington, Kentucky, Preschool Music Teacher The Lexington School is seeking a teaching professional who has experience inspiring and engaging young minds through music in an atmosphere of playful discovery and multi-sensory experience for the 2026–2027 school year. This position is ideal for an educator who brings strong musicianship and a passion for early childhood music education, using singing, movement, and creative exploration to nurture a lifelong love of music in students ages two through kindergarten. Please direct your resume and cover letter to employment@thelexingtonschool.org Recognized as a national leader among independent elementary schools by The Best Schools organization, The Lexington School is a PK - 8 school of some 600 students located in Lexington, KY. With an average class size of 12, a talented and diverse faculty, and robust resources, The Lexington School is a fantastic place to work and grow as a professional. It is also located in a growing and thriving community, home to the University of Kentucky, Transylvania University, and other educational institutions. Known as well for high tech, health care, and horses, and home to many national businesses, Lexington and surrounding areas offer an excellent quality of life. Teachers at The Lexington School maintain a learning environment that supports the school’s mission, working to help instill integrity, a joyful pursuit of learning, and a strong work ethic in students. Qualified candidates will also model the TLS Mission Skills , and strive to exemplify each of the faculty created indicators of teaching excellence , which are: Teamwork and Collegiality Creativity and Engagement Ethics and Nurturing School Culture Resilience and Growth Mindset Curiosity and Professional Improvement Time Management and Classroom Culture Best Practice Instruction and Assessment   Key Areas of Responsibilities: Duties of this job include, but are not limited to: Plan and lead engaging, developmentally appropriate music classes for preschool and kindergarten students Integrate singing, movement, rhythm instruments, and creative play into instruction Foster a joyful, inclusive classroom environment that encourages participation and exploration Support students’ musical, social, and emotional development through multi-sensory learning Plan, prepare, and present multiple preschool music performances for families and the school community Collaborate with colleagues and contribute to a positive, team-oriented school culture Communicate effectively with families regarding student progress and classroom experiences Develop plans and instructional materials to provide individualized and small group instruction and adapt the curriculum to the needs of each student Maintain lesson plans and schedules as part of curriculum mapping Establish and maintain standards of student behavior needed to achieve a functional and positive learning atmosphere in the classroom Maintain professional competence through professional growth activities, including training drills, and other school procedures Present a positive image of The Lexington School to the outside community, including social networking sites Other duties as assigned by the Preschool Division Head or Head of School   Supervision : Directly reports to the Preschool Division Head.   Please direct your resume and cover letter to employment@thelexingtonschool.org This position is Effective July 1, 2026.   Note : The Lexington School is dedicated to the principles of equal employment opportunity and does not discriminate in the terms, conditions, benefits, practices, or opportunities for employment on the basis of race, sex (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity, religion, age, national origin, disability, veteran’s status, or status as a smoker or non-smoker, or any other basis protected by applicable federal, state, or local law. Qualifications: Bachelor’s degree required Strong keyboard and vocal skills Orff Schulwerk, Kodaly and/or Dalcroze training is preferred. Experience working with students aged two through kindergarten is requisite Experience teaching early childhood and kindergarten required Tue, 12 May 2026 14:42:01 -0400 https://careers.nais.org/jobs/rss/22262368/pre-kindergarten-assistant-teacher https://careers.nais.org/jobs/rss/22262368/pre-kindergarten-assistant-teacher Denver, Colorado, ABOUT ST. ANNE’S EPISCOPAL SCHOOL St. Anne’s Episcopal School is a vibrant, independent, preschool-8th grade co-educational school located in the heart of the Denver metro area, serving approximately 450 students. Our school culture fosters a sense of belonging and community, builds character, and pursues academic scholarship, all rooted in our values of curiosity, humility, faith, compassion, and service. We are a supportive community that provides a program where students can thrive academically, athletically, spiritually, artistically, emotionally, and socially.   We build character and integrity upon a spiritual, moral, and ethical foundation and strive to foster the development of people who make significant and lasting contributions to society. MISSION Grounded by our founding values, we cultivate a community of curious and compassionate learners who are inspired to serve and enrich our world. VALUES Community, Curiosity, Faith, Compassion, Humility POSITION DESCRIPTION S t. Anne’s Episcopal School is pleased to announce an opening for a full-time Pre-Kindergarten Assistant Teacher for the 2026-2027 school year.  OVERALL RESPONSIBILITIES AND EXPECTATIONS Co-teach Pre-K PE with the PE Teacher Assist in the supervision of learning activities while circulating within the preschool or pre-K classroom and provide assistance and learning support to students. Promote skills and strategies for a joyful classroom environment Nurture meaningful relationships with students Incorporate a lens of diversity, equity, and inclusion across the curriculum in both planning and delivery Facilitate targeted skill instruction and provide support to students as they practice them in small groups Collaborate with the lead teachers across classroom needs Support classroom neurodiversity and social-emotional spectrum in tandem with the lead teacher Participate in and contribute to communication with families  Utilize technology intentionally and demonstrate an interest in learning about new tools  Actively seek out professional development opportunities Assist in the supervision of students during co-curricular classes (Spanish, Music, Science, and Library) Fulfill assigned monitoring duties (i.e., recess, lunch duty, etc.) Assist in preparing classroom bulletin boards, classroom decorations, and displays of student activities, etc. Reinforce the school’s core values and policies inside and outside the classroom. Attend faculty meetings and parent conferences Contribute to community-wide needs and other duties as assigned IDEAL QUALIFICATIONS:   Bachelor’s Degree in education or related field required  Meet the required Early Childhood Teacher (ECT) requirements/qualifications and provide all documentation Prior experience working in Early Childhood Education, Preschool or Kindergarten Excellent organization, presentation and communication skills Strong classroom management skills Commitment to collaboration and team teaching across disciplines Ability to build a strong rapport with students, families, school personnel and external support providers Willingness to develop one's own knowledge and skills through professional development Ability to work and communicate effectively and efficiently with and within a culturally diverse student body, staff, and community Demonstrated ability to be flexible, visible, resilient, collaborative, and approachable An enthusiastic and strong work ethic, a team player, and a self-starter St. Anne’s Episcopal School is committed to creating a supportive learning environment where all individuals are valued for their unique contributions and are able to achieve their highest potential. We strongly believe that a diverse and inclusive environment is the best learning environment for our students and prepares them to live, work, and thrive in an increasingly global and multicultural community. We reject all prejudice, particularly those based on race, national and ethnic origin, religion, socioeconomic status, gender identity, sexual orientation, and physical characteristics. St. Anne’s believes that each individual is entitled to equal employment opportunity without regard to race, color, religion, gender or gender identity, national origin, age, sexual orientation, ancestry, disability genetic information, veteran status, or any other characteristic protected under federal, state or local anti-discrimination laws.  The school’s equal employment opportunity practices extend to recruitment, hiring, selection, compensation, benefits, transfer, promotional opportunities, training, discipline, and all other terms, conditions, and privileges of employment. SALARY RANGE & BENEFITS  $50,000 - $53,000 Annually St. Anne’s offers a competitive benefits package, which includes medical, dental, and vision coverage, 403(b) retirement inclusion, long-term disability, life insurance and  free lunch. Interested candidates can send their cover letter, resume, Philosophy of Education statement, and list of references to Rene Reynolds, Director of Human Resources, at recruiting@st-annes.org . Fri, 08 May 2026 16:00:51 -0400 https://careers.nais.org/jobs/rss/22262117/assistant-early-childhood-teacher https://careers.nais.org/jobs/rss/22262117/assistant-early-childhood-teacher North Bethesda, Maryland, Summary Description: Green Acres School is seeking a full-time assistant early childhood teacher to join our dynamic staff community for the 2026–2027 school year.  The assistant teacher works in collaboration with the pre-k, kindergarten, and specials teachers to implement a program that promotes social, emotional, cognitive, and physical development of each child in the program.  This teacher will support in addressing multiple needs within lively classroom atmospheres.  Responsibilities: Build positive, nurturing relationships with students Assist teachers in preparing and facilitating classroom activities Engage students in small groups or one-on-one during homecorner, choice time, and outdoor play Accompany  homecorner groups to specials and support specials teachers as needed Support with daily routines and maintenance  Support teachers with snack and lunch in accordance with OCC regulations  Help children dress for outside play and changing after accidents as needed Set up for rest time Support daily clean-up and maintenance of classroom and outdoor materials Work with teachers to create and maintain classroom documentation and displays Ability to lift up to 25lbs (must be able to lift children on/off swings, help with climbing on outdoor equipment, etc.) Fulfillment of all OCC teacher training, licensing, and background requirements  To apply: Send a cover letter, Green Acres School Employment Application form (https://www.greenacres.org/uploaded/June_2025_Application_for_Employment_Fillable.pdf), resume, and statement of educational philosophy to employment@greenacres.org. All items are necessary for an application to be considered. Questions may be addressed to employment@greenacres.org or 301.881.4100. A bachelor’s degree is required; an advanced degree is preferred.  Previous experience relevant to this position. A sincere love of working with children and a love of teaching. Curiosity and a growth mindset. Fri, 08 May 2026 10:56:39 -0400 https://careers.nais.org/jobs/rss/22262302/early-learning-lead-teacher https://careers.nais.org/jobs/rss/22262302/early-learning-lead-teacher Saugerties, New York, Overview  Middle Way School is pioneering a new model of education based on the best in education research and enhanced by the wisdom and compassion of Buddhist traditions. Master teachers with a deep understanding of childhood development are the pillars of this education. Lead teachers are responsible for co-creating, evaluating, implementing and documenting curricula in cooperation with the Head of School, division heads, curriculum coordinators, and other teachers in the school. Lead teachers are responsible for supporting students’ development in all areas including social-emotional, physical, and academic. They also work with the Dharma Education Liaison to integrate Buddhist wisdom and practice into the classroom. Lead teachers assess students’ progress and report to parents regularly.  MWS school culture relies on daily meditation and ample professional support. We expect our teachers to meet conventional outcomes in unconventional ways and use skillful means to differentiate in ways that help meet students academically and socially. Teachers are expected to explore the Middle Way model of development and actively engage in its creation. Being a practicing Buddhist is not necessary, however, an understanding of Buddhist principles and terminology is expected. In addition, we ask that all staff develop a personal contemplative practice of some kind.   Responsibilities Create a positive, nurturing classroom community Set up and maintain an organized and inviting classroom environment Develop and document curriculum including unit and lesson plans Work collaboratively and individually (with guidance from the Academic Curriculum Liaison) on curriculum development, instructional methods, assessment, and differentiation in all academic areas Offer differentiated instruction to support all students Provide developmentally-appropriate interdisciplinary curriculum Implement a daily, productive, intentional, and engaging choice time Maintain frequent contact with parents including a weekly newsletter Write narrative reports twice per year and lead parent-teacher conferences with benchmarks documentation twice per year Provide day-to-day guidance for assistants, substitutes and other classroom supports Develop, planning and supervising field trips Conduct home visits for new students (under the age of 5) Plan and participate in seasonal celebrations and events Supervise up to one lunch or recess period each day Participate in the admissions process Explore and maintain a contemplative practice and occasional dharma study Pursue ongoing professional development Participate in summer curriculum development and classroom setup Other duties and responsibilities may be assigned from time to time as business needs require Core Competencies Knowledge of current best practices in  early childhood education, including play-based learning, outdoor education,  early childhood development, mindfulness, and social-emotional learning  Background in progressive education and constructivist theory and ability to put it into practice Knowledge, understanding, and use of active learning strategies to support a range of learners Ability to creatively integrate and adapt curriculum to engage learners A creative and rigorous approach to information gathering and analysis, ability to understand broad ideas and synthesize Ability to implement effective classroom management strategies Demonstration of personal and professional commitment to diversity,  equity , inclusion, justice and belonging. Clear communication – excellent command of written and spoken English  Ability to work collaboratively as part of a team – especially when it is necessary to facilitate change, overcome an impasse, face an issue, or ensure that decisions are made. Ability to write and speak in depth about the tenets of Progressive education. Training in a systematic, multi-sensory approach to reading instruction  Qualities A passion for education and carrying out the vision and mission of Middle Way A love and understanding of children and early childhood development An interest in personal and professional growth, Open to the teachings of the Buddhadharma  Flexible, open-minded, adaptable, patient with change Able to work independently and in teams Practical and resourceful  Able to see the merits of perspectives other than their own; openness to different and new ways of doing things Reliable and respectful of deadlines Humor! Required Education/Experience Master’s degree required. 3-5 years of experience in early childhood  teaching preferred Familiarity with Responsive Classroom preferred Working Conditions Ability to position oneself to work with young children and remain in a stationary position for periods of time. Ability to observe details at close range and communicate information and ideas so others will understand. Must be able to exchange accurate information to ensure children’s health and safety. Ability to work in outdoor weather conditions. May require moving items weighing up to 30 lbs. Some supports are available to assist with this.  Terms On-site at Middle Way School in Saugerties, NY Full-time, exempt position Schedule is 7:55 AM - 3:30 PM plus one weekly staff meeting from 3:30 - 5:00 PM for the entirety of the 2026-2027 academic year All school breaks paid  Group health insurance eligibility 75% tuition reduction benefit All employees must pass a New York State background check Salary range of $46,500 to $53,000 How to Apply Please send a cover letter explaining why you are interested in a position at Middle Way along with a resume to careers@middlewayschool.org .  We hire and enroll without discriminating against any identifying factor which may include race, age, national or ethnic origin,  religion, sex, sexual orientation, gender identity, or socioeconomic background. We will make accessibility accommodations for individuals with disabilities to the fullest extent possible. As an institution and as individuals we recognize that we have the responsibility to actively change the power differences that perpetuate biases against historically underrepresented groups. Our inclusion efforts are a dynamic process. We welcome your experience and invite your input on how our school community can continue to evolve. Fri, 08 May 2026 14:49:31 -0400 https://careers.nais.org/jobs/rss/22262442/early-education-teaching-fellow https://careers.nais.org/jobs/rss/22262442/early-education-teaching-fellow McLean, Virginia, BASIS Independent McLean is seeking qualified candidates for an Early Education Teaching Fellow for the 2026-27 school year! BASIS Independent McLean opened in 2016 and sits on an 11-acre campus located in Tysons Corner in Northern Virginia, with convenient access to Washington, D.C. less than 15 miles away. We have been named the #1 Private K-12 School in Virginia for the last three years by Niche, the #1 Best High School for STEM in Virginia, and rank in the Top 20 Best Private K-12 Schools in the country. This recognition highlights the strength and expertise of our faculty, as well as the high academic standards we set for students.   What We're Looking For The Early Education Teaching Fellow will float between classes and assist the lead teacher to create an environment where learning is a joyful and rewarding experience that maintains the integrity of each child’s imagination and natural curiosity. The environment fosters an exposure to a thematic, hands-on, comprehensive, and content-rich curriculum. It creates a blueprint for children not only to transition with ease to kindergarten and first grade, but also to become enthusiastic lifelong learners. Ultimately, the goal of the program is to foster a sense of wonder while engaging in the world that surrounds us, equipping students with a foundation for future success.   The Early Education Teaching Fellow's role is to assist the lead teacher while learning the BASIS Independent Schools' model with opportunities for growth and a successful transition into Lead Teacher roles . Teaching Fellows have the opportunity to learn all aspects of the school preparing them for the classroom or administration in the future. Teaching Fellows help in the efforts to build and maintain a strong, positive achievement-oriented school culture. This position is a visible presence in all areas of the school and can assist with any issues relating to the well-being of the students during their time at the school.   The Early Education Teaching Fellows will be required to attend all staff meetings, and any training required of Teachers. Primary Job Responsibilities include, but are not limited to:   Assisting teachers with classroom management   Student academic support and tutoring   Assisting classroom teachers with events, labs, and testing   Working with teachers in evaluating student progress and gains   Proctoring assessments   Monitoring and managing student's non-scheduled time, to include Early Bird and Late Bird supervision and Lunch Monitor responsibilities   Monitoring and managing study groups Coordinating homework and assignments for absent students   Assisting Directors of Student Affairs and Deans with managing behavior and discipline   Assisting Directors of Academic Programs with execution of key programs   Essential Teacher Qualifications:   Strong belief in and adherence to the BASIS Independent Schools model     Excellent oral and written communication skills     Ability to exercise excellent judgment and decision making     Ability to work with diverse constituents while maintaining high professional standards     Exemplary organizational skills; ability to establish and manage multiple priorities; ability to work under pressure   Outstanding attention to detail and accuracy     Additional Qualifications   Minimum Qualifications: Bachelor's Degree is required (early education preferred). Candidates must possess a willingness to keep current in both subject matter knowledge and BASIS Independent Schools teaching methodologies.   Preferred Qualifications: A successful applicant will demonstrate strong communication skills and be open to new ideas in teaching methods. Candidates must have the ability to obtain a fingerprint clearance card.   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.   Fri, 08 May 2026 18:17:29 -0400 https://careers.nais.org/jobs/rss/22262359/pre-primary-extended-day-teacher https://careers.nais.org/jobs/rss/22262359/pre-primary-extended-day-teacher Charlotte, North Carolina, POSITION DESCRIPTION The position requires patience, respect for children, and the ability to encourage the children to be independent. The Extended Day Teacher works in conjunction with the Lead and Assistant Teachers in the Pre-Primary classroom with children ages 2-3, gradually assuming care of the children throughout the afternoon, with a general schedule from 11:30 a.m. to 5:30 p.m.  This person will also be required, if needed by the Division Head, to come in for coverage on days when the Early School requires full-day child care when regular classes are not in session, on professional development days, or on conference days.   This is a full-time, 30-hour/week, non-exempt,  10-month position. The employee will maintain a healthy learning environment that supports the Charlotte Preparatory School mission statement and upholds the four pillars of leadership: Respect, Integrity, Perseverance, and Courage. Charlotte Preparatory School is committed to sustaining a professional, inclusive, and collaborative environment where diversity in thought and culture is welcomed. Effective Date:  August 6, 2026 GENERAL DUTIES Plan, prepare, and lead activities for and with the children throughout the end of the day, including (but not limited to) story time, music and movement, art experiences, group games, and free play.   Collaborate with other extended day teachers to provide a consistent, enriching experience across classrooms. Be actively involved with the Lead and Assistant Teachers in toilet learning/stand-up diapering, restroom monitoring, and supervision of nap time and playground time. Assist the children by moving around to support their independence during free play: choosing individual activities, using materials purposefully and constructively, and returning each activity to its original place when the child completes his task. Establish and maintain cooperative working relationships with children, parents, and co-workers. Communicating information daily about the children to and from the daytime teachers. Be responsible for the cleanliness of the classroom; understanding the placement of the Montessori materials to keep them set and ready for the next day; daily cleaning of tabletops/surfaces; weekly dusting of shelves and bookcases; daily disinfecting of work areas. Participate in Early School events as requested by the Head of Early School. Abide by all guidelines outlined in the school's handbooks, policies, rules and regulations, as adopted. Perform other duties as assigned by the Division Head, Extended Day Coordinator, and/or Head of School. PROFESSIONAL QUALIFICATIONS REQUIREMENTS Early Childhood Education Certification or equivalent strongly preferred; some knowledge of Montessori philosophy desirable but not required. 1 year related experience, especially working with toddler-aged children in a group setting and/or training; or equivalent combination of education and experience. PERSONAL CHARACTERISTICS Team-oriented with the ability to work effectively with all members of the Charlotte Prep community. Strong communication and organizational skills with high levels of attention to detail. Positive, enthusiastic, flexible, and warm personality. Strong work ethic, proactive, and success-oriented. Demonstrates patience and respect for small children and their natural development as inherent throughout the teachings and philosophy of Maria Montessori.     SUPERVISION Reports directly to the Head of Early School Please direct resume, cover letter, and references to Sharon Vanella, Head of Early School, svanella@charlotteprep.org . Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs.  Fri, 08 May 2026 15:49:45 -0400 https://careers.nais.org/jobs/rss/22262425/early-learning-associate-teacher-prek-kindergarten https://careers.nais.org/jobs/rss/22262425/early-learning-associate-teacher-prek-kindergarten Atlanta, Georgia, In an elementary learning environment, the PreK/Kindergarten associate teacher supports the early learning lead teacher with the planning and implementation of the overall instructional program and daily operation of the classroom that advances children's intellectual, emotional, social, and physical development within a safe, healthy learning environment. PRINCIPAL RESPONSIBILITIES Assists in the planning and delivery of lesson plans and instructional materials and experiences that facilitate active and meaningful learning Under the direction of the supervision of the lead teacher, instructs and facilitates students’ use of learning materials and equipment Assists with establishing and maintaining appropriate student behavior in the classroom, school building, and school grounds and exercises due care for the health, safety, and well-being of the students in accordance with Galloway’s philosophy and policies Offers input on student progress and program evaluation Shares insight and other necessary information regarding students’ progress to lead teacher Manages students’ transitional time Actively participates in professional development, curriculum development, and class, grade, and level meetings Assists in establishing an organized and prepared classroom, including a logical physical set-up and maintenance of documentation boards Demonstrates a desire to improve by collaborating with colleagues and seeking feedback on teaching practices Participates responsibly in regularly assigned duties including, but not limited to carpool, playground, and orderliness of shared areas Performs all other related work delegated or required to accomplish the objectives of the total school program Competencies:   Ability to establish and maintain cooperative and effective working relationships with others Proven ability to maintain complete confidentiality in all matters Excellent verbal and written communication skills Excellent organizational skills, including punctuality, prioritization, and self-motivation skills Intellectual curiosity Knowledge and implementation of relevant technology     Fri, 08 May 2026 17:33:43 -0400 https://careers.nais.org/jobs/rss/22262360/early-school-primary-cycle-assistant-teacher https://careers.nais.org/jobs/rss/22262360/early-school-primary-cycle-assistant-teacher Charlotte, North Carolina, OVERVIEW Early School teachers maintain a learning environment consistent with the Montessori philosophy that supports the Charlotte Preparatory School mission statement and upholds the Four Pillars of Leadership: Respect, Integrity, Perseverance, and Courage.  The Assistant Teacher position requires patience, respect for children, and the ability to encourage the children to be independent.  The classroom adults model appropriate manners and behaviors.  The Assistant Teacher supports the instruction of children in activities designed to promote social, physical, and intellectual growth following the philosophies of Maria Montessori by performing the following duties. This is a full-time/40-hr. per week, non-exempt, 10-month position, with general hours 7:30 a.m. - 4:00 p.m. Effective Date:  August 6, 2026 KEY AREAS OF RESPONSIBILITY Abide by all guidelines outlined in the school’s handbooks, policies, rules, and regulations, as adopted. Become knowledgeable about Montessori terminology and methods. Assist the lead teacher in providing the children with a “prepared environment.” Keep the classroom clean and inviting. Assist with individual and/or group activities to support children's growth in social, emotional, and academic areas. Assist the children by moving around to support and guide them during the Montessori work cycle as they choose, complete, and return work to its location. Promote independence in individual work to develop concentration,  as well as group work to promote socialization. Establish and maintain cooperative working relationships with children, parents, and co-workers. Participate in Early School events as requested by the Division Head. Serve snacks and lunch while helping children learn how to help themselves. Supervise children during the work cycle, lunch, nap, and recess, as needed. Lead the class in the absence of the lead teacher, alongside a substitute teacher. PROFESSIONAL QUALIFICATIONS AND SKILLS Early Childhood Education and/or Montessori certification desired (accredited college or university). Hours toward the above considered. 1 – 2 years related experience and/or training; or equivalent combination of education and experience. PERSONAL CHARACTERISTICS Team orientation – able to work effectively with other members of the school administrative team, other faculty members, parents, students, and other school/Montessori community colleagues.  Sees the school as an entire entity, rather than an isolated Early School division. Strong communication and organizational skills with high levels of attention to detail Positive, enthusiastic, and warm personality Strong work ethic, proactive, professional, and flexible Confident with guiding groups of children through transitions and group times. Demonstrates patience and respect for small children and their natural development as inherent throughout the teachings and philosophy of Maria Montessori Commitment to the mission and values of the school. SUPERVISION Reports directly to the Head of Early School  Please direct resume, cover letter, and references to Mrs. Sharon Vanella, Head of Early School; svanella@charlotteprep.org . Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs. Fri, 08 May 2026 15:55:50 -0400 https://careers.nais.org/jobs/rss/22259554/teacher-in-residence-2026-2027-manhattan-white-plains-ny https://careers.nais.org/jobs/rss/22259554/teacher-in-residence-2026-2027-manhattan-white-plains-ny White Plains, New York, The Windward School is seeking dedicated and enthusiastic Teachers-in-Residence to join our community across multiple campuses for the 2026-2027 school year. Each role is based at one specific campus and candidates are encouraged to express their preference for placement during the hiring process. As integral members of our vibrant educational community, Teachers-in-Residence cultivate strong and trusting relationships with students and collaborative relationships with faculty. While participating in a structured teacher training program, Teachers-in-Residence are in pursuit of pedagogical knowledge and instructional expertise. This effort is achieved through rich professional development and opportunities for reflection.    As a Teacher-in-Residence at The Windward School you would have the following responsibilities including but not limited to: Becoming knowledgeable about the elements and structure of spoken and written language Participating in the Windward Teacher Training Program (WTTP) and Windward Institute (WI) workshops and courses Developing formal lesson plans and teaching such lessons under the observation of coordinators and administrators Attending and actively participating in weekly staff development sessions Assisting mentor teachers with the instructional classroom program as appropriate Meeting frequently with mentor teachers and a Staff Developer to discuss teacher training progress, educational/instructional strategies, and overall performance Providing supervision for students during lunch, recess, arrival, and dismissal Actively contributing and supporting the DEIB (Diversity, Equity, Inclusion & Belonging) initiatives of The School Becoming familiar with The Windward School culture by attending school activities and programs Gaining knowledge in the research and strategies that support the multisensory instructional program Developing an understanding of the emotional and social needs of our students and techniques used to support those needs   Embodying Windward’s core competencies of commitment, growth, impact, and community in order to support these goals, Teachers-in-Residence are required to enroll in Windward Institute (WI) core courses: Multisensory Reading Instruction ( PAF), Teaching Basic Writing Skills and Language, Learning and Literacy . These courses reflect the research base of the Windward program and provide the foundation of knowledge about language. Teachers-in-Residence are also required to read selected articles that describe the body of research that supports the Windward program. Specific Requirements BA/BS degree required Excellent oral and written communication skills Strong technology skills A passion for learning and growth and an ability to thrive in a rigorous training program Open to constructive feedback and reflection Commitment to DEIB (Diversity, Equity, Inclusion & Belonging) work and creating an inclusive environment Previous experience working with school-aged children preferred   Our Vision A world where every child with a language-based learning disability is empowered to achieve unlimited success.   Our Mission The School is an independent, coeducational day school dedicated to providing an excellent instructional program for children with language-based learning disabilities. The multisensory curriculum is designed for students of average to superior intelligence who can benefit from the unique educational experience provided. Through direct instruction in small class settings, a trained staff assists students to improve their language skills. Academic success, combined with opportunities for social and emotional growth, enables students to understand their learning styles, build confidence, and develop self-advocacy skills. Windward is committed to helping students achieve their full potential in preparation for a successful return to the mainstream educational environment. To meet these goals, the School provides ongoing training to its faculty based on the most current research and also shares its expertise with the parent body, other educators, and the broader community.   Salary Range: $53,000-$56,420 (According to CBA and Years of Experience) Manhattan Stipend: $3,000 annually   To Apply: https://www.thewindwardschool.org/about/employment/ Specific Requirements BA/BS degree required Excellent oral and written communication skills Strong technology skills A passion for learning and growth and an ability to thrive in a rigorous training program Open to constructive feedback and reflection Commitment to DEIB (Diversity, Equity, Inclusion & Belonging) work and creating an inclusive environment Previous experience working with school-aged children preferred +$3,000 for Manhattan Campus Thu, 07 May 2026 14:51:54 -0400 https://careers.nais.org/jobs/rss/22259701/early-childhood-head-teacher https://careers.nais.org/jobs/rss/22259701/early-childhood-head-teacher Hoboken, New Jersey, All Saints Episcopal Day School, a Pre-K through Grade 8 independent school in Hoboken, New Jersey, seeks an Early Childhood Teacher beginning in August 2026.  An ideal candidate will have: experience teaching students aged 3-5 years old a clear personal commitment to high-quality academics and values-driven education knowledge of Responsive Classroom practices familiarity with the International Baccalaureate Programme interest in community service and engagement demonstrated ability to communicate clearly and effectively with parents and colleagues an eagerness to collaborate with colleagues, especially in literacy, math, science, and the arts an advanced degree; a Bachelors’ degree is a minimum requirement   Teachers at All Saints enjoy small classes of 12-18 students in an environment that intentionally promotes not just academic achievement that qualifies students for admission to selective secondary schools but also social-emotional growth and responsibility. It is a values-driven culture and a place where colleagues enjoy both collaboration and thoughtful professional development.  Highlights of the Early Childhood experience include a focus on development of the whole child. Students at all grade levels engage in interdisciplinary learning and memorable milestone projects. Students in Pre-K3 learn and practice public speaking skills as they interview members of the community; Pre-K4 students learn about the post office and create and run a school-wide mail service during national postcard week in the spring; and Kindergarten students research animals and host a farm day with a traveling farm. A teacher’s salary currently ranges from $55,000 to $99,000 (including long-time service awards); a candidate’s actual salary will be determined by experience and credentials. This position comes with full benefits, including health insurance coverage for the employee at no cost and 100% tuition remission for the teacher’s child(-ren) if admitted. For more information, please contact to employment@allsaintsdayschool.org .  To apply, please complete the application found here and email a copy of your resume, cover letter, and three references whom we may contact.  EOE. Thu, 07 May 2026 20:32:17 -0400 https://careers.nais.org/jobs/rss/22259585/early-childhood-teaching-assistant https://careers.nais.org/jobs/rss/22259585/early-childhood-teaching-assistant Chicago, Illinois, Type: Full-Time 10-month Supervisor: Judy Wahl, Head of Early Childhood Location: Chicago, IL, on-site Starting Date: August 13, 2026    Why consider Catherine Cook School? Cook is a vibrant and inclusive learning community where curiosity, connection, and compassion are at the heart of everything we do. We are dedicated to developing creative, collaborative problem solvers who tackle global challenges from multiple perspectives. Our dedicated faculty and staff help students from preschool through 8th grade become empowered learners and leaders. All Cook employees are trained and supported in incorporating wellness and belonging into their work with students and adults.  Diversity, equity, and inclusion (DEI) and social-emotional learning (SEL) are the cornerstones upon which we build a curriculum and community.  At Cook, we commit to all community members being active learners, from our preschool students to us as adults.  We invite you to consider how Cook will benefit from having you, along with your experiences in educating and learning, as a part of our community.     How will this role contribute to the growth of the Cook community? Catherine Cook School seeks a vibrant and innovative Early Childhood Teaching Assistant. Early Childhood is PS (3-year-olds), JK (4-year-olds), SK (5-year-olds). This position is vital to building warm, respectful, and supportive relationships with students and cultivating a safe and stimulating learning environment. Teacher Assistants help create the foundation for a smoothly functioning classroom team by communicating openly and honestly with the lead teacher about roles, duties, and classroom routines.    How will I contribute and grow personally and professionally in this role? Growing as a life-long learner through active participation in meetings, book groups, and other professional development opportunities Applying skills as supported by training and protocols for proactive and responsive community building.   Proactively and reflectively communicating through various platforms the vision, goals, and progress of your work with both internal and external collaborators Proactively and reflectively communicating student learning and classroom experiences through documentation platforms (e.g., Seesaw), making learning visible to families and colleagues.  Growing our culture of belonging and wellness through active participation in diversity, equity, and inclusion (DEI) and social-emotional learning (SEL) efforts  Serving as an Ambassador for our Enrollment Management and Development efforts Connecting with and caring for students and colleagues through weekly duties and administrative tasks  Employing Google and Outlook Applications for individual and team collaboration and communication    What will the ideal candidate for this role embody? The ideal candidate is a collaborative and proactive educator who deeply understands the nuances of early childhood development. They should embody: The ability to work seamlessly with a Lead Teacher while also possessing the confidence to lead the classroom independently when the Lead is away, including managing a substitute teacher's role and interactions. The skill to implement the Responsive Classroom approach, SEL development, and model ROARS (respect, ownership, appreciation, responsibility, and safety) values, using a respectful, kind tone that encourages students to take risks in a safe environment.  A proactive 'see a need, fill a need' mindset, whether that means prepping a last-minute art material or stepping in to comfort a student during a transition  A foundational understanding of Emergent Curriculum and Inquiry-Based Learning, with a genuine desire to learn more and share those insights with the team. A foundational understanding of child development, learning through play, and the whole child approach to learning. An eye for detail and the ability to capture students' 'aha!' moments through documentation to help inform the emergent curriculum.  A high level of comfort supporting students through emotions, navigating friendship dynamics, and teaching concepts like the "size of the problem" to foster independence. The ability to see each child’s unique strengths and ensure every student feels a deep sense of belonging within the classroom community.  A whole-school mindset—willing to engage with parents, participate in conferences, and act as a member of our diverse community to support student retention and family attraction. Qualifications & Requirements Experience in Early Childhood (ages 3-6) required. Strong interest in furthering a career in education. Proven teaching and organization skills; ability to manage classroom dynamics effectively. Strong communication skills. Willingness to learn and grow professionally. Commitment: Ability to work the entire school year, including one required evening for Curriculum Night and optional community events. Schedule: Ability to fulfill the following weekly shift rotations: 7:00 AM – 3:00 PM (1-2 days per week) 7:30 AM – 3:30 PM (2-3 days per week) 7:30 AM – 5:00 PM (Wednesdays) Opportunities for after-school enrichments   What is the salary range for this position? In compliance with IL’s Pay Transparency Act, the salary for this position is $33,000 for candidates with a Bachelor's degree or $35,000 with a Master's degree.  Catherine Cook School is an equal-opportunity employer. We recognize that skills and insights are developed through a variety of professional and lived experiences. We seek to be more representative of the communities in which we live and who we teach.  We are intentionally seeking candidates who can demonstrate the core qualifications of this role through a combination of both non-traditional and traditional personal and professional experiences.   What else is there to know about employment at Cook? Catherine Cook offers a comprehensive benefits package designed to support the well-being and financial security of our employees. Our benefits for full-time eligible employees include: Medical, dental, and vision coverage 403(b) plan 100% of the premium covered for Basic Life insurance, STD, LTD, AD&D HSA, FSA, Dependent Care available Professional Development opportunities Generous paid time off Pet Insurance Identity Theft Protection In compliance with IL’s Pay Transparency Act, the salary for this position is $33,000 for candidates with a Bachelor's degree or $35,000 with a Master's degree.  Thu, 07 May 2026 15:36:04 -0400 https://careers.nais.org/jobs/rss/22259438/lower-school-kindergarten-teacher https://careers.nais.org/jobs/rss/22259438/lower-school-kindergarten-teacher New York, New York, Early Childhood Teacher (Kindergarten) The Academy of St. Joseph (AoSJ) is a small, independent Catholic PK–8 school in New York City's West Village, built on a mission of forming students in character, competence, and compassion. We are a community where teachers know their students deeply, relationships are at the heart of the work, and great teachers are given room to do their best work. We are seeking an Early Childhood Teacher to join our Lower School team for the 2026–27 school year. About the Role This position is at the heart of what we are building at AoSJ. Our kindergarten classroom is a close-knit, relationship-centered environment where a skilled teacher can do some of their best work — small class sizes, close family partnerships, and a community that takes early childhood seriously. The role is grounded in kindergarten, with the possibility of serving a combined early childhood classroom depending on enrollment. This is an opportunity for an educator who brings deep knowledge of child development, a structured and warm classroom presence, and genuine excitement about being part of a school that is investing in its youngest learners as a strategic priority. Responsibilities Plan and deliver a developmentally appropriate, academically rich curriculum integrating early literacy, numeracy, science, social studies, and social-emotional learning Differentiate instruction to meet a range of developmental levels and learning styles within the classroom Build a structured, warm classroom environment that supports independence, curiosity, executive functioning, and positive relationships Integrate Catholic values and faith formation naturally into the daily life of the classroom Use New York City as a resource — through field work, neighborhood connections, and real-world learning experiences that bring curriculum to life Communicate student progress through written reports, family conferences, and regular updates Serve as a primary classroom teacher and consistent anchor for students and families throughout the year Actively support enrollment by engaging prospective families warmly during school tours, open houses, and admissions events Collaborate with colleagues on curriculum planning, student support, and interdisciplinary initiatives Mentor and collaborate with an associate teacher where applicable Participate fully in school life — meetings, professional development, and school events Contribute to a faculty culture of growth, honesty, and continuous improvement Qualifications Bachelor's degree required; Master's degree in Early Childhood Education or related field strongly preferred Minimum 3 years of lead teaching experience in early childhood or primary grades Deep knowledge of child development and developmentally appropriate practice Strong classroom management rooted in structure, warmth, and high expectations Experience differentiating instruction across a range of developmental levels and learning styles Flexibility, creativity, patience, and a sense of humor Strong written and verbal communication skills and a commitment to genuine family partnership Comfort engaging prospective families and contributing to admissions and enrollment efforts Collaborative mindset and openness to feedback Commitment to the mission and values of a Catholic school community Compensation & Benefits Salary range: $55,000 – 90,000, commensurate with education and experience per the school's salary scale. AoSJ offers health benefits and supports ongoing professional development. Start Date August 2026, with exact date to be confirmed upon hire. To Apply Send a cover letter and résumé to Amal Sidani, Director of Curriculum and Instruction, at asidani@aosj.us. Applications reviewed on a rolling basis. Fri, 08 May 2026 21:12:31 -0400 https://careers.nais.org/jobs/rss/22259571/bilingual-french-english-preschool-lead-teacher https://careers.nais.org/jobs/rss/22259571/bilingual-french-english-preschool-lead-teacher Brooklyn, New York, Smith Street Maternelle is a French-immersion preschool in Brooklyn rooted in progressive early childhood education, bilingualism, intellectual curiosity, creativity, and deep respect for children’s inner lives. Across our campuses, we cultivate warm, thoughtful classroom communities where children are known well, families are welcomed into partnership, and teachers are supported in doing meaningful, reflective work. We are seeking a Lead Teacher for the 2026-27 school year. Key Responsibilities  As Lead Teacher:  Designing and implementing a developmentally appropriate, child centered curriculum aligned with school philosophy and learning goals; Planning engaging, emergent lessons and activities in collaboration with associate   teacher (s); Modeling and facilitating language immersion in French throughout the day;  Maintaining appropriate classroom ratios and ensuring a safe, supportive environment for all children;  Guiding and mentoring associate   teacher (s), including providing regular feedback and modeling strong   teaching   practices;  Building trusting relationships with families, including:  Writing thoughtful conference reports twice per year,  Leading parent- teacher   conferences twice per year,  Sending a consistent, reflective weekly classroom newsletter.  Communicating with families in a manner that is open, professional, and grounded in partnership; Creating and maintaining a clean, organized, and engaging classroom environment that reflects the interests and ideas of the children; Contributing to documentation of learning, including displays, portfolios, and pedagogical reflections; Supporting an inclusive classroom culture that affirms each child’s identity and fosters a sense of belonging; Participating in ongoing professional development, team meetings, and school wide events; Upholding all health, safety, and licensing requirements; Performing other duties as assigned by the Site Director or Head of School. As Faculty Member: Working collegially in teams in ways that foster professional collaboration and exchange; Being readily available to students for extra help and guidance; Supporting students and families by attending a variety of community events; Engaging in ongoing professional development and faculty meetings; Committing yourself to our Workplace Operating Philosophy.   Qualifications: French language proficiency (Required) Bachelor's degree or higher in Early Childhood Education or related field (Required) Two years of documented early childhood teaching experience (Required) Familiarity with French immersion, bilingual education, Montessori, Reggio Emilia, Bank Street, or progressive education (Strongly Preferred) New York state teaching certification (Preferred) Thu, 07 May 2026 15:15:08 -0400 https://careers.nais.org/jobs/rss/22259572/1st-grade-lead-teacher https://careers.nais.org/jobs/rss/22259572/1st-grade-lead-teacher Philadelphia, Pennsylvania, Job Summary : 1st-grade teachers instruct a core curriculum of math, language arts, science, social studies, and life skills in a self-contained teaching environment. A candidate for this role will also seek to establish a strong, affirming classroom culture that embodies the School’s Quaker values and commitment to diversity, equity, and inclusion. Other duties include writing student reports; collaborating with students, colleagues, and families; attending meetings; and fulfilling other faculty duties, such as supervising recess and lunch. The successful candidate will demonstrate a commitment to diversity, equity, and inclusion, as exemplified in their instructional practice and in cultivating impactful relationships with students, families/caregivers, and colleagues. Through a set of holistic and innovative instructional practices, they will adapt their teaching to fit the needs of their students. Moreover, they will have sound pedagogical skills, highly developed writing and organizational skills, and a student-centered approach to teaching, steeped in inspiring students to think creatively and critically. Employee Classification Exempt P osition Type/Work Hours Full Time Reports to : Associate Head of School Supervisory Responsibilities : None   Core Duties/Responsibilities : Demonstrate a commitment to diversity, equity, inclusion, and social justice both in their teaching practice and in building relationships with students and other community members Teach one section of 1st grade, a core curriculum of math, language arts, science, social studies, and life skills in a self-contained teaching environment Attend meetings, proctor recess and lunch duties according to a rotational schedule, and write thoughtful, detailed student progress reports Maintain a growth mindset and actively participate in faculty professional development and supervision, including observations and feedback conversations, with support from the Associate Head of School Regularly review and update curriculum maps in partnership with grade level colleagues and the Associate Head of School Support students’ social and emotional growth through structured lessons, daily routines, and meaningful interactions aligned with Quaker values Ensure the safety and well-being of all students at all times Other duties as assigned by the Associate Head of School, such as chaperoning school events Required Skills/Abilities: Excellent verbal and written communication skills Proficient with Google Suite or related software A comprehensive understanding of the field of education and a demonstrated willingness to explore and embrace new pedagogical practices, technologies, and developing trends Passion for teaching elementary-aged children, fostering creativity, curiosity, and a love of learning Education and Experience: Prior experience teaching elementary school-aged children is highly preferred Prior experience with math and language arts curricula, such as Illustrative Math, Advancing Literacy, Heggerty, and/or Fundations, preferred Documented prior experience in a classroom/education setting, experience in independent and Quaker schools is highly desirable A bachelor’s degree in a related educational field is required. An advanced degree is preferred but not required Minimum of 3 years of experience teaching at the elementary level Physical Requirements: Must be able to lift up to 15 pounds at times. Moves equipment weighing up to 50 pounds Compensation : Commensurate with Experience Thu, 07 May 2026 15:15:43 -0400 https://careers.nais.org/jobs/rss/22256645/mandarin-head-teacher-ece-2 https://careers.nais.org/jobs/rss/22256645/mandarin-head-teacher-ece-2 Stirling, New Jersey, HudsonWay Immersion School (HWIS) is a progressive pre-K through Grade 8 Mandarin and Spanish Immersion School founded 20 years ago in the NJ/NY area. The school’s mission is to prepare students with the knowledge, skills and character to become global contributors and citizens of the world. Our values are excellence, respect, teamwork, integrity, communication, innovation, transparency, customer service, and accountability. HWIS has a strong academic reputation. Students perform well above average and are accepted at top tier independent schools. The HudsonWay Immersion School New Jersey Campus is seeking an ECE - 2's Mandarin teacher for the next school year 2026-27.( session starts in Fall 2026) Major responsibilities: Meets and instructs assigned classes in the locations and at the time designated. Plans a program of study that meets the needs of students i.e. differentiates instruction for children of different linguistic, cultural and academic backgrounds, as well as preparedness, readiness and interests. Creates a safe and welcoming classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional strategies, inclusive of immersion techniques, and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement by instruction and action HWIS’ philosophy of education and instructional goals and objectives. Assesses the accomplishments, including linguistic benchmarks in the target language, of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. Other responsibilities: Maintains accurate and correct records as required by law, school policy and administrative regulations. Assists the administration in implementing all policies and rules governing student life and conduct. Is available to students and parents for education-related purposes. Strives to maintain and improve professional competence. Attends professional development, curriculum development sessions and staff meetings and serves on committees as required. Encourages colleagues to pursue professional growth.   No Relocation available. Need local candidate. We regret that we can not respond to every applicant. Only those of interest will be contacted. Thank you for your interest in HWIS. The final pay offered to a successful candidate will be dependent on several factors that may include but are not limited to the type and years of experience within the job, the type of years and experience within the industry, education etc. HudsonWay Immersion School is an equal opportunity employer and does not discriminate against any individuals on the basis of race, color, gender, age, national origin, marital status, sexual preference, or disability www.hwis.org     Qualifications : Native speaker of Mandarin Bachelors or Master’s degree in early childhood or elementary education Teacher Certification in appropriate subject area preferred Such alternatives to the above qualifications as the Administration may find appropriate and acceptable Excellent written and oral communication skills Excellent organizational and classroom management skills Strong computer skills, including internet, MS office, use of technology in classroom Job Type: Full-time Benefits: 401(k) Dental insurance Employee assistance program Health insurance Health savings account Life insurance Paid time off Referral program Vision insurance Language: Mandarin (Required) Ability to Commute: Stirling, NJ 07980 (Required) Ability to Relocate: Stirling, NJ 07980: Relocate before starting work (Required) Work Location: In person Wed, 06 May 2026 13:32:58 -0400 https://careers.nais.org/jobs/rss/22256604/early-childhood-education-ece-and-english-language-arts-ela-teacher https://careers.nais.org/jobs/rss/22256604/early-childhood-education-ece-and-english-language-arts-ela-teacher Stirling, New Jersey, HudsonWay Immersion School seeks a dedicated and skilled Early Childhood Education (ECE) and English Language Arts (ELA) Teacher to support our youngest learners. This role provides ELA instruction to Kindergarten and Grade 1 students, along with 30-minute lessons for our Early Childhood (ECE) classes. The ideal candidate demonstrates a deep understanding of early childhood development and brings a proven track record of success in early education. Familiarity with the Science of Reading and The Creative Curriculum is strongly preferred. This is a specialist position rather than a homeroom role. HudsonWay is a language immersion school, and students receive the majority of their instruction in Mandarin or Spanish from native-speaking teachers. Key responsibilities: ? Design and implement developmentally appropriate ELA instruction tailored to individual student needs ? Differentiate instruction to support diverse linguistic, cultural, and academic backgrounds ? Apply early intervention strategies to support student growth ? Foster a positive classroom environment that promotes strong behavioral expectations ? Maintain accurate student records in compliance with school policies and regulations ? Engage in ongoing professional development to enhance instructional practice   We regret we cannot respond to every applicant. Only those of interest will be contacted. We regret that we can not respond to every applicant. Only those of interest will be contacted. The final pay offered to a successful candidate will be dependent on several factors that may include but are not limited to the type and years of experience within the job, the type of years and experience within the industry, education etc. HudsonWay Immersion School is an equal opportunity employer and does not discriminate against any individuals on the basis of race, color, gender, age, national origin, marital status, sexual preference, or disability www.hwis.org Qualifications: ? Native English speaker ? Bachelor’s or Master’s degree in P–3 or Elementary Education (required) ? Minimum of 3–4 years of classroom experience with Pre-K or early elementary students ? Strong written and verbal communication skills ? Excellent organizational and classroom management abilities Physical Requirements: ? Ability to perform essential job functions in accordance with all applicable regulations ? Capacity to sit, stand, walk, bend, and move throughout the school day ? Ability to lift and carry up to 20 pounds Job Types: Full-time, Contract Benefits: 401(k) Dental insurance Employee assistance program Flexible spending account Health insurance Paid time off Vision insurance Work Location: In person Wed, 06 May 2026 12:33:46 -0400 https://careers.nais.org/jobs/rss/22256629/spanish-head-teacher-ece-2-3 https://careers.nais.org/jobs/rss/22256629/spanish-head-teacher-ece-2-3 Stirling, New Jersey, HudsonWay Immersion School (HWIS) is a progressive pre-K through Grade 8 Mandarin and Spanish Immersion School founded 20 years ago in the NJ/NY area. The school’s mission is to prepare students with the knowledge, skills and character to become global contributors and citizens of the world. Our values are excellence, respect, teamwork, integrity, communication, innovation, transparency, customer service, and accountability. HWIS has a strong academic reputation. Students perform well above average and are accepted at top tier independent schools. The HudsonWay Immersion School New Jersey Campus is seeking two ECE - 2's and 3's Spanish teacher for the next school year 2026-27.( session starts in Fall 2026) Major responsibilities: Meets and instructs assigned classes in the locations and at the time designated. Plans a program of study that meets the needs of students i.e. differentiates instruction for children of different linguistic, cultural and academic backgrounds, as well as preparedness, readiness and interests. Creates a safe and welcoming classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional strategies, inclusive of immersion techniques, and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement by instruction and action HWIS’ philosophy of education and instructional goals and objectives. Assesses the accomplishments, including linguistic benchmarks in the target language, of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. Other responsibilities: Maintains accurate and correct records as required by law, school policy and administrative regulations. Assists the administration in implementing all policies and rules governing student life and conduct. Is available to students and parents for education-related purposes. Strives to maintain and improve professional competence. Attends professional development, curriculum development sessions and staff meetings and serves on committees as required. Encourages colleagues to pursue professional growth. No Relocation available. Need local candidate. We regret that we can not respond to every applicant. Only those of interest will be contacted. Thank you for your interest in HWIS. The final pay offered to a successful candidate will be dependent on several factors that may include but are not limited to the type and years of experience within the job, the type of years and experience within the industry, education etc. HudsonWay Immersion School is an equal opportunity employer and does not discriminate against any individuals on the basis of race, color, gender, age, national origin, marital status, sexual preference, or disability www.hwis.org     Language:   spanish (Required)   Ability to Commute:   Stirling, NJ 07980 (Required)   Ability to Relocate:   Stirling, NJ 07980: Relocate before starting work (Required)   Work Location: In person Qualifications : Native speaker of Spanish Bachelors or Master’s degree in early childhood or elementary education Teacher Certification in appropriate subject area preferred Such alternatives to the above qualifications as the Administration may find appropriate and acceptable Excellent written and oral communication skills Excellent organizational and classroom management skills Strong computer skills, including internet, MS office, use of technology in classroom Job Type: Full-time Benefits: 401(k) Dental insurance Employee assistance program Health insurance Health savings account Life insurance Paid time off Referral program Vision insurance Wed, 06 May 2026 13:12:00 -0400 https://careers.nais.org/jobs/rss/22253370/early-learning-performing-arts-specialist https://careers.nais.org/jobs/rss/22253370/early-learning-performing-arts-specialist Atlanta, Georgia, Galloway teachers create a supportive and engaging classroom environment where students are known and valued and foster a love for lifelong learning. Galloway teachers teach content knowledge through experiential learning opportunities both inside and outside the classroom, encouraging creativity, flexibility, and interdisciplinary approaches to deepen learning. Cultural competence is nurtured through inclusive practices and dialogue, while embracing challenge cultivates resilience and a growth mindset, empowering students to become enlightened contributors to their community. Through our guiding principles, Galloway educators strive to inspire joy, curiosity, and excellence in every student's education journey. POSITION SUMMARY: This position will teach Early Learning Performing Arts for Pre-K3 through 4th Grade.  The Early Learning arts curriculum at the Galloway School is an essential part of our vibrant Fine Arts program . From PreK-3 through 4th grade, the Performing Arts Specialist  will be responsible for teaching and training a dynamic group of students in a range of ages and development, ensuring that all students are engaged, motivated, and inspired. Through teaching the basic principles of Movement and Dramatic Play/Performance, you are expected to develop a scope and sequence of curriculum that will allow students to demonstrate personal growth as performers and express their creativity.  This role will also help prepare students for public presentations, performances, and assemblies throughout the year. Additionally, the EL Performing Arts Specialist partners closely with other EL specialist faculty and classroom teachers to create meaningful, interdisciplinary opportunities for learning for students. The Early Learning Performing Arts teacher will partner with other arts faculty to ensure a cohesive, collaborative curriculum that develops the foundation for skills taught in Middle Learning Dance and Theatre.  Units throughout the year might touch on various Dance/Movement skills and Dramatic Performance skills such as storytelling, poetry, choreography, creative movement, yoga, costume character play, shape and tableau, and other performance- based classes determined by student need and candidate’s skills and interests. Overall, the EL Performing Arts teacher will cultivate an inviting and inspiring  joyful creative space where any student can discover their creative potential, and all students feel respected and welcome.  PRINCIPAL RESPONSIBILITIES The responsibilities include and are not limited to: Embody and advocate for the mission and vision of the school Cultivate and celebrate the unique creative expression of each student Teach performance-based lessons for Early Learning students Prepare students for culminating public performances throughout the year Collaborate closely with Fine Arts faculty, the Director of Fine Arts, EL Faculty members, and seek feedback in the spirit of continuous improvement Participate in extracurricular activities, such as field trips or hosting guest artist experiences Participate constructively and collaboratively in professional development, grade level, and department meetings Maintain a safe, comfortable, and engaging classroom environment Communicate with parents in an appropriate and timely manner Other duties as assigned ADDITIONAL RESPONSIBILITIES Full time employees may be expected to perform lunch or recess duties EL Specialists help to plan the yearly week-long Happening (thematic experiential learning) Competencies:   Excellent oral and written communication and presentational skills Ability to work with a wide range of student abilities, talent, and experience levels Demonstrated capability to interface and maintain effective relationships with parents, administration and staff Open to feedback and willing to engage in professional growth Demonstrates a comfort with technology Ability and willingness to track expenses and adhere to a given budget Adept at creating arts-focused lesson plans with relevant learning goals, dynamic activities, and clear assessments for students Committed to cultural competence and diversity of voices in resources, texts, and story Ability to maintain confidentiality and professionalism Maintains healthy boundaries with students, parents, and faculty Specialized Skills and Knowledge:   Applicants may submit a portfolio if desired. Applicants should include performance and directing experience, or arts-based lesson plans on their CV THE GALLOWAY SCHOOL MISSION: The Galloway School is a community where learning is joyful, individuals are valued, and self-discovery is encouraged. Galloway students confidently embrace challenges while developing the knowledge, skills, and cultural competence to thrive as enlightened contributors in their chosen pathways. DIVERSITY, EQUITY, INCLUSION STATEMENT: At The Galloway School, diversity, equity, and inclusion are integral parts of our mission, history, culture, and identity. The members of the school value and affirm the individuality of each person in our community. We truly commit to having a diverse community and intentionally supporting these efforts through our policies, curricula, programming, and resources. The Galloway School continuously examines and renews our commitment to fostering a community that welcomes and respects each individual.   Tue, 05 May 2026 12:12:15 -0400 https://careers.nais.org/jobs/rss/22253372/studio-extended-day-program-support https://careers.nais.org/jobs/rss/22253372/studio-extended-day-program-support Seattle, Washington, Studio Classroom/EDP Support Exempt 1.0 FTE Reports to Director and Assistant Director of the Infant-Toddler Education Program ________________________________________________________________________ All UCDS employees are expected to embody the school’s mission to design a culture of inquiry essential to meaningful learning; cultivate reflective, collaborative, skillful thinkers who ignite positive change in their communities; and engage diverse perspectives in an ongoing effort to shape and share our innovative education model . ______________________________________________________________________________ Job Summary  The Studio Classroom/EDP Support position supports the Infant-Toddler Education Program (known as The Studio). They help with all elements of learning and care, including school day and afternoon programming, summer programming, classroom management, and student well-being.    Essential Duties & Responsibilities Assists the Lead Teachers and Special Programs Leads with facilitating provocations, projects, and activities with an approach that is culturally sensitive, follows an anti-bias perspective, and is reflective of children’s developmental abilities. Assists and provides classroom support for all Studio classroom teachers and teams carrying out the daily classroom routines, activities and tasks. In collaboration with all Studio faculty and staff: implements and facilitates summer programming. Works with lead teachers and staff to create a positive and safe learning environment that meets the health, safety and developmental needs of students according to licensing regulations and health and safety procedures. Practices thoughtful, respectful and successful classroom management techniques. Assists in providing all necessary care for young children such as changing diapers, preparing bottles, feeding, changing clothes, helping with naps, etc.  Helps to prepare and gather materials required to implement daily program activities.  Classroom Coverage Duties In collaboration with classroom teachers, provides classroom coverage during parent/guardian conferences and team or individual planning times.  Assists and provides classroom support for any/all Studio classrooms and teams during lunch breaks, planned and unplanned absences, and as needed. Provides care for faculty/staff EDP during in-service days and monthly staff meetings as needed.  Facilitates the end of school day routine when covering the classrooms during team plannings.  Collaboration Proactively communicates with all Studio faculty and staff to ensure that all student and program needs are met. Proactively communicates with the lead teachers and with the director/assistant director when appropriate, keeping them informed of significant happenings in the classroom and in the program.  Program Requirements Completes other projects as assigned by the Infant-Toddler Education Program Director or Assistant Director. Communicates effectively (verbally and in writing) with others, including administrators, colleagues, staff, parents/guardians in order to maintain constructive and professional relationships. Takes part in pre-service and in-service professional development when not providing classroom coverage.  Carries out all policies according to The Studio educational philosophy, licensing regulations, The Studio Handbook, and The Studio Health and Safety Policies Handbook.covering the classrooms during team plannings Maintains Washington State Department of Children Youth and Families (DCYF) Statewide Training and Resource System (STARS) hours. daily activities that are developmentally appropriate, culturally sensitive, follow an anti-bias perspective, and meet children’s developmental needs.  Keeps personal information regarding children and their families confidential. Participates in annual goal setting and receives regular feedback, facilitated by the Infant-Toddler Education Program Director and Assistant Director.  Supervisory Responsibilities This position has no direct reports.  Education and/or Experience High School Diploma or equivalent  Associate's Degree or Bachelor's Degree Preferred At least one year of experience working with children (coursework or a degree in early childhood education is preferred) Familiarity with the Reggio-Emilia philosophy is preferred Additional Requirements Meet the school’s standards when completing all background screenings. Compensation & Benefits Salary starts at $60,000, depending on degree/experience. The school offers a generous and comprehensive benefits package to benefits-eligible employees subject to the discretion of the Head of School, which includes: Employer-paid medical, dental, and vision insurance Health Savings Account with employer contribution Flexible Spending Account 403(b) Retirement Plan with available employer matching Paid sick leave Employer-paid Short-Term and Long-Term Disability Insurance Employer-paid Life Insurance Employee Assistance Program for employees and their dependents Wellness benefit is to be used on items or services that promote wellness Professional Development opportunities Free parking Tue, 05 May 2026 12:18:27 -0400 https://careers.nais.org/jobs/rss/22253424/early-childhood-center-art-outdoor-education-specialist https://careers.nais.org/jobs/rss/22253424/early-childhood-center-art-outdoor-education-specialist Los Angeles, California, The Douglas Family Early Childhood Center of Sinai Akiba Academy is looking for a dynamic and innovative Art & Outdoor Education Specialist to join our experienced early childhood education teaching team. The Art & Outdoor Education Specialist is responsible for bridging the gap between creative expression and outdoor play. This role involves designing and leading a developmentally appropriate curriculum for children ages 2–5 that includes both the Art Studio and the Outdoor Learning Environment.   The ideal candidate is a "process-over-product" advocate who possesses high physical stamina, a love for play, the outdoors, and art, and the ability to create profound learning moments by igniting the imagination of children, including challenging curriculum for individual, small and large group activities that promote learning in the areas of social-emotional, language, cognitive, physical and self-help development and motivate children’s enthusiasm for active participation in the learning process. This is a full-time, exempt position reporting to the DFECC Outdoor Coordinator, and starts 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 Outdoor Education Specialist Provide a science-based outdoor curriculum that is fun, safe and age-appropriate, ensuring materials and centers are rotated regularly Create and document inspiring age-appropriate provocations that center around the Jewish and secular holidays as well as the children’s interests Help teachers plan or spontaneously extend their classroom activities to the outdoors Determine the organization of each play area and ensure a variety of learning opportunities Refresh activities before each age group Oversee the teachers by assigning them specific responsibilities and monitoring that they are actively participating Ensure that outdoor time is unique, fun, safe and age-appropriate for all students Facilitate play and learning rather than directing the children’s play Observe and document how the children are engaging with the materials and scaffold the learning accordingly Maintain professional and sensitive communication with parents and colleagues regarding child development and curriculum Utilize the Outdoor/Art Studio bulletin boards and digital platforms (Seesaw) to provide pictures and documentation of student progress Assist and coordinate holiday “on the yard” experiences   Art Education Specialist Determine the organization of play and experiential learning through a variety of intentional art areas to ensure age-appropriate opportunities for learning Set up age-appropriate provocations with intention alongside opportunities to strengthen development Observe and reflect how children engage with materials and scaffold learning accordingly Maintain, monitor and replenish all ECC art materials Ensure all art supplies are non-toxic and areas are free of hazards Oversee and mentor teachers in the Art Studio, assigning responsibilities and ensuring they engage in active learning and observation Create long term projects connecting to curriculum and holidays Curate a yearly Art Exhibit focusing on a multitude of mediums Design art experiences that prioritize sensory exploration (paint, clay, collage, recycled materials) over specific end results Introduce famous artists and concepts through simplified, hands-on activities and provocations Maintain professional and sensitive communication with parents and colleagues regarding child development and curriculum Utilize the Outdoor/Art Studio bulletin boards and digital platforms (Seesaw) to provide pictures and documentation of student progress   Judaic Studies 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 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 outdoor furniture and supplies.   Qualifications and Education Requirements Bachelor’s degree in Early Childhood Education or relevant field or a minimum or 12 ECC units Proven experience in Early Childhood Education with a specific focus on outdoor curriculum development and arts instruction 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, hourly 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.com/careers/167 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, gender expression, gender identity, or any other characteristic protected under federal, state, and/or local laws. Tue, 05 May 2026 13:28:10 -0400 https://careers.nais.org/jobs/rss/22251152/preschool-teacher https://careers.nais.org/jobs/rss/22251152/preschool-teacher Santa Monica, California, Evergreen Community School is a small (60 students), NAEYC-accredited, non-profit preschool in Santa Monica, California. We are a community of dedicated teachers and families committed to a progressive, social-constructivist model, learning together and embracing the world with compassion, creativity, wonder, and joy. Our staff is made up of 15 full-time teachers and administrators, including an atelierista and a pedagogista. We are searching for a teacher for an opening in Fall 2026. This position is a full-time (40 hours per week), 10-month contract, mid-August 2026 through mid-June 2027. We’re looking for enthusiastic, dedicated and professional educators with previous classroom experience. Our classroom teachers work in teams of 3 co-teachers in the classroom, atelier, and outdoor environments. Knowledge of and a strong passion for social constructivist education are a must! We are seeking educators who initiate action with curiosity and intention, who value collaboration and innovative thinking, who have a passion for working with children, and who have a strong image of the child as competent, capable and worthy of respect. Our ideal candidate is flexible, friendly, values lifelong learning, is comfortable with feedback and has strong verbal and written communication skills. Competence with Mac programs, video recording and editing, and photography is essential.  Evergreen staff are warm, friendly, and dedicated to collaborative work. We are committed to professional growth both individually and as a group. Staff are encouraged to pursue their own personal passions, and often weave their interests into their work. Responsibilities include: Observing, reflecting and documenting individual and group experiences Keeping a portfolio for each child with dated work that shows a progression of skill, interest and activity Using pedagogical documentation and portfolios as a guide for developing a curriculum that offers meaningful learning experiences to support children’s demonstrated interests and intellectual, creative, and social-emotional growth Creating and maintaining an aesthetically pleasing classroom environment, rich in wonder and designed to instill a joy of learning and positive attitudes towards school Developing individual goals for each child while being mindful of group dynamics and collaboration Writing and distributing updates to the school community Collaborating on a teaching team and with our atelierista and pedagogista on a constant basis Building positive, supportive relationships with families by recognizing families as genuine partners with the school and by collaborating and communicating regularly with them Participating in professional development meetings, workshops, and conferences at the preschool Attending schoolwide and class events such as family meetings and other special events. Supporting the learning and growth of teammates and colleagues across the school Our program requires the following in addition to a BA in ECE or related field, a strong child development background, and at least four years of early childhood experience: knowledge of social constructivism and/or the Reggio approach proficiency in implementing inquiry-based curricula, with a focus on observation, reflection, and pedagogical documentation comfortable, competent and creative in expressing yourself and thinking through writing and speaking ability and desire to think creatively about ideas and materials commitment to reviewing research in both the early childhood field and related fields, e.g., psychology, art, neuroscience, philosophy strong collaborative skills well-developed facilitation skills that encourage children to problem solve on their own and foster independence joyfulness, a good sense of humor, and team spirit! commitment to anti-bias work, both personally and in your teaching practice intercultural competence and the ability to work with sensitivity and effectiveness with children, families and colleagues of diverse backgrounds and identities commitment to nature-based learning for environmental stewardship and justice ability to multitask; strong organizational and time management skills digital literacy: competent in using Mac programs (Pages, Keynote); web-based applications, database and cloud storage solutions such as Google Drive; video and photo editing with iMovie and Photos long term commitment PASSION! In order to learn from and co-create with people of diverse backgrounds and perspectives, we seek to foster an inclusive and collaborative environment. We value and respect diversity in its many forms: race, ethnicity, national origin, ability, class, faith, age, gender identity, sexual orientation, and experience. If interested, please review the content on our website and write a 400-500 word cover letter to accompany your resume that describes your experience and why you think Evergreen would be a good fit for you. Please reference specific aspects of our program in your letter that connect to your previous experience and your personal teaching philosophy.     The annual salary at Evergreen is very competitive and depends on education and experience. As an employee of Evergreen Community School, you are also eligible for our benefits program, which includes: Medical insurance; option to participate in dental and vision insurance; option to participate in a matching 403(b) retirement plan; four weeks paid vacation (Winter and Spring Break), and 10 paid holidays; medical leave and PTO; funds for professional development, including classes, conferences, books, and technology Mon, 04 May 2026 17:49:19 -0400 https://careers.nais.org/jobs/rss/22243859/early-childhood-assistant https://careers.nais.org/jobs/rss/22243859/early-childhood-assistant Chicago, Illinois, Position Summary We are seeking a motivated Early Childhood Assistant to work in our Full Day Program with strong organization and communication skills who values working as part of a dynamic, creative, and diverse team to join our school community. Hours are 10:00am-6:00pm, Monday through Friday. This position is a union bargaining member position.   This position will begin in August 2026 as a part of the 2026-2027 academic year.   Candidates for the Early Childhood Assistant position must have: Experience working in a Montessori School, daycare program or other work experience with children. Ability to fulfill requirements of all state and local licensing agencies affecting the school.   About Rogers Park Montessori School: Nestled in the Bowmanville neighborhood just 10 miles north of Downtown Chicago, Rogers Park Montessori School, established in 1966, serves children ages 2-14. We have a proud tradition of teacher collaboration and support. The students, teaching faculty, and parents of our toddler classrooms, 3-6 classrooms, 6-9 classrooms, 9-12 classrooms, and Middle School classrooms comprise a close-knit school community.   Essential Functions/Responsibilities: Provide a positive role model for the children in attitude, speech and attire, treating all children with dignity and respect. Develop a positive rapport with children. Oversee the safety and physical well-being of the children at all times. Assist in the care and maintenance of classroom materials. Assist in maintaining an orderly environment, keeping it clean and sanitary, and in good aesthetic shape, allowing the children to share this responsibility when possible. Assist in maintaining an inventory of the classroom yearly. Assist in training and supervising children in the execution of fire drills, including the routing and building exits. Protect the privacy and working atmosphere of the class at all times. Position Details and Compensation: Position is full-time and hourly. Hourly rate is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. Position is fully in-person.   Position Benefits: Medical insurance is provided by BlueCross BlueShield of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual premium. Plans for spouses/partners and families are also available. Dental and vision insurance is provided by Delta Dental of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual dental premium and 100% of the employee’s individual vision premium. Plans for spouses/partners and families are also available. Medical, dental, and vision insurance are offered as full 12-month coverage even for 10-month employees with payroll deductions being adjusted accordingly. RPMS offers life insurance, Accidental Death and Dismemberment Insurance, and Short-Term and Long-Term Disability Insurance at no charge to the employee. These policies have a 90 day waiting period after start date to take effect. AFLAC insurance policies are available if interested. RPMS is dedicated to following compliance with federal FMLA laws and Illinois’s VESSA law. RPMS offers a 401(k) retirement saving option managed by Vanguard that employees are eligible to contribute to after 30 days. RPMS will match $0.50 for every dollar contributed up to 3% of your pay. Employee contributions are always 100% vested and employer contributions are 100% vested after 3 years of service. Teaching faculty have 10 paid sick leave days, 2 personal leave days, and 1 professional development leave day. In addition to federally observed holidays, the RPMS calendar includes a 3-day Thanksgiving Break, a 2-week Winter Break, and a 1-week Spring Break. All faculty and staff receive a 50% tuition discount for any children attending RPMS.   RPMS is committed to ensuring our employees represent our diverse school community and to creating an inclusive workplace environment welcoming to people of all backgrounds. RPMS strongly encourages applications from people of color, people of all genders and sexual orientations, people with disabilities, and provides equal employment opportunities to all employees and applicants for employment. RPMS prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Position Requirements: Competencies Strong communication skills. High ethical standards.  Professional and courteous.  Strong organizational skills.  Ability to work effectively as a member of a diverse team.  Flexibility and openness to new ideas. Qualifications Experience working in a Montessori School, daycare program or other work experience with children. Ability to fulfill requirements of all state and local licensing agencies affecting the school. Hourly rate is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. Fri, 01 May 2026 12:46:06 -0400 https://careers.nais.org/jobs/rss/22244171/prekindergarten-4-teacher https://careers.nais.org/jobs/rss/22244171/prekindergarten-4-teacher Vero Beach, Florida, Saint Edward’s School seeks a passionate and experienced Pre-K Teacher to join our Lower School community. Grounded in a commitment to academic excellence and character development, our early childhood program nurtures curiosity, creativity, and a love of learning in a joyful and supportive environment. The ideal candidate is an engaging educator who understands the developmental needs of young children and brings current or recent experience as a lead teacher in an early childhood classroom. This individual will foster a classroom culture rooted in exploration, kindness, and respect. Teaching Duties Design and implement a developmentally appropriate, play-based curriculum that supports the whole child. Create a warm, welcoming, and engaging classroom environment where children feel known and valued. Lead daily instruction through a balance of structured learning, inquiry, and purposeful play. Support students’ social-emotional growth, independence, and positive peer relationships. Observe, assess, and document student progress to inform instruction and communicate growth. Partner with families through clear, consistent, and thoughtful communication. Collaborate closely with grade-level colleagues, assistants, and Lower School leadership. Contribute positively to the life of the school community. Familiarity with play-based, inquiry-driven, and workshop-style learning. Preferred Qualifications:  Must hold a bachelor’s degree in early childhood education or a related field from an accredited college or university.   Current or recent teaching experience in a Pre-K or early childhood classroom – strongly preferred. Deep understanding of early childhood development and best practices. Strong classroom management skills rooted in positivity and respect. Excellent communication and collaboration skills. Teaching certification in early childhood education (preferred – not required). Experience in an independent school setting. Physical Requirements and Work Environment Works in a stressful environment dealing with a wide variety of challenges, deadlines, and a varied and diverse array of contacts. May work at a desk and computer for extended periods of time. Be able to occasionally lift up to 40 lbs. Work primarily in a traditional climate-controlled classroom environment.  Work intermittently in outside weather conditions, including extreme heat and cold. Full benefits package including medical, dental, vision, life, and retirement. Tuition remission program available. Fri, 01 May 2026 16:05:23 -0400 https://careers.nais.org/jobs/rss/22243767/early-childhood-5-day-assistant https://careers.nais.org/jobs/rss/22243767/early-childhood-5-day-assistant Fort Worth, Texas, About All Saints’   Located on 147 acres in west Fort Worth, All Saints’ Episcopal School is a premier co-educational Age 3 - Grade 12 college-preparatory day school serving approximately 1,260 students who benefit from small class sizes, an award-winning arts program, and championship caliber athletic program. We are one of the largest Early Childhood - Grade 12 Parish-independent Episcopal day schools in the country, and our graduates attend a wide variety of selective colleges and universities. The school is dual accredited by the Independent Schools Association of the Southwest and the Southwestern Association of Episcopal Schools and is a member of the National Association of Independent Schools and the National Association of Episcopal Schools. Read about what makes our Episcopal learning environment so dynamic by visiting www.aseschool.org.      Job Title: Early Childhood 5 Day Assistant        Job Description   As an Early Childhood 5 Day Assistant at All Saints' Episcopal School, you will play a pivotal role in providing essential support to our early childhood students and educators. Your nurturing and engaging approach, along with your dedication to creating a positive learning environment, will ensure that our youngest learners have a strong foundation for their educational journey.    Job Responsibilities  Assist the Lead teacher in preparing and delivering developmentally appropriate lessons and activities.  Support the implementation of the curriculum, helping students with tasks, activities, and projects.  Foster a positive and inclusive classroom atmosphere that encourages active participation.  Provide individualized support to students as needed, including help with tasks, social interactions, and emotional well-being.  Encourage early literacy, numeracy, and social skills development amongst students.  Assist in managing and organizing classroom materials and resources.  Help maintain a well-organized, safe, and engaging classroom environment.  Reinforce classroom rules and promote responsible behavior.  Assist with supervising students during class, recess, and other activities.  Attend parent-teacher conferences and provide feedback.   Attend divisional meetings, professional development and school required In-Service.    Qualifications:  Bachelor’s degree in early childhood education or related field preferred  Prior experience working with young children in an educational setting.  Demonstrated ability to provide nurturing and supportive care to young learners.  Strong classroom management skills with a gentle and caring approach.  Excellent communication and interpersonal skills.  Adaptability to meet the diverse needs of young students    All Saints’ Episcopal School of Fort Worth is an equal-opportunity employer. All employment decisions are made without regard to race, color, religion, gender, veteran or marital status, age, national or ethnic origin.  It does not discriminate on the basis of race, color, religion, gender, veteran or marital status, age, or national and ethnic origin in administration of all phases of the employment relationship, including recruitment, advertising, hiring, promotion, demotion, layoff, termination, rates of pay, and all other forms of selection, training, and compensation.  Fri, 01 May 2026 10:36:00 -0400 https://careers.nais.org/jobs/rss/22243791/prek-4-assistant-teacher https://careers.nais.org/jobs/rss/22243791/prek-4-assistant-teacher Jacksonville, Florida, Riverside Presbyterian Day School, an independent co-educational elementary (PreK 3 – 6 th Grade) day school located in Jacksonville, FL seeks a part-time PreK 4 Assistant Teacher for the 2026-2027 school year. The ideal candidate will possess a thorough knowledge of his/her teaching assignment and will have demonstrated success in teaching pre-primary and/or elementary aged students. The candidate should also possess the skills necessary to inspire learning and enhance the overall educational experience by fostering students’ academic, ethical, social, and emotional development in accordance with the Riverside Presbyterian Day School mission and philosophy. Teachers at Riverside Presbyterian Day School participate fully in the life of the school. RPDS faculty and staff are committed to providing an engaging academic program in a loving environment. Throughout the year, teachers are provided opportunities to participate in both school-based and off-site professional development. General Responsibilities: Assist in the delivery of the daily program and curriculum under the supportive and encouraging guidance of the homeroom teacher based on the principles of child development and in accordance with the Riverside Presbyterian Day School curriculum, mission, and philosophy Work in harmony with the homeroom teacher and members of the RPDS community in a way that respects the established norms and core values of the school Collaborate and communicate with colleagues and Assistant Head of School with regard to students, curriculum, parents, and school events Address general parent concerns or requests in a prompt and professional manner that reflects the core values and mission of the school community; relay parent concerns or requests to homeroom teacher Participate in parent meetings and conferences with the goal of advancing student development, as scheduling permits Provide close supervision and support of homeroom students throughout the day Participate in the assessment and recording of data to track student progress as directed by the homeroom teacher Stay current with and implement instructional methods that reflect best practices in the fields of Early Childhood Education and Child Development by participating in professional development opportunities each year Attend and participate in grade-level meetings and at least one of the following after-school meetings: Faculty, Divisional, or Vertical Team Meetings. Set and work toward at least one professional goal annually, as determined collaboratively with the Assistant Head of School  Support students in Resource classes as needed  Assist with dismissal routines, supervising students and interfacing with the community in a positive and professional way that reflects the core values and mission of the school Serve as lead teacher when homeroom teacher is not present General Qualifications: Bachelor’s Degree required Knowledge of child development Previous experience working with young children Empathetic, supportive, good sense of humor, and a positive disposition. Knowledge of and proficiency with relevant technology Strong organizational skills  Strong oral and written communication skills High degree of integrity, discretion, and trustworthiness Ability to work with people productively and collaboratively A commitment to global and cultural competency, and a diverse, equitable, and inclusive community; Demonstrated ability to think resourcefully and creatively Professional demeanor and presentation Individuals interested in applying for this position should send a resume, cover letter, and references (via email preferably or by regular mail) to: Sarabeth Soule Executive Assistant to the Head of School Riverside Presbyterian Day School 830 Oak Street Jacksonville, FL 32204 ssoule@rpds.com Fri, 01 May 2026 10:54:30 -0400 https://careers.nais.org/jobs/rss/22241035/preschool-instructional-coach https://careers.nais.org/jobs/rss/22241035/preschool-instructional-coach San Francisco, California, About Presidio Knolls School Founded in 2008, Presidio Knolls School (PKS) is a relatively new addition to the Bay Area’s independent school community—one that has grown rapidly since it opened in 2008. The mission of Presidio Knolls School is unique in its blending of progressive education and Mandarin immersion—a curricular combination that has caught on with families across the Bay Area.    The progressive philosophy of Presidio Knolls School embraces kids as co-collaborators in their education-helping children to shape their own learning journey toward topics of greatest interest. The school has a commitment to social-emotional learning that pervades the culture of the school.   The PKS curriculum is Reggio Emilia- inspired in preschool; project-based and interdisciplinary; elementary Units of Exploration integrate math, science, social studies, art, drama, and movement around overarching topics of inquiry in English and Chinese, contextualizing all learning through a real-world lens. Critical to this approach is hands-on, experiential instruction. As such, learning often takes place outside of the classroom.   PKS offers equal opportunity to all, and considers all qualified applicants for employment PKS does not discriminate on the basis of race, color, religion, identity, national origin, ancestry, age, sexual orientation, gender identity, and gender expression, ability or any other characteristic protected by law. We strongly encourage those with a demonstrated dedication to social justice, collaboration, innovation and student-centered education to apply.   Job Description The Preschool Instructional Coach (Coach) will partner with Head of Preschool, the Preschool Pedagogical Team, preschool teachers, specialists and wellness team to provide an engaging, balanced program to students, and to specifically support teachers to develop professional skills and deliver a unique, progressive, Mandarin-Immersion curriculum through reflection, mentorship and coaching. The Coach will be consistently present in the classrooms and provide support, modeling, and interventions to help teachers improve their instruction. Coaching will involve an ongoing process of pre-teaching goal setting, in-class experiences and observations, and debriefing conversations; primary to the success of this dialogue and observation loop is the Coach’s deep understanding of child development, progressive Mandarin-Immersion pedagogy and best practices, communication skills and proactive attitude.    This position is full-time and exempt, will report to the Head of Preschool.   Key Responsibilities Program Quality  Work with the Head of Preschool to identify areas of instructional growth for each team and support the implementation of innovative strategies in the classroom, ensuring alignment and implementation of best practices and developmentally appropriate classroom management strategies across all preschool classes. Collaborate with the Pedagogical Team and the Wellness Team to support teachers and students and understand areas of growth as a program. Co-design inquiry-based learning opportunities that match the developmental needs of children. Assist classroom teachers in implementing and differentiating the progressive Mandarin curriculum.  Observe flow of the day, provide actionable feedback and troubleshoot challenging transitions or high-needs times of day with teaching teams, providing strategies for continuous improvement. Provide community workshops, presentations on various curricular topics as part of the community education programs at PKS.  Mentorship and Coaching Provide job-embedded professional development for teachers through model teaching, team-teaching, and co-planning.  Ensure that teachers plan, document, and implement high quality curriculum following the school’s teaching principles and practices. Coach teachers to improve and implement students’ observation, data gathering, pedagogical documentation,  Conduct classroom teacher observations in Mandarin and provide feedback that facilitates teacher reflection, accountability and growth. Provide individual and/or group instructional coaching and mentoring to teachers to improve classroom instruction for all learners. Provide coaching and modeling for teachers on creating conference reports, student portfolios and conducting high-quality, data-supported parent-teacher conferences. Provide coaching and support for teachers to communicate pedagogical plans and learning outcomes through events such as Back to School Night, Learning Celebrations, etc. Staff development Together with the Pedagogical Team, the Preschool Instructional Coach will  Identify training needs and implement follow-up systems to ensure new skills are integrated into classroom practice. Plan, design, and deliver professional development opportunities that extend the Reggio Emilia principles, Mandarin immersion best practices, and educational values of the PKS Preschool program and curriculum.  Manage and distribute instructional resources to teachers and provide training on the use of those resources. Perform other duties as necessary and as assigned by the Head of Preschool to ensure program compliance and quality services to children and parents.   Skills and Qualifications A deep understanding of child development, developmentally appropriate teaching strategies, Reggio Emilia approach and progressive education Willingness to model professional and ethical standards when working with students, teachers, and families. We are a warm and friendly community that works with respect for each other. A commitment to social justice and multicultural education. As a progressive school, we are growing engaged global citizens equipped with empathy, compassion and practices that position them to thrive in a diverse society. Bachelor’s Degree in Education or Curriculum required. Five years teaching experience in a progressive Mandarin-Immersion environment required. Ability to skillfully offer constructive feedback to facilitate change Proven coaching experience and training Understanding and experience with student-centered teaching, project-based learning, and performance-based assessment Familiarity with integrated learning and planning The ability to seek resources and solutions to effectively solve problems Fluency in reading, writing and speaking in both Mandarin and English Proven ability to collaborate, motivate, and work constructively and effectively with a team of teachers Positive and proactive attitude, flexibility, and growth mindset Strong interpersonal skills Strong time management and organizational skills Experience in an independent school setting is helpful.   If you are excited by the opportunity to shape a dynamic learning experience within a joyful, mission-driven community, we would love to hear from you.   Salary & Benefits: PKS offers a competitive compensation package. The full-time salary range for faculty is $89,300 - $139,500 per year. Our teachers' base salaries are set according to years of experience and degrees earned. PKS offers a strong benefits package for all full-time employees.   To apply: please submit your cover letter & resume    SB848 Disclosure: As required by California law (SB 848 and related Education Code sections), applicants are required to provide a complete list of prior educational employers as part of the application process. By applying for this position, you consent to the school contacting all prior educational employers listed on your application to inquire about any credible complaints, substantiated misconduct investigations, or disciplinary actions, as required by California law.   Offers of employment are contingent upon clear LiveScan fingerprinting and TB risk assessment. Other requirements include completing first aid/CPR training, mandated reporter training, anti-harassment training, and Workplace Violence Prevention training. Access to all mandatory training is provided and paid for by the school. Thu, 30 Apr 2026 12:26:16 -0400 https://careers.nais.org/jobs/rss/22241006/lower-school-atelierista https://careers.nais.org/jobs/rss/22241006/lower-school-atelierista Boston, Massachusetts, The Advent School seeks a passionate educator for the 2026-27 school year who brings intelligence, creativity, scientific knowledge, and progressive teaching pedagogy to the school community.  Atelieristas at Advent teach in both the Atelier and within an integrated framework, collaborating with the classroom teachers and other Specialists. Lessons are designed specifically to promote collaborative problem-solving and student-directed hands-on project work.  Responsibilities & Duties Teachers at The Advent School know their students deeply and use this understanding to design and facilitate a student-centered curriculum that integrates academic and social-emotional learning. Our program emphasizes progressive, hands-on, project-based teaching that weaves together the arts, core academic skills, and social justice. The Atelierista plays a central role in this work by designing and facilitating a thematic, student-centered curriculum that integrates art and science for early childhood ( PreK) through second grade. This educator leads small groups independently and partners closely with classroom teachers to support integrated explorations and project work. They make learning visible through thoughtful documentation and serve as a coach to teaching teams, supporting curriculum planning, material selection, and the development of meaningful, inquiry-based projects. The Atelierista also facilitates bi-weekly meetings with grade-level teams to collaborate on and deepen the implementation of Reggio-inspired practices, including the planning and execution of thematic, project-based learning. Key Responsibilities Co-create planning tools and protocols that support teachers in developing robust, emergent, interdisciplinary projects Partner with teachers to design and refine inquiry-driven, project-based units that evolve from student questions while honoring both standards and curiosity Support pedagogical documentation as a reflective practice, helping teachers observe, interpret, and respond to student thinking Guide teachers in amplifying student voice, choice, and multiple forms of expression through varied modalities (visual arts, construction, movement, dialogue, writing) Serve as a thought partner in responsive teaching, supporting teachers in identifying patterns in student learning and making informed, flexible instructional decisions Collaborate with the Upper School Atelierista on a series of teacher-facing professional development on project based teaching.  Professional Development Professional learning is central to maintaining the high standards of education at The Advent School. Teachers are expected to actively engage as learners, collaborators, and reflective practitioners within a culture of ongoing dialogue and inquiry. Required Skills & Characteristics The Advent School seeks educators who are deeply aligned with its mission of equity and social justice. The ideal candidate brings strong knowledge of the Reggio Emilia Approach, experience with co-teaching and differentiation, and a commitment to collaborative practice. Candidates should be: Advocates for anti-bias and anti-racist teaching with both children and adults Lifelong learners who are reflective, resourceful, and collaborative Enthusiastic and caring educators who believe in students’ capacity to effect change Strong communicators, particularly in writing with families and colleagues Qualifications Bachelor’s degree required 3+ years of teaching or related experience preferred Advanced degree preferred Salary range $70,000-$90,000 depending on experience.  Interested candidates should email their resume, cover letter, and the names of three references to careers@adventschool.org. In your cover letter, please include your connection to the mission of The Advent School. Thu, 30 Apr 2026 11:38:53 -0400 https://careers.nais.org/jobs/rss/22241138/early-childhood-teacher-assistant https://careers.nais.org/jobs/rss/22241138/early-childhood-teacher-assistant Peoria, Illinois, Peoria Academy (PA), an independent, coeducational, progressive PK-8 school founded in 2000 in Peoria Illinois.  PA is an International Baccalaureate (IB) World School.  Early childhood preschool teacher assistants implement developmentally appropriate educational experience for young children and assess their progress. They maintain a clean, safe, and engaging learning environment, and foster the cognitive, emotional, and physical needs of each child. Applicants must be physically and emotionally healthy, poised, punctual and enthusiastic. They must communicate effectively and work well with others. In addition, they should demonstrate a love for teaching young children and serving families, as well as an ability to articulate the mission and vision of Peoria Academy. We are seeking a dedicated Early Childhood Preschool Teacher Assistant for a year-round position, offering a competitive pay rate of $18-$20 per hour.   GENERAL JOB SUMMARY   Implement lessons/themes that are meaningful and educationally appropriate for young     children.  Be patient and consistent with all students.  Promote positive interactions every day. Multitask and work with various children without direct instruction. Allow children to self-guide and provide intervention when necessary. Regularly assess children to form greater understanding of their development. Utilize positive discipline strategies within the classroom. Follow all policies and procedures for inside and outside the classroom. Regularly clean and sanitize the classroom and materials to maintain health and safety. QUALIFICATIONS Experience working with early childhood students; Associates degree in early childhood education desired; Certified or willing to become certified in CPR/First Aid; Must be legally able to work in the United States; Completion of the state-required fingerprinting and criminal background check is required; Knowledge of child development; Maturity, presence, and a sense of humor; and A strong personal drive for excellence and dedication to life-long learning. TO APPLY : Please email a cover letter addressing your qualifications for the position, a resume, and a list of three professional references to: Marissa Draney, Principal, mdraney@peoriaacademy.org . Thu, 30 Apr 2026 14:57:24 -0400 https://careers.nais.org/jobs/rss/22241086/toddler-early-childhood-assistant-teacher https://careers.nais.org/jobs/rss/22241086/toddler-early-childhood-assistant-teacher Chicago, Illinois, We are seeking a motivated Early Childhood/Toddler Assistant to work in our Full Day Program. We are searching for a candidate with strong organization and communication skills and who values working as a part of a dynamic, creative, and diverse team. Hours are 7:30am-3:30pm, Monday through Friday for the academic year. The position would begin in August 2026 for the 2026-2027 academic year. Position Summary The Assistant Teacher assists the Head Teacher to guide the children’s activities academically, emotionally, and physically in a prepared Montessori environment that challenges each child to reach their fullest potential. The Assistant Teacher is union bargaining member responsible for upholding the purpose, standards and policies of Rogers Park Montessori School (RPMS) as outlined in the Parent and Employee Handbooks under the supervision and evaluation of the Head Teacher. The Assistant Teacher is expected to always conduct themselves in an ethical and business professional manner. The Assistant Teacher must maintain all personal information about children, families, organizational issues and other school matters as confidential. About Rogers Park Montessori School: Nestled in the Bowmanville neighborhood just 10 miles north of Downtown Chicago, Rogers Park Montessori School, established in 1966, serves children ages 2-14. We have a proud tradition of teacher collaboration and support. The students, teaching faculty, and parents of our toddler classrooms, 3-6 classrooms, 6-9 classrooms, 9-12 classrooms, and Middle School classrooms comprise a close-knit school community.   Essential Functions/Responsibilities: Interactions with Children Provide a positive role model for the children in attitude, speech and attire, treating all children with dignity and respect. Develop a positive rapport with children. Encourage uninvolved children to participate, balancing time between children working and involving children who are not. Model a respectful, quiet speaking voice. Communicate effectively with children. Interact regularly with the children by introducing materials, allowing the children to work independently without interrupting concentration, observing at a distance and helping children as necessary. Oversee the safety and physical well-being of the children at all times. Demonstrate competency in toileting and diapering for toddler age children. Classroom Assist in preparing an environment in which the furnishings and materials are complete and correspond to the needs of the group. Assist in the care and maintenance of classroom materials. Assist in maintaining an orderly environment, keeping it clean and sanitary, and in good aesthetic shape, allowing the children to share this responsibility when possible. Assist in maintaining an inventory of the classroom yearly. Assist in training and supervising children in the execution of fire drills, including the routing and building exits. Protect the privacy and working atmosphere of the class at all times. Record Keeping and Reporting Assist in maintaining curriculum planning, observational and academic records, attendance, and progress reports for each student. Report all accidents immediately. Prepare a written report stating the date, time and nature of the accident, including action taken. Notify the Head Teacher of all cases and the School Health Administrator as relevant. Communicate all unusual or observable incidents immediately to the Head Teacher. General Administration Assist the Head Teacher in implementing school policies and procedures, adult orientation and educational design as requested. Attend staff meetings and other school meetings as required. Prepare annual goals, participate in self-evaluations, and consult with the Head Teacher regarding professional growth and development. Assist with other projects, programs and planning as assigned by the Head Teacher, Program Coordinator, or Principal. Comply with all policies and procedures outlined in the Staff Handbook. Adhere to American Montessori Society (AMS) guidelines and professional standards. Position Details and Compensation: Position is full-time and hourly. Hourly rate is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. Position is fully in-person. Position Benefits: Medical insurance is provided by BlueCross BlueShield of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual premium. Plans for spouses/partners and families are also available. Dental and vision insurance is provided by Delta Dental of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual dental premium and 100% of the employee’s individual vision premium. Plans for spouses/partners and families are also available. Medical, dental, and vision insurance are offered as full 12-month coverage even for 10-month employees with payroll deductions being adjusted accordingly. RPMS offers life insurance, Accidental Death and Dismemberment Insurance, and Short-Term and Long-Term Disability Insurance at no charge to the employee. These policies have a 90 day waiting period after start date to take effect. AFLAC insurance policies are available if interested. RPMS is dedicated to following compliance with federal FMLA laws and Illinois’s VESSA law. RPMS offers a 401(k) retirement saving option managed by Vanguard that employees are eligible to contribute to after 30 days. RPMS will match $0.50 for every dollar contributed up to 3% of your pay. Employee contributions are always 100% vested and employer contributions are 100% vested after 3 years of service. Teaching faculty have 10 paid sick leave days, 2 personal leave days, and 1 professional development leave day. In addition to federally observed holidays, the RPMS calendar includes a 3-day Thanksgiving Break, a 2-week Winter Break, and a 1-week Spring Break. All faculty and staff receive a 50% tuition discount for any children attending RPMS.   RPMS is committed to ensuring our employees represent our diverse school community and to creating an inclusive workplace environment welcoming to people of all backgrounds. RPMS strongly encourages applications from people of color, people of all genders and sexual orientations, people with disabilities, and provides equal employment opportunities to all employees and applicants for employment. RPMS prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Position Requirements Competencies Strong communication skills. Ability to work effectively as a team member. High ethical standards and sense of the importance of confidentiality. Professional and courteous attitude. Strong organizational skills. Flexibility and openness to new ideas.   Qualifications Experience working in a Montessori School, daycare program or other work experience with children. Ability to fulfill requirements of all state and local licensing agencies affecting the school. Hourly rate is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. Thu, 30 Apr 2026 13:35:16 -0400 https://careers.nais.org/jobs/rss/22241122/kindergarten-assistant-after-school-teacher https://careers.nais.org/jobs/rss/22241122/kindergarten-assistant-after-school-teacher Brooklyn, New York, POSITION ANNOUNCEMENT: Kindergarten Assistant / After School Teacher The Kindergarten Assistant / After School role is a hybrid role with the hours of 8:00am-4:00pm, straddling our regular school day and our After School Program. During school day hours, (8:00am- 3:15pm), the Kindergarten Assistant will perform a variety of duties throughout the Kindergarten. Among these responsibilities, they will: work alongside Classroom Teachers in classrooms of 20 students during academic lessons and project times, independently lead activities or story sessions in those classrooms, supervise play time in the classroom, in the yard playground, or at the park; supervise lunch or rest, and assist with other essential tasks related to the smooth daily operation of our school. They may also be asked to provide sub coverage when classroom teachers are absent. During these hours they will report to the Head of the Kindergarten. During After School Program hours, which begin at 3:15pm and end at 4:00pm for this role, the After School Teacher supervises students and leads classes in our After School program (K-5th grade). During these hours they will report to the Director of After School.   We seek the curious, the artistic, the passionate. We are eager to meet candidates who love children and approach them with generosity and curiosity.  ABOUT SAINT ANN’S SCHOOL Since its founding in 1965, Saint Ann’s has embraced a commitment to education for its own sake, oriented to the capacities of each individual student and free of the encumbrances of formal grading, prizes, and rankings. At the same time, we are unabashedly committed to excellence in all that we do. With a faculty and staff numbering close to 400, and approximately 1100 students, Saint Ann’s is among the largest and most selective independent schools in New York City. The lives of our graduates speak powerfully to the potential of an education based on these principles to ignite a love of learning and sustain creative energy in every field of endeavor. We accomplish this by bringing together talented teachers with creative and motivated students. Saint Ann’s is committed to centering anti-racism in the life of the school. Seeking to create a community rooted in trust and equity, we invite each other to take risks, pursue knowledge, and celebrate growth. RESPONSIBILITIES   Supervise groups of students both during the school day and during After School program hours. Maintain a productive, happy classroom environment and classroom routines, both during the school day hours and during After School Program hours. Support children’s social and emotional growth through developmentally appropriate and responsive practices.  Supervise students’ outdoor play, supporting safe and healthy risk-taking and social interaction. Supervise lunch in the classrooms. Collaborate with the Head of the Kindergarten, Director of After School, and After School Coordinator to establish and maintain a warm and dynamic community in which all children feel an authentic sense of belonging and excitement about the process of learning and playing together.  Communicate professionally and compassionately with every member of the community: students, families, and colleagues alike.  Weekly check-ins with the Head of the Kindergarten regarding scheduling. With support and coaching from the Head of the Kindergarten and Learning Support team, prepare for and teach ongoing small-group reading groups according to our RWI literacy program. Maintain reliable communication with the Kindergarten Office and Director of After School to ensure the safety and well-being of all students. Uphold and model any health and safety protocols. PERSONAL AND PROFESSIONAL REQUIREMENTS A love of children An active commitment to equity and inclusion A passion for the arts   Stellar oral communication skills Comfortable giving and receiving feedback Reflective, compassionate, creative, flexible, and curious Strong leadership and organizational skills Maturity and good judgment A playful, positive attitude, and sense of humor Ability to create and engage children in activities and games    Ready to joyfully engage all students and handle moments of conflict with care Ability to connect with other adults working within the school Responsible, punctual, and professional Experience working with children required (this can include teaching but could also mean experience as a camp counselor, babysitter, or caregiver) Bachelor’s degree preferred COMPENSATION This is a full time faculty position with a competitive compensation package including benefits and an annual salary of $42,487.50.   TO APPLY Interested candidates should submit their cover letter and resume to this link by May 13, 2026. Candidates who identify as members of historically underrepresented groups are strongly encouraged to apply. Anticipated start date of mid-August, 2026.  NOTICE OF NONDISCRIMINATORY POLICY Saint Ann’s School hires employees of any race, color, religion, creed, gender, disability, national or ethnic origin, sexual orientation or any other category protected by applicable federal, state or local law, to all the rights privileges, programs, and activities generally accorded or made available to employees at the School. The School does not discriminate on the basis of race, color, religion, creed, gender (which includes a person’s actual or perceived sex, as well as gender identity and expression), age, marital status, disability, national or ethnic origin, sexual orientation, familial status, predisposing genetic characteristics, actual or perceived domestic violence victim status, unemployment status, caregiver status or any other category protected by applicable federal, state or local law, in carrying on its educational activities or in administration of its educational policies, admissions policies, employment policies, financial aid programs, and athletic and other school administered programs. Thu, 30 Apr 2026 14:27:21 -0400 https://careers.nais.org/jobs/rss/22238689/early-childhood-head-teacher https://careers.nais.org/jobs/rss/22238689/early-childhood-head-teacher Chicago, Illinois, Position Summary - Early Childhood Head Teacher in Children's House Program (3 to 6) Position begins August 2026 as a part of the 2026-2027 academic year. The Head Teacher helps direct children’s activities academically, emotionally, and physically in a prepared Montessori environment that challenges each child to reach their fullest potential. The Head Teacher is a union bargaining member who is responsible for upholding the purpose, standards, and policies of RPMS as outlined in the Parent and Employee Handbooks under the supervision and evaluation of the Principal and Program Directors. The Head Teacher is expected to always conduct themselves in an ethical and professional manner. The Head Teacher must confidentially maintain all personal information about children, families, organizational issues and other school matters.   About Rogers Park Montessori School: Nestled in the Bowmanville neighborhood just 10 miles north of Downtown Chicago, Rogers Park Montessori School, established in 1966, serves children ages 2-14. We have a proud tradition of teacher collaboration and support. The students, teaching faculty, and parents of our toddler classrooms, 3-6 classrooms, 6-9 classrooms, 9-12 classrooms, and Middle School classrooms comprise a close-knit school community.   Essential Functions/Responsibilities:   Teaching Direct the children’s activities academically, emotionally, and physically in a prepared Montessori environment that challenges each child to reach his/her fullest potential.  Develop a positive rapport with children.  Oversee the safety and physical well-being of the children at all times.  Demonstrate realistic expectations of children based on age and abilities.  Protect the privacy and working atmosphere of the class at all times.  Participate in the development and implementation of new curricula.  Train and supervise children in the execution of fire drills, including the routing and building exits.    Classroom Prepare an environment where furnishings and materials are complete and correspond to the needs of the group.  Oversee, care, and maintain classroom materials and yearly inventory.  Maintain an orderly environment, keeping it safe, clean, and sanitary, and in good aesthetic shape, allowing the children to share this responsibility when possible.    Supervisory  Supervise the classroom Teaching Assistant or Teaching Intern. Provide guidance, training, and coaching to the Assistant/Intern by meeting with the Assistant/Intern as necessary and conducting regular performance evaluations.  Assist the Program Coordinator and Education Director in interviewing for the assistant position as needed.   Record Keeping and Reporting  Maintain curriculum planning, observational and academic records, including progress reports. Plan, prepare, submit and share lesson plans as required by Children’s House Program Coordinator  requirements in coordination with the Children’s House Program Coordinator. Maintain written record of all parent meetings, phone calls and emails.  Maintain current attendance reports.  Submit academic records and other required records during the year.  Report all accidents immediately including preparing a written report and notifying parents. Report all unusual or significant incidents immediately, including preparing a written report stating the date, time and nature of incident, including action taken.  Complete monthly class summary reports.    Communication  Prepare a monthly newsletter for parents.  Hold two parent conferences during the school year and provide on-going communication to parents as needed.  Proactively initiate discussions with parents in the early stages of issues.  Communicate and cooperate with the Administration on program changes.  Communicate effectively with children.  Communicate effectively with parents.    Child Assessment  Work with Program Coordinator, Education Director and Learning Specialist on difficulties with children, parents and staff.  Provide input to the Admissions Director and Education Director and Program Coordinator on recommendations regarding re-enrollment, rejection or dismissal of any child as required.  Make recommendations for testing or special needs services to the Education  Director and Program Coordinator.    General Administration  Assist the Education Director and Program Coordinator in developing and implementing school policies and procedures, adult orientation and educational design as requested.  Attend staff meetings and other school meetings as required.  Prepare annual goals, participate in peer consultations and self-evaluations, and consult with the Education Director and Program Coordinator regarding professional growth and development.  Assist with other projects, programs and planning as assigned. Comply with all policies and procedures outlined in the Staff Handbook.  Adhere to AMS guidelines and professional standards. Position Details and Compensation: Position is full-time and salaried. Salary is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. For the 2026-2027 school year, the salary range for this position is $53,003-$79,480. Position is fully in-person.   Position Benefits: Medical insurance is provided by BlueCross BlueShield of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual premium. Plans for spouses/partners and families are also available. Dental and vision insurance is provided by Delta Dental of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual dental premium and 100% of the employee’s individual vision premium. Plans for spouses/partners and families are also available. Medical, dental, and vision insurance are offered as full 12-month coverage even for 10-month employees with payroll deductions being adjusted accordingly. RPMS offers life insurance, Accidental Death and Dismemberment Insurance, and Short-Term and Long-Term Disability Insurance at no charge to the employee. These policies have a 90 day waiting period after start date to take effect. AFLAC insurance policies are available if interested. RPMS is dedicated to following compliance with federal FMLA laws and Illinois’s VESSA law. RPMS offers a 401(k) retirement saving option managed by Vanguard that employees are eligible to contribute to after 30 days. RPMS will match $0.50 for every dollar contributed up to 3% of your pay. Employee contributions are always 100% vested and employer contributions are 100% vested after 3 years of service. Teaching faculty have 10 paid sick leave days, 2 personal leave days, and 1 professional development leave day. In addition to federally observed holidays, the RPMS calendar includes a 3-day Thanksgiving Break, a 2-week Winter Break, and a 1-week Spring Break. All faculty and staff receive a 50% tuition discount for any children attending RPMS.   RPMS is committed to ensuring our employees represent our diverse school community and to creating an inclusive workplace environment welcoming to people of all backgrounds. RPMS strongly encourages applications from people of color, people of all genders and sexual orientations, people with disabilities, and provides equal employment opportunities to all employees and applicants for employment. RPMS prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Competencies Strong communication skills. High ethical standards.  Professional and courteous.  Strong organizational skills.  Ability to work effectively as a member of a diverse team.  Flexibility and openness to new ideas.    Qualifications  Bachelor’s degree and Montessori certification (either AMS or AMI).  Experience with and understanding of the development of children.  Ability to fulfill requirements of all state and local licensing agencies affecting RPMS. Salary is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. For the 2026-2027 school year, the salary range for this position is $53,003-$79,480. Thu, 30 Apr 2026 13:41:13 -0400 https://careers.nais.org/jobs/rss/22238522/kindergarten-assistant-teacher-2026-2027 https://careers.nais.org/jobs/rss/22238522/kindergarten-assistant-teacher-2026-2027 Annapolis, Maryland, Full-Time, 10 months, Faculty Non-Exempt-Salary Key School is seeking a Kindergarten Assistant Teacher for the 2026-2027 academic year to work in partnership with a classroom teacher with five and six year old students. The successful candidate will have previous experience in early childhood education, understand the developmental needs of young children and demonstrate genuine warmth and concern for young children.   Reporting to the First School Division Head, a Kindergarten Assistant Teacher works collaboratively on the Kindergarten team to provide an age-appropriate, culturally responsive program for five and six year old students. The assistant teacher works with the lead teacher to supervise students indoors and outdoors, implement the daily classroom plans and works with students individually and in small groups.  The assistant teacher must readily partner and communicate with the lead teacher to support student progress in all domains - social/emotional, cognitive and physical development.  Strong interpersonal and verbal communication skills are required.  Job Responsibilities: Actively engage with children in small groups during structured and unstructured classroom time Respect children’s ideas, feelings, abilities, and differences Collaborate with lead teacher to implement daily classroom activities Supervise indoor and outdoor play Attend and participate in specials classes Assume responsibility for the classroom when needed Complete classroom administrative tasks Ideal Candidate: Demonstrates cultural responsiveness  in both classroom practice and interactions with students and colleagues  Demonstrates strong classroom management skills Adapts and manages schedule changes Seeks out professional development opportunities and applies the learning to their classroom work Self-starter who is able to work with variety of constituencies Qualifications: High school diploma or equivalent 90 Hour Child Care Certification (preferred) Minimum one year of experience in an early childhood education setting Physical Requirements: The demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. This position requires indoor and outdoor student supervision each day.  The students go outside to play in most conditions, including light rain, snow and hot and cold temperatures.  Candidates also need to be physically able to transition between sitting on the floor and child-sized chairs.   Some classes take place in other parts of the campus.  The ability to move around a mid-size campus with uneven pavement and manage stairs is needed. Compensation/Benefits:  Key School offers competitive salaries and a comprehensive benefits package including health, dental and vision insurance, a generous 403(b) Plan, and much more. Key School follows a salary step scale that recognizes direct years of experience that correlate to the steps on the scale. The salary range for this position is $26,900-$35,285 and is based upon several factors that include, but are not limited to, the candidate’s work experience and education and skills. There are additional opportunities on campus for coaching and various stipends, as well. Technical Competencies:  All candidates for teaching positions should be familiar with learning management systems such as Seesaw and Google Classroom and have the ability to create and deliver engaging multimedia content using a variety of digital tools. Key is a Google Workspace for Education school. Candidates should be proficient in using Google applications, have a solid understanding of cloud-based storage and file-sharing platforms, and efficiently manage email and scheduling using Gmail and Google Calendar. They should be proficient in virtual communication tools such as Zoom or Google meet and have basic troubleshooting skills to resolve common technical issues that may arise in the classroom.  Work Schedule/Travel:   Occasionally, there may be school functions that will require your presence to work flexible hours, including nights and/or weekends.  Additionally, participation in scheduled faculty meetings is required.  About the School Founded in 1958 by professors from St. John's College, Key School engages children from 2.5 years of age through grade 12 in a progressive, coeducational, college-preparatory program on its picturesque 15-acre campus 4 miles from downtown Annapolis.  Key School is a dynamic, tight-knit community deeply committed to ensuring students are supported and challenged to excel educationally and personally and be confident, courageous, critical thinkers prepared to engage with the world. Our Community is as diverse as it is warm and welcoming.  Commitment to Diversity, Equity and Inclusion:  Key is particularly interested in candidates with experience in creating inclusive school settings and who are culturally responsive. We are seeking candidates with a commitment to educational equity and justice. We learn and grow both as individuals and as a school community when students and adults of diverse backgrounds, abilities and identities develop an understanding of and respect for our commonalities and differences. Together, we have created a community that reflects diversity across a broad spectrum and will help fulfill Key’s promise to prepare our students for the challenges and responsibilities they will assume in an increasingly connected yet diverse and pluralistic world. The diverse student body is 39% students of color, and 32% of our students receive financial aid to create a socioeconomically diverse community.  Learn more about our Diversity, Equity and Inclusion at Key . Please submit a letter of interest, completed application, and three professional references by selecting the link. Wed, 29 Apr 2026 13:10:18 -0400 https://careers.nais.org/jobs/rss/22238416/early-childhood-music-teacher https://careers.nais.org/jobs/rss/22238416/early-childhood-music-teacher Ellicott City, Maryland, Glenelg Country School (GCS) is an independent day school serving students age 2 – grade 12. Our mission is to cultivate a diverse community of learners who discover, contribute, thrive, and excel.  The Primary School seeks a full-time Music teacher for the 2026-2027 school year.? The ideal candidate is an energetic and creative educator who demonstrates enthusiasm for working with early childhood age students, possesses a passion for music, and contributes to a positive culture with a strong emphasis on building strong relationships with students, staff, and the GCS community. The school welcomes candidates with a sense of teamwork who want to work in a school community. Glenelg Country School (GCS) requires a strong commitment toward working closely with students and colleagues in and out of the classroom. At GCS, successful candidates participate in the school’s overall life by contributing to service learning, clubs, enrichment classes, field trips, and faculty committees. In keeping with its mission, Glenelg Country strives to attract faculty and staff who embrace diversity of background, culture, and thought. GCS draws students primarily from Howard County and six surrounding counties with more than half of students identifying as ethno-racially diverse.  Essential functions:    Provide engaging music instruction for musical instruments, especially those suitable for young children, such as piano, guitar, or percussion instruments. Lead songs and teach vocal techniques to early childhood aged children. Teach music theory and composition using various teaching methods tailored to young learners. Plan and coordinate with the music department for concerts, musicals and performances as needed.   Conduct a vocal concert for the Primary School for families. Education and Experience Needs:   A B.A. or B.S. in music education, early childhood education, or a related field is required. A master’s degree would be advantageous. State or national certification in music education is desirable. Experience teaching early childhood or elementary school students.   Experience in a classroom or music education setting.  Key Skills and Attributes   The ideal candidate will have:  strong interpersonal skills, practical oral and communication skills, and experience working with cooperative and differentiated instruction.   the ability to create a positive and engaging learning environment, manage classroom behavior, and address the developmental needs of young children.   the patience to work with young children and enthusiasm for music and teaching, making learning fun and exciting for the students.   creativity in lesson planning and the ability to adapt lessons to meet the needs and interests of young children.  knowledge of child development theories and practices, such as the Reggio Emilia Approach.  proficiency with Office 365 and related Microsoft applications or similar.  Compensation Range:  $55,000 – $75,000. GCS offers a robust benefits package including health insurances, retirement plan, and generous leave and holidays.   Wed, 29 Apr 2026 09:49:30 -0400 https://careers.nais.org/jobs/rss/22238704/early-childhood-support-extended-day-staff https://careers.nais.org/jobs/rss/22238704/early-childhood-support-extended-day-staff Denver, Colorado, Position Overview    Graland Country Day School seeks an intelligent, energetic, flexible, and dedicated individual who is interested in working with children in our ECLC during the day as well as in our school-age, Extended Day program in the afternoons. The person must be cognizant of the variation of students’ cognitive, social, and emotional needs and capable of responding appropriately to each student as an individual.  Reports to:  Associate Head of Lower School and Director of Extended Programs Terms:  Monday – Friday; 10:00 a.m. - 6 p.m., exempt position, school-year   Job Responsibilities:  Responsibilities: Works with children ages (childcare 1-5 years old) (extended day 5-12 years old)Assists the team in the care and safety of children. Performs daily set-up and delivery of program by organizing activities, snacks/meal service,  possible diapering, cleaning/sanitizing, playground supervision, rest time, arrival and departure of children. Uses positive behavior reinforcement and developmentally-appropriate guidance strategies to encourage appropriate behavior. Develops and maintains positive communication with parents, children, and faculty/staff. Monitors and maintains annual fifteen (15) hour professional development credentials as required for the position. Attends and participates in staff meetings, trainings, and site events, as requested by the school. Performs other related duties as assigned.Cover childcare during professional development days.  Professional and Personal Qualities A collaborative and supportive member of the Graland community who… Models caring, respect, patience, and appreciation of differences. Provides a safe environment for students. Recognizes the importance of Diversity, Equity, and Inclusivity (DEI) work and continues growth as a culturally responsive educator. Represents school in position and in community. Participates in effective communication that is responsible, descriptive, and non-judgmental. Demonstrates a growth mindset, open to feedback, and new learning. Supports collective efforts of the school on instructional and non-instructional sides, in addition to team responsibilities. Upholds school, employee, and family confidentiality. Demonstrates commitment to the Graland mission, core values, and policies in the performance of daily duties. Demonstrates responsible, nurturing, and professional behavior at all times. Qualifications and Requirements:        Licenses, Certificates, and Other Requirements: Teacher requirements. Must be willing to meet appropriate Toddler, Preschool/PreK, and school-age Teacher requirements/qualifications and provide all documentation as required by the State of Colorado Department of Human Services upon hire. Knowledge of Developmentally Appropriate Practices.  Possess a current certification in CPR and First Aid, or willing to obtain one once hired. Submit and pass a criminal background check, including Colorado Bureau of Investigations and TRAILS/Central Registry criminal record review as required by the Colorado Department of Social Services within five (5) working days of employment. Provide all documentation as required by the State of Colorado Child Care Licensing Division upon hire. Must be able to fulfill the role as a mandated reporter. This position requires a current signed Child Care Provider Health Form. Material and Equipment: Knowledge of modern office procedures, methods, and general office equipment (computer, copier, iPad, phone, etc.). Proficiency with applicable computer software applications (Word, Excel, Outlook). Multiple manuals, such as Colorado Health Department Guidelines, Graland Employee Manual, General Rules and Regulations for Child Care Services, and the Colorado Department of Human Services Division of Childcare Rules and Regulations. Most of the work is performed indoors, approximately 70%, with normal noise and frequent interruptions. Balance of the work day, approximately 30%, will be outdoors, possible exposure to extreme temperatures, sun, rain, snow, wind, humidity, or icy conditions, and frequent exposure to grasses, molds, fertilizers, dust, and pesticides. Physical Requirements: Must have the ability to visually and audibly supervise the children in a variety of situations. Requires the ability to stand for various periods of time (15-30 minutes), bend or kneel to communicate with children, engage in activities with children, and distribute supplies or materials. Must be able to push, pull, and balance. Must be able to lift/move a maximum of 30 pounds unassisted, and lift/move a maximum of 100 pounds with assistance. Requires a sense of smell and touch.   About Graland A great school never sits still. It keeps going, growing and evolving. Graland Country Day School is an independent school in Denver that serves students in preschool, kindergarten, elementary, and middle school. Since the school’s founding in 1927, Graland has delivered an intellectually robust, character-based educational experience derived from current research about how children learn.  While so much in the world is changing, the school’s focus remains the same: Graland is faithful to the enduring aspects of its mission while seeking new ways to promote character and intellectual excellence. We inspire students to pursue excellence with passion and intent - academically, creatively and in their personal growth as engaged citizens and thoughtful leaders so that they learn to value individual differences and divergent thinking. We are constantly looking for ways to improve our program and keep it relevant for the next generation of students. Guided by our mission, values, Diversity, Equity and Inclusivity Philosophy Statement and strategic plan, we go to extraordinary lengths to give children the best education possible.  Our current enrollment totals 700, and we have just over 100 faculty members, 70 percent of whom have advanced degrees. Graland’s faculty and staff enjoy a collaborative, supportive environment where each member is encouraged to be a lifelong learner. Professional development, onsite childcare, a desirable location in the heart of Denver and other benefits make Graland a dynamic, inclusive and innovative workplace. Our Mission Achieve intellectual excellence,  build strong character,  enrich learning through the arts and athletics,  and prepare our students to be  engaged citizens and thoughtful leaders. Our Motto: Ascende Omnem Montem - Climb Every Mountain Compensation and Benefits Compensation is competitive and commensurate with experience. Salary is $51,800 annually. Benefits include professional development, employer-paid health, vision, dental and life insurance, paid time off for school holidays and school vacations, as well as participation in a retirement plan. Daily free lunch, access to an on-campus workout facility and opportunities based on availability for subsidized on-site child care.     HOW TO APPLY: https://hcm.paycor.com/l/r/F4E93CB4 Graland Country Day School is an Equal Opportunity Employer It is the policy of Graland Country Day School to comply fully with all laws barring discrimination against employees, or applicants, for employment because of race, color, religion, sex, age, national origin, ancestry, sexual orientation, military discharge status or physical or mental handicap, or status as a disabled veteran or Vietnam-era veteran. This policy applies to recruiting, hiring, placement, promotion, discipline, demotion, rates of pay or other compensation, employee benefits, tuition assistance programs and termination of employment. (revised 04/21/2026)   Wed, 29 Apr 2026 18:26:58 -0400 https://careers.nais.org/jobs/rss/22238570/early-childhood-program-lead https://careers.nais.org/jobs/rss/22238570/early-childhood-program-lead New York, New York, Early Childhood Program Lead 12 month faculty position Start Date:  August 1, 2026 Job Summary The Early Childhood Education Program Lead is a full time, 12 month position that provides leadership and coordination for all instructional, curricular, and support services within the Pre-Kindergarten through Grade 1 programs. This role ensures curriculum alignment, effective communication, and comprehensive support for students and families. The Program Lead works collaboratively with teachers, department heads, and outside providers to promote high-quality early learning experiences and positive student outcomes. Duties & Responsibilities Curriculum and Instruction Collaborate closely with the Director of Curriculum and Instruction and department heads to design, implement, and refine instructional practices. Support teachers in utilizing age-appropriate instructional materials and assessments. Facilitate professional learning focused on early childhood best practices and curriculum alignment. Student Support and Services Collaborate closely with psychologists and counselor to coordinate all academic, behavioral, and social-emotional services for students, ensuring a holistic approach to early education Liaise with outside service providers (e.g., speech therapy, occupational therapy, counseling) to ensure the coordinated delivery of support. Partner with the Student Success Team (SST) to monitor student progress and develop intervention plans as needed. Family and Community Engagement Serve as the primary point of contact for family communication regarding academic and social-emotional learning. Develop and implement strategies to strengthen family engagement and collaboration in early learning. Leadership and Management Provide guidance and support to early childhood teachers. Liaise with Directors on academic, social-emotional learning, and budget. Collaborate with administration on hiring, training, and evaluation of early childhood staff. Address and resolve management issues related to classroom operations, student services, or parent concerns.   Qualifications Master’s degree in Early Childhood Education or related field (preferred). Valid teaching or administrative certification in early childhood or elementary education. Strong knowledge of early childhood curriculum, assessment, and intervention strategies. Excellent communication, collaboration, and organizational skills. Experience working with families and multidisciplinary teams.   Work Hours 7:45 am - 3:30 pm Monday through Friday Weekly faculty and department meetings until 4:30 pm Start Date: August 1, 2026 Compensation  The salary range for this position is $100,000 - $140,000 annually based on completed degree programs and years of experience. We also offer a warm and supportive culture as well as exceptional benefits including but not limited to: Comprehensive medical, dental & vision plans with a free medical coverage option for employee only coverage Free vision coverage Flexible Spending Accounts for Medical, Dependent Care, Parking & Transit 8% Annual Employer Contribution to retirement after one year of full time service Basic Life Insurance Enhanced Short Term Disability Coverage Long Term Disability Coverage Low cost additional benefits including voluntary life insurance, critical illness coverage and pet insurance Additional Aflac policies Free breakfast & lunch when school is in session Discounted parking Generous holiday schedule, sick and personal time CGPS Mission Statement CGPS nurtures each student’s unique passions and talents inside and outside the classroom, unifying and inspiring members of its community in a rigorous but relaxed learning environment, preparing them for the finest colleges, and instilling in them the confidence, ethical values and sense of purpose to embrace challenges, to achieve their dreams and to improve the world.   CGPS is an equal opportunity employer committed in policy and practice to recruit, hire, train, and promote, in all job classifications, without regard to race, color, religion, sex, age, national origin, citizenship status, marital status, sexual orientation, veteran status, disability or other classes protected by federal or state law. CGPS does not tolerate harassment of or retaliation against any employee or applicant on the basis of these characteristics, or because the individual exercised his or her EEO rights. Wed, 29 Apr 2026 14:11:33 -0400 https://careers.nais.org/jobs/rss/22235586/ramaz-early-childhood-center-teacher https://careers.nais.org/jobs/rss/22235586/ramaz-early-childhood-center-teacher New York, New York, About The Ramaz School In the heart of New York City is The Ramaz School, a leading co-educational, Modern Orthodox, independent school serving Nursery–12th Grade students and their families in the greater New York and Tri-State area Jewish community. Rooted in Torah and Mitzvot, Ramaz is committed to academic excellence, Hebrew immersion beginning in Nursery, love of Israel, Chesed, and fostering respect for others. Our students are encouraged to discover their strengths, develop responsibility, and embrace the Jewish imperative to help repair our world (Tikkun Olam). The Ramaz School is seeking a classroom Teacher for the 2026-2027 school year for Nursery, Pre-K, and Kindergarten. We are seeking a warm, caring, passionate and collaborative educator to join our Early Childhood Center’s team. Key Responsibilities       Curriculum planning and implementation       Assessment of children’s developmental needs and goal setting       Ongoing collaboration with teaching teams, administration, and families       Manage classroom routines and behaviors       Communicate effectively with families Qualifications       Master’s Degree in Early Childhood Education or related field       Innovative and creative educator       Experience teaching in early childhood       Strong knowledge of Jewish holidays and customs Salary Range: $60,000 - $76,000 commensurate with experience and education This is an exciting opportunity to work with energetic faculty members. The Ramaz School offers a friendly supportive work environment and the chance to have an impact on our children's future. Ramaz is an EOE. Please send your resume and cover letter indicating the position of interest and where you saw posting to ECCCareers@ramaz.org . Qualifications       Master’s Degree in Early Childhood Education or related field       Innovative and creative educator       Experience teaching in early childhood       Strong knowledge of Jewish holidays and customs Tue, 28 Apr 2026 13:06:17 -0400 https://careers.nais.org/jobs/rss/22233749/lower-school-lead-educator-prekindergarten https://careers.nais.org/jobs/rss/22233749/lower-school-lead-educator-prekindergarten Sarasota, Florida, Lower School Lead Educator (PreKindergarten) – Clark Road                                                   The Out-of-Door Academy seeks a Lower School Lead Educator (PreKindergarten) – Clark Road to join the Lower School Campus at Clark Road. We are committed to providing a relevant and student-centered learning experience for Pre-Kindergarten through Grade 3 students on our evolving, new campus. APPLY AT:          https://www.oda.edu/about/career-center Responsibilities - Reporting to the Head of Lower School – Clark Road, the Lower School Lead Educator - PreKindergarten will be responsible for the following: Oversee and plan individual and small group work that differentiates instruction. Assess, collect and maintain data on student academic progress. Provide timely feedback to students and collaborate with faculty to offer specialized support in pursuit of each student’s learning goals. Facilitate and design effective work and productive dialogue among students and teachers to enhance the program and student experience. Select appropriate materials and resources to enrich and enhance the curriculum. Live the school’s mission and core values of respect, integrity, service, excellence, and responsibility. Qualifications – The following experience, skills & knowledge are required and/or preferred: Bachelor’s Degree in elementary education required; Master’s Degree preferred. A passion for learning and the ability to motivate and inspire students. Proficient with Word, Excel and the Google Drive platform. A successful track record of working effectively with a wide range of constituencies including students, faculty, staff and parents. Compensation and Benefits This is a 10-month full-time exempt position available in August 2026. Compensation is highly competitive and commensurate with experience and includes a comprehensive benefits package. At Out-of-Door, we value a diverse workforce. Applicants of any race, creed, physical ability, color, religion, sex, age, gender, sexual orientation or national origin are encouraged to apply.  Once an offer is accepted, the position will require the successful completion of a national background screening and drug testing.  Other Candidates are asked to address what attracts them to this position, to Out-of-Door, and to the Sarasota community in their cover letter. Candidates will be required to complete a video submission interview through the SparkHire platform.  Once an application has been received, instructions on completing the video submission will be provided through an email. A candidate application will be considered complete once this video submission has been received.   Mon, 27 Apr 2026 19:54:53 -0400 https://careers.nais.org/jobs/rss/22233503/early-childhood-and-kindergarten-associate-educator-position https://careers.nais.org/jobs/rss/22233503/early-childhood-and-kindergarten-associate-educator-position Santa Fe, New Mexico, Rio Grande School is an interdisciplinary school that serves students from three years old to grade six, with class sizes ranging from 14-21 students, a 6:1 student-educator ratio, and a total school population of 170. Located at the base of the Sangre De Cristo Mountains on five acres of high desert, surrounded by arroyos and hiking trails, Rio Grande School is perfectly situated for students to engage with both the natural wonders of the outdoors and the academic challenges of the classroom.  By nurturing this culture of thinking, our students are taught to to be both leaders and learners. At Rio Grande School, the safety and well-being of our students are our highest priority. All employees undergo rigorous background checks, and our hiring practices are designed to protect students from harm, including abuse and exploitation. We believe children learn best in a community that reflects the richness of the world. We actively seek candidates who will contribute to our school’s cultural and intellectual diversity.   The school is seeking candidates for the following position(s) beginning in August 2026:   Seeking Two Early Childhood and One Kindergarten Associate Educator (40 hours)  Position(s) Overview The Associate Educator plays a vital role in supporting a joyful, developmentally appropriate classroom environment for young learners. Working in close partnership with the Lead Educator, the Associate helps implement an inquiry-driven program that nurtures curiosity, builds foundational skills, and supports social-emotional growth through the exploration of play and academics.   This role is ideal for an educator who is collaborative, responsive, and eager to grow within a supportive teaching partnership.   Qualified candidates will: Hold an Associate’s or Bachelor’s degree in Early Childhood Education, Child Development, or a related field (or be working toward one) Have experience working with young children in a classroom or similar setting Demonstrate an understanding of child development and developmentally appropriate practice Exhibit strong communication, collaboration, and organizational skills Show a commitment to professional growth and reflective practice Preferred experience includes: Familiarity with play-based and inquiry-driven learning Knowledge of Responsive Classroom principles Experience working in Reggio Emilia or Montessori-inspired environments Experience supporting diverse learners   The Associate Educator will: Collaborate closely with the Lead Educator to implement a developmentally appropriate program, that supports students’ academic, social, and emotional growth Support whole-group, small-group, and individualized instruction to reinforce learning and meet diverse developmental needs Help maintain a safe, inclusive, and well-managed classroom by reinforcing routines, guiding positive behavior, and building strong relationships with students Assist in preparing and organizing classroom materials, learning environments, and daily activities that encourage exploration and purposeful play Observe and document student engagement and growth, sharing insights with the Lead Educator to support responsive instruction Provide attentive supervision during transitions, outdoor learning, and all parts of the school day to ensure student safety and consistency Contribute to a collaborative teaching partnership that fosters a joyful, inclusive, and responsive classroom community Professional Responsibilities Partner with the Lead Educator in daily classroom operations and instructional support Participate in planning conversations and team collaboration Attend faculty meetings, school events, and professional development opportunities Engage in ongoing professional learning as required by the state of New Mexico (24 hours annually at a minimum for early childhood educators) Perform other duties as assigned to support the school’s mission Compensation & Benefits Compensation is determined by experience and education. Salaries at Rio Grande School are competitive. Full-time employees receive: Retirement plan with matching and non-matching contributions Subsidized medical insurance Life insurance Short- and long-term disability insurance Professional development support   Interested candidates should send a letter of interest, resume, and a list of three to five professional references to careers@riograndeschool.org   Rio Grande School does not discriminate on the basis of age, sex, race, sexual orientation, gender identity, religion, and national or ethnic origin in its hiring practices. Mon, 27 Apr 2026 12:29:34 -0400 https://careers.nais.org/jobs/rss/22233478/early-childhood-classroom-assistant https://careers.nais.org/jobs/rss/22233478/early-childhood-classroom-assistant Princeton, New Jersey, Chapin School is seeking a full-time Early Childhood Classroom Assistant to start on August 26, 2026. Job Description and Requirements The classroom assistant reports to the Director of Early Childhood/Kindergarten, and this full-time position will work directly for the teacher(s) in classroom(s) between grades PK3 and K.   The position of Classroom Assistant requires a high school diploma, with an associate’s degree or higher preferred. Two years' experience working with young children in a classroom and/or day care setting is required. The responsibilities of the Classroom Assistant will be determined by the Director of Early Childhood/Kindergarten, with direct assignments and supervision coming from the classroom teachers. Duties may include but are not limited to: Supervision of students in the classroom, on the playground, during recesses and lunch, during special events, and on field trips Preparation of study materials, copying, laminating, etc. Preparation of other materials as learning/play tools Cleaning of classroom and organizing of materials Communication of any issues or concerns regarding students to classroom teachers and/or Director of Early Childhood/Kindergarten All employees are expected to perform to our standards of professionalism and maintain a high level of confidentiality pertaining to personal or professional information about students, parents, co-workers, and anyone affiliated with Chapin School. Application Process Cover letter describing your interest in the position Resume Statement of Educational Philosophy List of five professional references Send electronically in one email and separate pdf documents to: Karen Hepburn Senior Administrative Assistant khepburn@chapinschool.org Mon, 27 Apr 2026 16:01:36 -0400 https://careers.nais.org/jobs/rss/22233464/co-teacher-training-program-nursery-3rd-grade https://careers.nais.org/jobs/rss/22233464/co-teacher-training-program-nursery-3rd-grade Greenwich, Connecticut, The Greenwich Country Day School  Co-Teacher Training Program 2026-27 Academic Year Gain Invaluable Teaching Experience at its Best! The GCDS Co-Teacher Training Program employs college graduates in a one-or two-year placement, facilitating entry into the elementary and early childhood teaching profession. The training program offers opportunities to explore all aspects of an elementary classroom while teaching under the mentorship of a lead teacher and enjoying the benefits of participation in a vibrant cohort. In addition to placement in pre-k through third-grade classrooms, co-teachers gain broad professional experience working with multiple age groups, as responsibilities include teaching in the after-school enrichment programs or coaching athletic teams. The classroom experience is supplemented with a professional development program featuring noted guest speakers and a seminar series. Greenwich, CT, is within easy commuting distance to numerous graduate programs and New York City. The Teacher Training Program compensation package includes the following: Housing on campus or nearby Annual stipend of $32,000 in the first year of the program, $34,000 in the second year Medical and dental benefits Up to $5,000 annual tuition assistance for graduate school Interested candidates are invited to use the link provided to send a resume and cover letter to:  Raquel Salcedo, Director of Recruiting and Talent Mon, 27 Apr 2026 11:33:48 -0400 https://careers.nais.org/jobs/rss/22233656/2026-2027-lower-school-junior-kindergarten-teacher https://careers.nais.org/jobs/rss/22233656/2026-2027-lower-school-junior-kindergarten-teacher San Diego, California, Exciting Opportunity at Francis Parker School in San Diego, California  Francis Parker School (Parker) is seeking an enthusiastic, dedicated, and passionate educator who shares its core values: Students First, Academic Excellence, Global Perspective, Strength of Character, Inclusive Community, and No Limit to Better. Collegial and collaborative, Parker faculty create a learning environment that is dynamic and engaging. Parker faculty are content and pedagogical experts who invest in professional growth generously supported by the School. Importantly, Parker’s unswerving commitment to being a diverse, equitable, and inclusive community creates a culture of respect for all.   If Parker’s values and school culture resonate with you, we encourage you to consider this opportunity.   About Parker : Parker is a coeducational independent day school in San Diego, California with 1,330 students in Junior Kindergarten through Grade 12. Founded in 1912, the school’s mission is “to create and inspire a diverse community of independent thinkers whose academic excellence, global perspective, and strength of character prepare them to make a meaningful difference in the world.” Parker has two campuses: one in Mission Hills (Lower School, Junior Kindergarten - Grade 5) and a second in Linda Vista (Middle and Upper School, Grades 6 - 12). Job Description : Francis Parker School seeks an enthusiastic, dedicated, and passionate teacher to teach our Junior Kindergarten students on the Lower School campus. The Junior Kindergarten program follows California licensing requirements and is designed to provide a nurturing learning environment that supports the social, emotional, and academic development of our youngest learners. The ideal candidate will bring warmth, creativity, and a deep commitment to early childhood education, partnering closely with families and colleagues to ensure every child feels seen, supported, and inspired. Essential Duties/Responsibilities: Daily classroom instruction, including planning and teaching in a developmentally appropriate manner, with experience in differentiating instruction Prioritizing and examining inclusive curricula, teaching practices, and environments Compliance and knowledge of California licensing Providing regular and timely feedback to students about the trajectory of their learning Ongoing communication and conferencing with parents/guardians Conferencing with students and colleagues as required Weekly collaboration with the grade level team, ensuring horizontal alignment and consistent assessment practices across the grade Active participation in the curricular improvement of the department in alignment with the Understanding by Design framework Setting, reviewing, and achieving professional goals Provide support as needed for Admissions Ongoing professional development participation Standing duties as assigned Qualifications : Bachelor's degree, an advanced degree is desirable  Teaching credential is required Completed 12 or more Early Childhood Education units is required Child Development Site Supervisor permit preferred Prior early-childhood, lead teaching experience is required   Excellent communication, writing, and interpersonal skills Demonstrate strong instructional and classroom management skills; have an understanding of Responsive Classroom and restorative practices Culturally responsive teaching and experience with the CASEL Standards Strong interpersonal and cultural competency skills when working with students, parents, faculty, and School leadership A strong and sincere commitment to professional development, both in pedagogy and content areas, including an understanding of Understanding by Design, Singapore Math, and the Science of Reading  A proficiency in the application of educational technology practices Commitment to being a positive and contributing member of the professional community A desire to work in a highly collaborative environment Genuinely love to work with children and educators at the elementary level Salary and Benefits : Parker is committed to attracting and retaining the highest quality faculty and staff through a substantial compensation plan, including competitive salary, TIAA retirement benefits, and full medical/dental coverage. Individual salary is negotiable depending on years of experience and educational background. Salary Range: $82,000 - $120,000 per year The actual salary will be determined by the candidate’s educational degree and their years of full-time teaching experience.  The starting salary listed reflects this position’s minimum experience and educational requirements; the ending salary listed represents the top of the salary structure for this position. Most candidates can expect to enter in the lower to middle section of this salary range, depending on their specific experience and education. Non-Discrimination : Parker values diversity and seeks talented students, faculty, and staff from different backgrounds. All employment decisions are made without regard to unlawful considerations of race, color, sex (including pregnancy, childbirth, breastfeeding and related medical conditions), gender, sexual orientation, gender identity or expression, marital status, religion, national origin, ancestry, ethnicity, creed, age, mental or physical disability, medical condition, genetic information, military or veteran status, or any other basis prohibited by federal, state, or local law.    Application Process: To be considered, interested candidates must submit the following: Online employment application. Please click HERE to get started Cover Letter Resume Transcripts Your application will be considered incomplete if you do not include all required information, including completion of the Employment History, Education, and References sections of the online application, required attachments, and responses to all application questions. Mon, 27 Apr 2026 16:00:01 -0400 https://careers.nais.org/jobs/rss/22227513/pre-kindergarten-head-teacher-one-year-position https://careers.nais.org/jobs/rss/22227513/pre-kindergarten-head-teacher-one-year-position New York, New York, Trevor Day School seeks candidates for a Pre-Kindergarten Head Teacher . This is a one-year position that may be extended. This faculty member is responsible for the homeroom life of approximately 12-18 students. They are also responsible for planning, implementing, and reviewing the Pre-K curriculum, in partnership with the existing Pre-K team and the administration.  The successful candidate should be dynamic, energetic, and creative. This individual will join a team of colleagues, working in close collaboration with their Associate Teacher, another Pre-K teaching team, Specialist Teachers, and the entire Lower School (Threes–Grade 5) division.  Responsibilities include: Developing a developmentally-appropriate curriculum for children aged 4–5 years old, built on social, emotional, and academic goals. Planning lessons and tailoring instruction to meet students’ individual needs. Mentoring an Associate Teacher and collaborating on curriculum planning and delivery.  Collaborating closely with other teachers and specialists to monitor student progress. Coordinating with the faculty, families, and outside specialists. Communicating student progress and goals through family conferences, home reports, parent meetings, and emails.  Qualifications include: Bachelor’s degree required; Master’s degree preferred. A minimum of three years of experience as a Head Teacher is preferred. Knowledge of developmentally-appropriate Pre-K curriculum. Ability to track students’ progress and needs. Comfort with differentiating instruction to accommodate a range of learning styles. Enthusiasm for collaborating with colleagues on curriculum development. Proficiency in using technology to enhance classroom learning. Proven ability to form strong relationships with students, families, and colleagues. Commitment to diversity, equity, and inclusion. A growth mindset and lifelong dedication to learning.  Excellent written and verbal communication skills. Flexibility, creativity, patience, and a sense of humor.  The full-time salary range for this position is $60,000–$120,000 as per the school’s salary scale. When extending an offer for employment, Trevor Day School bases the salary upon several factors that include (but are not limited to) scope and responsibilities of the position, the candidate’s work experience, education, training, key skills, and peer salary equity. The school also offers a competitive benefits package. Trevor Day School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We celebrate diversity and are committed to creating an inclusive environment for our community.    Fri, 24 Apr 2026 09:26:48 -0400