https://careers.nais.org Latest NAIS Career Center Jobs Thu, 05 Mar 2026 09:19:41 Z https://careers.nais.org/jobs/rss/22096024/lower-school-learning-specialist https://careers.nais.org/jobs/rss/22096024/lower-school-learning-specialist Fort Wayne, Indiana, Position Summary The Lower School Learning Specialist is a senior learning-support practitioner and instructional leader who advances the School’s commitment to helping every young learner thrive. The Learning Specialist supports a caseload of students with learning differences and learning needs that may include ADHD, specific learning disabilities, dyslexia and other language-based learning differences, dysgraphia, executive functioning challenges, and related profiles involving attention, memory, and processing that affect learning. The Learning Specialist delivers evidence-based, developmentally appropriate instruction and intervention through a combination of push-in, pull-out, small-group, and individual support. Equally important, the Learning Specialist partners with classroom teachers to strengthen inclusive and differentiated instructional practice, ensuring that accommodations and learning plans move from paper to daily classroom impact. This role requires strong professional judgment, refined communication skills, comfort interpreting educational evaluations, and a collaborative, systems-oriented approach. The Learning Specialist is a member of the Student Support Team and contributes to a coordinated, student-centered model that integrates academic support with social-emotional and wellness supports.   Core Responsibilities Student Support, Intervention, and Skill-Building Provide targeted intervention and strategy instruction aligned to student needs in areas such as foundational literacy and language, written expression, math problem-solving, and executive functioning (time management, organization, planning, initiation, self-monitoring). Support students in developing age-appropriate self-advocacy and a positive learner identity. Deliver support using flexible service models (push-in, pull-out, small group, and 1:1) to maximize application and generalization skills, protect core instruction, and build enduring learning habits. Case Management and Individualized Learning Planning Manage a Lower School caseload, including: Reviewing student information (teacher observations, work samples, screening/assessment data, and outside evaluation reports) to identify strengths, needs, and priorities Creating, maintaining, and regularly updating individualized Learning Plans/Service Plans that include clear goals, recommended strategies and accommodations, progress indicators, and review timelines Ensuring plans are actionable for teachers, understandable for families, and developmentally appropriate for students Maintaining accurate, confidential student records and documentation of services and outcomes Screening, Assessment, and Data-Informed Decision Making In collaboration with colleagues, support a coherent Lower School screening and intervention cycle by: Administering or coordinating approved academic screeners and/or diagnostic measures (reading and/or math, as appropriate to the school’s program) Interpreting formal and informal assessment results, including the practical classroom implications of psychoeducational/neuropsychological evaluations Monitoring progress frequently and adjusting intervention intensity, strategy, and/or setting based on student response Producing concise summaries for teachers and families that translate data into next steps Making recommendations for additional evaluation and/or outside services when concerns persist despite targeted intervention Faculty Partnership and Instructional Leadership Serve as a trusted teaching partner to faculty by: Coaching teachers in evidence-based differentiation, inclusive practices, and faithful implementation of accommodations and learning plans Modeling strategies in classrooms and/or co-planning lessons that proactively reduce barriers to learning Observing students in classroom contexts to understand learning demands, classroom structures, and opportunities for support Supporting teachers in creating learning environments that are structured, warm, and developmentally appropriate Providing targeted professional learning (informal coaching and formal PD sessions) connected to learning differences, executive functioning supports, and effective intervention practices Family Communication and Relationship-Building Partner with families through: Clear, timely, and compassionate communication about student progress, goals, and strategies Participation in parent-teacher conferences and student-support meetings as needed Guidance to families on understanding learning profiles and selecting appropriate external resources (tutoring, evaluation providers, therapy supports) Coordination with outside providers, with family permission and in alignment with school protocols, to ensure coherent supports across settings Student Support Team Collaboration and Referral Processes As an active member of the Student Support Team, the Learning Specialist will: Participate in regular Student Support Team meetings and referral processes Help analyze referrals, determine next steps, and coordinate follow-up actions Collaborate with school counselors and wellness professionals to ensure academic concerns are addressed in tandem with social-emotional and wellness factors Contribute to an integrated approach that recognizes learning, behavior, and wellbeing as interconnected Community Partnerships and Systems Navigation When appropriate and aligned to school policy, coordinate with relevant community entities and resources to support students and families, which may include cooperation with Fort Wayne Community Schools for evaluation or service coordination processes when families pursue services outside the School’s resources. Professional Responsibilities and School Life Uphold the professional obligations expected of independent-school faculty/staff members by: Attending Early Childhood/Lower School meetings, Student Support Team meetings, and Learning Support and Wellness meetings, and providing timely updates to the Director of Learning Support and Wellness Participating in school-wide professional development and maintaining current knowledge of learning support research and practice Demonstrating excellent professional ethics, discretion, and confidentiality Contributing positively to School culture and collaborating respectfully with colleagues Supporting recruitment and retention through strong relationships with students and their families Required Qualifications Master’s degree in Special Education, Learning Disabilities, Literacy/Reading, School Psychology, Educational Therapy, or a closely related field Significant successful experience supporting elementary learners with learning differences in a school setting, including direct intervention and collaborative consultation (minimum of 5 years; more strongly preferred) Demonstrated ability to interpret educational evaluations and translate recommendations into practical classroom accommodations and intervention plans Demonstrated experience coaching teachers and partnering with families Strong working knowledge of research-aligned literacy instruction for students with language-based learning differences and/or dyslexia Strong organizational systems, documentation habits, and the ability to manage multiple timelines and stakeholders Excellent written and verbal communication skills, with a professional, student-centered approach Demonstrated commitment to creating equitable and inclusive learning environments for students who have a variety of learning differences Preferred Qualifications 8+ years of increasingly responsible experience in elementary learning support, including program development or team leadership Additional credentials or training in structured literacy and/or Orton-Gillingham–aligned instruction; executive function coaching; and/or math intervention Experience in an independent school environment and comfort with independent-school culture, expectations, and family partnership norms Experience supporting students through referral/evaluation cycles and coordinating with outside providers across disciplines ( OT, PT, speech and language, mental health therapy, medical ) Fluency with common assessment tools, data tracking practices, and educational technology used to support differentiated learning Personal Attributes and Professional Dispositions The successful candidate will be warm, steady, and growth-oriented; demonstrate sound judgment; balance empathy with clear boundaries; and bring the confidence and humility required to lead adult learning while remaining deeply child-centered. Thu, 05 Mar 2026 08:42:58 -0500 https://careers.nais.org/jobs/rss/22093082/middle-school-computer-science-and-robotics-teacher https://careers.nais.org/jobs/rss/22093082/middle-school-computer-science-and-robotics-teacher Basking Ridge, New Jersey, About Pingry The Pingry School, a prestigious K-12 coeducational, independent day school with a rich history dating back to its founding by Dr. John F. Pingry in 1861, stands at the forefront of academic excellence in the United States. With campuses located in Basking Ridge, Pottersville, and Short Hills, New Jersey, Pingry is celebrated for its academic programs, a student-written Honor Code that underpins our community values, and a comprehensive commitment to arts, athletics, community, and civic engagement. Our mission is to inspire in our students a lifelong passion for learning, personal development, and social responsibility, preparing them to be global citizens and luminaries of the 21st century. Rooted in relationships and guided by our foundational philosophy, Pingry is a vibrant community of more than 1,200 students hailing from over 90 towns across New Jersey and New York. At Pingry, we are united by a love of learning and a commitment to preparing students to navigate the complexities of the 21st century with confidence and integrity. For more information, we invite you to visit our website at pingry.org or connect with The Pingry School on Facebook, X, and Instagram to discover why we love school. Position Summary The Pingry School seeks a dynamic and forward-thinking Middle School Computer Science Teacher for the 2026-2027 school year. This role is designed for an educator who sees computer science not just as "coding," but as a fundamental tool for creativity, logic, and problem-solving. As the sole practitioner in the Middle School Computer Science and Engineering department, you will be the primary architect of the MS student experience, bridging the gap between foundational exposure and the high-level rigors of our Upper School curriculum. You will partner closely with the Computer Science and Engineering Department Chair and US faculty to ensure a seamless vertical alignment that prepares students for advanced studies in data science, machine learning, and complex algorithms. We seek an educator who is deeply passionate about the middle school years, understands the unique developmental energy of this age group, and can harness it to build a culture of "high-interest, high-exposure" computing. The Middle School Computer Science and Engineering department seeks a professional who will: Ignite Early Interest: You excel at demystifying technology, making the "black box" of computing accessible and exciting through hands-on projects, from block-based logic to Python and beyond. Bridge the Curricular Gap: You are a strategic thinker who understands the "why" behind the code, ensuring students master the computational thinking skills necessary for a world-class Upper School program. Champion Independent Innovation: As a "department of one" in the Middle School, you are self-directed and thrive on the autonomy of continuing to build and evolve a program. Foster a "Maker" Culture: You are energized by robotics and physical computing, viewing the 2:30–3:30 Activity Block as a prime opportunity to build community and lead our competitive MS Robotics team to excellence. Serve as a Relational Mentor: You recognize that middle schoolers need a safe space to fail and iterate. You serve as a dedicated advisor who supports the "whole child," navigating their social, emotional, and academic growth. Responsibilities Instruction: Teach a full course load of Middle School Computer Science and Engineering, including required grade-level courses (Form I & II) and potential electives such as 3D Design and Printing. Curriculum Development: Collaborate with the MS/US Department Chair to refine the scope and sequence to transition students from introductory logic and Scratch to Python and engineering principles. Robotics Leadership: Lead and grow the Middle School Robotics team (this fulfills the "Plus One" community requirement). This includes a season of afternoon preparation as well as supporting competitions on select nights and weekends. Program Expansion: Develop and lead expanded curricular, potential electives and other Auxiliary enrichment opportunities to broaden student exposure to emerging technologies. Advising: Serve as a Middle School Advisor, acting as the primary point of contact for a small group of students and supporting their holistic development. Cross-Divisional Collaboration: Partner with both Lower and Upper School divisions to develop a cohesive K-12 scope and vision, ensuring seamless curricular alignment and a unified computer science experience for all students. Qualifications Educational Background: A bachelor’s degree in Computer Science, Engineering, or a related field is required; an advanced degree is preferred. Technical Expertise: Proficiency in a range of programming languages (Scratch and Python are essential; p5.js and Swift are a plus), experience with physical devices (e.g., micro:bit, arduino, or Raspberry Pi), and experience with robotics platforms (e.g., VEX, LEGO Spike Prime, or FIRST LEGO League). Middle School Savvy: A deep and genuine love for working with middle school students. You must possess the patience, humor, and energy required to teach this specific developmental stage. Inclusive Excellence: A commitment to making STEM inclusive and welcoming for all students, ensuring that every learner, regardless of prior experience, feels they belong in a Computer Science classroom. Communication Skills: The ability to communicate complex technical concepts to students, parents, and non-technical colleagues with clarity and enthusiasm. Mission Alignment: A commitment to Pingry’s Honor Code and the interpersonal skills necessary to work cross-functionally within a diverse and high-achieving community. Qualified candidates are invited to apply online at https://www.pingry.org/careers .  The salary range for this position is $60,000-$110,000. Final compensation will be determined based on experience and education. Pingry offers a comprehensive benefits package to full-time employees, including, but not limited to, medical, dental, and vision coverage; retirement plans with employer matching; life and disability insurance; tuition remission for employees' children; and access to wellness and professional development resources. A full list of benefits is available at www.pingry.org/careers. Wed, 04 Mar 2026 10:46:06 -0500 https://careers.nais.org/jobs/rss/22093092/mashgiach-on-call https://careers.nais.org/jobs/rss/22093092/mashgiach-on-call Rockville, Maryland, The Mashgiach (On-Call) oversees food preparation and service to ensure all food handling complies with kosher dietary laws and standards. The Mashgiach must have in-depth knowledge of Jewish dietary laws and be committed to upholding kosher requirements. Essential Duties and Responsibilities: Open kitchen at 7:30 am or at other designated time; unlock all gates, doors and other secured areas. Turn on appropriate hoods, lights, stoves, ovens and other cooking equipment. Turn on appropriate warmers, steam tables and soup station. Wash, check and dry vegetables in a method that is easy for the food service staff to use for their application. Crack eggs when needed. Follow food prep and culinary safety best practices. Maintain clean and orderly workspaces. Other duties assigned by the Director of Food Services High School Diploma 1-3 experience   Beneficial if certified by the Vaad of Washington    To learn more about the School and to apply, visit:  https://www.cesjds.org/about/work-at-cesjds Work Environment:  In accordance with the School's duty to provide and maintain a workplace that is free of known hazards, the School has adopted a mandatory Vaccination Policy to safeguard the health of our employees and their families and the community at large from infectious diseases such as the flu, which may be reduced by annual vaccinations. This policy complies with all applicable laws and is based on guidance from the Centers for Disease Control and Prevention (CDC) and local health authorities, as applicable. The Charles E. Smith Jewish Day School is an equal opportunity employer. We evaluate all applicants without unlawful consideration of race, color, age, religion, gender, marital status, disability, veteran status or any other characteristic protected by applicable law. The School encourages candidates from diverse backgrounds to apply. Wed, 04 Mar 2026 11:02:00 -0500 https://careers.nais.org/jobs/rss/22093140/upper-grade-academic-support-specialist-full-time https://careers.nais.org/jobs/rss/22093140/upper-grade-academic-support-specialist-full-time Los Angeles, California, Brawerman Elementary School of Wilshire Boulevard Temple – Los Angeles  Job Description   Title: Upper Grade Academic Support Specialist - Full Time   Position Description: This is a full-time position at Brawerman West as an Upper Grade Academic Support Specialist with responsibility for working with Grades 3-6 students with varying challenges in accessing the curriculum. This is a highly collaborative position, requiring both expertise and flexibility. The Upper Grade Academic Support Specialist is responsible for coordinating accommodations for students and supporting teachers, in collaboration with and under the supervision of the Director of Student Support. As a member of the Brawerman West Academic Support Team, the Upper Grade Academic Support Specialist will develop and curate resources to aid teachers in research-based teaching practices, provide ongoing support and professional development for teachers, coordinate and support accommodation plans for students, provide small group and individual instruction for students recommended for support, and provide parents with relevant resources.   About Brawerman West :  Brawerman West Elementary School of Wilshire Boulevard Temple is a Jewish day school (Kindergarten to Grade 6) operating on the Irmas Campus in West Los Angeles.  Since its opening in 1999, Brawerman West Elementary School has offered an outstanding academic program, rooted in Jewish values, that nurtures students' cognitive, physical, social, emotional, and spiritual lives. Serving about 300 students, Brawerman West is a tight-knit, nurturing community with high faculty collaboration and an active, supportive parent body. We seek creative and passionate educators who enjoy working as part of a team and are committed to learning, reflective practice, and innovative pedagogy.    Responsibilities: Support students directly in 1:1 coaching sessions and in small group academic and curricular support  Support student learning by pushing into classrooms  Use a variety of assessment techniques to monitor student progress toward goals Work directly with educators to evaluate and implement strategies for supporting students Assist in identifying students who may need additional diagnostic testing for learning differences Interpret psychoeducational testing and design accommodation plans to be implemented by classroom and learning support educators Communicate with students and parents regarding accommodations and support Maintain accurate and complete records Manage and further develop a multi-tiered support process Manage referrals for student support through Student Support Team Meetings Work collaboratively with the Director of Student Support and the Student Support Team to optimize student growth and support Perform other duties as assigned by administration Required Qualifications: Bachelor’s degree or higher Professional background in education with an emphasis on special education and/or educational therapy Minimum of 3 years experience, preferably in a school setting Knowledge of relevant technology Flexible thinker Team player Professionalism Excellent verbal and written communication skills   Preferred Qualifications: Advanced degree in education or related field Multiple Subject Teaching Credential and/or Educational Therapist Certification 3+ years experience providing support to students in Grades 3-6 Experience using Reading and Writing Workshop, Everyday Mathematics, and Responsive Classroom (preferred)    Compensation: $66,150 to $90,000 based on experience and qualifications Salary is based on employment from August through June paid over twelve months Competitive benefits package Lunch is provided for faculty on school days Robust professional development opportunities   How to Apply: Please send a letter of interest and resume to jobs@brawerman.org . Include the job title (Upper Grade Academic Support Specialist) in the subject line. Wed, 04 Mar 2026 12:07:37 -0500 https://careers.nais.org/jobs/rss/22093295/lower-school-coordinator-of-academic-services https://careers.nais.org/jobs/rss/22093295/lower-school-coordinator-of-academic-services Baltimore, Maryland, THE PARK SCHOOL OF BALTIMORE LOWER SCHOOL COORDINATOR OF ACADEMIC SERVICES FALL 2026 Devoted to intellectual inquiry, a collaborative spirit of learning, and an appreciation for the diversity of human experience, The Park School of Baltimore is a community founded on positive expectations of our students and respect for individual differences. We cultivate children’s innate curiosity by nurturing their interests and engaging them as active participants in their own education. We support young people in becoming confident questioners and responsible citizens of the world. ~The Park School Mission The Park School is a non-sectarian, independent, gender inclusive day school of 803 students from Pre-Kindergarten through Grade 12. Founded in 1912 as one of the early progressive schools, The Park School continues to practice a distinct educational philosophy. The core values today, as in 1912, are a belief in children’s capacity to love learning, to grow academically and emotionally when inspired by highly qualified, caring teachers, and to develop self-discipline, confidence, and creative problem-solving skills through deep exploration and constant challenge. At every grade level, from Pre-Kindergarten through Upper School, Park actively encourages questioning and conversation as essential elements of the learning process. The school philosophy emphasizes a belief in positive expectations and expects that students, as they mature, will take increasing responsibility for their own learning. The Position: The Park School seeks a full-time Lower School Coordinator of Academic Services to join the Lower School Student Support Team, which includes the Lower School Principal, Lower School Assistant Principal, and Lower School Counselor. In addition to working closely with the Student Support Team, the Coordinator of Academic Services meets regularly with a Math Specialist, two Reading Specialists, and classroom teachers to support all students in the Lower School. The Coordinator of Academic Services provides resources, instructional strategies, professional development, and guidance for faculty with a particular focus on support and enrichment to meet the needs of all students. The role includes the development and communication of learning plans and coordination of services with families and outside providers. The Academic Services Coordinator also works directly with students providing ongoing assessment, as well as academic support and challenge to students individually and in small groups. This position reports to the Lower School Principal. ABOUT PARK’S LOWER SCHOOL Park’s Lower School is committed to progressive principles of education. Respect for children and confidence in their natural capacity to learn — and to enjoy learning — are key. The program at all grade levels centers on experiential learning within an integrated curriculum. Our approach emphasizes open-ended inquiry and problem solving, collaborative projects, and exposure to a wide range of learning activities and materials, anchored by a focus on essential understandings and attention to basic skills. The Lower School at Park includes Pre-Kindergarten through Grade 5, with an enrollment of 275 students and 40+ faculty. Support personnel include a Lower School Principal, Assistant Principal, Academic Services Coordinator, Learning Specialists, and Counselor. Special area teachers provide instruction in art, music, physical education, Spanish, library, technology, and science. Responsibilities: Student Academic Support and Intervention: Monitor students for potential academic support or needs for enrichment. Provide direct academic support to students individually and in small groups. Oversee testing and learning accommodations. Communicate with outside professionals as needed. Review and interpret assessments from outside providers including students’ psychoeducational evaluations. Create, communicate, and implement student learning plans. Administer selected diagnostic evaluation tools in partnership with teachers, families, and outside providers. Coordinate the services of the Lower School Math and Reading Specialists and meet regularly with the Lower School Student Support Team. Collaborate with the Middle School Student Support Team to support students moving from Lower to Middle School. Oversee on-campus tutoring schedule and collaborate with tutors. Teacher Support: Collaborate with faculty to implement learning plans and instructional accommodations. Conduct student observations. Provide guidance and professional development for faculty about academic support based on current science-based research and evidence-based practices. Program and Curriculum: Collaborate with teachers to adapt curricular materials and assessment practices. Assess achievement and curricular efficacy in Pre-Kindergarten through 5th Grade. Family Support and Education: Communicate directly with families regarding learning and academic support. Provide referrals for outside academic support and/or evaluation. Plan and/or support family education programs related to academic support and learning profiles. Administrative Responsibilities: Serve as a member of the Lower School Admission Committee as needed. Participate in the admission process for prospective students including assessment and observations as needed. Orchestrate all aspects of annual standardized testing (ERB) across Grades 3-5. Other duties as assigned. Qualifications: Master’s degree in Special Education, Early Childhood Education, Elementary Education, or related field. At least five years experience as a learning specialist or in a related field. Experience working with neurodiverse students, Pre-K-5th Grade age preferred. Possess a strong knowledge base of neurodiverse learners. General knowledge of neurodiverse learning styles and experience using learning profiles and educational diagnoses to guide instructional support. Knowledge of assistive technology, online resources, and apps that support executive functioning and academic success. Passionate about Park’s progressive mission, and an advocate for diversity work and the promotion of health and wellness. Orientation to progressive philosophy and teaching methods. Must have the ability to form relationships based on a high degree of trust with all types of people and help those in the most challenging of situations: the students, the faculty, the parents, and administration. Must be highly organized, an excellent communicator, and able to respond promptly to student issues and faculty needs. Personal skills needed to work collaboratively with colleagues. Demonstrated ability to work with students from diverse backgrounds. Exceptional interpersonal, verbal, and written communication skills. Experience with Responsive Classroom and UFLI literacy curricula is preferred. Candidates from diverse backgrounds or who have experience in cultural competency work are strongly encouraged to apply. SALARY Park’s job requirements differ, with some positions requiring no experience, while others require years of expertise. Our salary range is from $51,500 to $82,500 and is based on factors such as years of experience, qualifications, full-or part-time status, and schedule. If selected for the role, your salary will be determined by your experience and qualifications. Salaries do not include benefits that are described below. BENEFITS Park’s benefits include a 403(b) retirement plan with matching contributions, and medical, dental, and vision insurance for individuals and families. Health Savings Accounts and Flexible Spending Accounts are also available. Employees receive disability and parental leave, along with paid time off. Other resources include an Employee Assistance Program, a Computer Buying Program, and various wellness initiatives. Additionally, the school offers the following distinctive programs: Faculty and Curricular Advancement (FACA) Program: A $5.6 million endowed program, established in 1989, supports summer professional development work by faculty. This program provides full salary and benefits for work on group or individual projects. Approximately 40% of Park faculty participate in FACA projects each summer. Projects are selected through a formal, competitive review process. Tuition Remission: Under current policy, employees who have been employed at Park full-time for two years are eligible to receive full tuition remission for their children who attend Park. (Faculty children must meet the same standards for admission as all other applicants.) During the first two years of employment, employees may apply for Park’s need-based tuition assistance program. APPLICATION PROCESS Interested candidates are asked to send a letter of interest, personal statement, résumé, and completed employment application (found here) via email or US mail. Please also indicate whether there are any special circumstances that will affect the timing of your search, availability for interviews, and decisions for the coming year. CONTACT Priscilla Morales, Associate Head of School The Park School of Baltimore 2425 Old Court Road Baltimore, MD 21208 FAX (410) 339-4125 academicresources@parkschool.net The Park School of Baltimore does not discriminate against employees or applicants for employment on the basis of race, color, national or ethnic origin, religion, ancestry, gender, gender identity and expression, sexual orientation, age, marital status, or any physical or mental disability unrelated to a reasonable performance of an employee’s duties. Wed, 04 Mar 2026 15:48:13 -0500 https://careers.nais.org/jobs/rss/22090354/spanish-teacher-upper-campus https://careers.nais.org/jobs/rss/22090354/spanish-teacher-upper-campus Ojai, California, Ojai Valley School is a pre-kindergarten to grade 12 boarding and day school located on two campuses in Ojai, California. The Lower Campus serves students in grades PK-8 and the Upper Campus serves students in grades 9-12. Since its inception, OVS has held progressive education and character development at the center of its philosophy and practice. “Educating the whole child” is more than a statement of intent. Our academic, residential life, outdoor education programs, and athletics create opportunities for intellectual growth and character development at each level of student maturity. The strength of our program is rooted in integrity, compassion, fairness, responsibility, respect and perseverance.   We seek teachers who are not only knowledgeable about the discipline and who are also equally excited about the subjects they teach. OVS teachers are dynamic, flexible, and collaborative. Our teachers are active in the school community, often serving as advisors, outdoor education supporters and participants, resident counselors, and coaches. The ideal candidate will add energy, excitement, and commitment to a wide range of programs and embrace a diverse and welcoming community.   Summary of Position Ojai Valley School is currently seeking a full-time high school Spanish Teacher, beginning in August 2026. Specifically, we are looking for an individual with a strong Spanish language, Spanish Literature, or education background and an ability to teach all levels of Spanish including levels, Spanish 1 through Advanced Placement Spanish Language & Culture. The ideal candidate has a degree in Spanish, fluency or near fluency in Spanish, and has experience as a high school classroom teacher delivering a Spanish curriculum to students in grades 9 through 12. We seek an individual with strong communication, classroom management, and technology skills.  The ideal candidate should also have experience in lesson planning, curriculum development, and proficiency in different teaching methodologies.   Key Responsibilities & Duties Instruction & Curriculum :. Develop and implement daily lesson plans, including, grammar, vocabulary, and literature, covering Beginner to Advanced Placement (AP) levels. Organizes the methodology of respective courses to satisfy individual needs and to prepare students for the following grade level. Displays student work around the school and in publications. Provides after-school tutoring for students in need.   Assessment & Evaluation: Grade assignments, administer exams, record results, monitor student progress, and provide regular feedback to students and parents.   Cultural Integration: Foster an understanding of Spanish-speaking cultures, traditions, and history.     Classroom Management: Maintain an engaging, positive, and inclusive learning environment. Leads students by example, adhering to the guidelines of the Employee Training Manual, including caring for and protecting the safety of the students, and is versed in emergency and disaster procedures. Take attendance and reports promptly to the Front Office.   Professional Development : Participate in staff meetings, curriculum planning, and professional growth activities. Ability to communicate effectively in writing and verbally with the administration, parents, advisors, and resident counselors regarding student progress.   Other General Duties: Supervise weekend activities, one weekend rotation in four, approximately 6-8 hours, that may include driving students in a school passenger van. Participate in the Outdoor Education Program, which includes two class camping trips and one class hike. Lead or assist in coaching duties and school electives, such as class advisor or student council Qualification Requirements : To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: A Bachelor's Degree in a relevant field or graduate degree or teaching credential is preferable; or two to four years related teaching experience and/or training; or equivalent combination of education and experience. Certificates, Licenses, Registrations: California driver's license preferred; current CPR and First Aid certification preferred, California Teaching Credential preferred. Mathematical and Reasoning Skills: Ability to add, subtract, multiply, and divide in all units of measure, and the ability to calculate grades, and work with budgets. Ability to define problems, collect data, establish facts, and draw valid conclusions.   Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.   While performing the duties of this job, the employee is regularly required to talk or hear and taste or smell. The employee is occasionally required to stand, walk for long hours; be okay with bending, squatting, kneeling and climbing; sit; use hands and fingers a lot to handle, grab or feel objects, tools, or controls; reach with hands and arms; and climb or balance on uneven ground or while carrying things. Be able to go up and down ladders or stairs; The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus, wear safety gear like gloves, goggles, helmets etc.   Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee occasionally works in outside weather conditions that are hot, cold, loud, dusty and/or wet. The noise level in the work environment is usually moderate.   Ojai Valley School is an equal opportunity employer.  All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religions, sex, national origin, disability or veteran status. To submit your resume, or for further assistance or information, please contact Morgan Middough at ovsjobs@ovs.org.  OVS has a very rich benefit program available including medical, dental, vision, retirement, disability etc. Tue, 03 Mar 2026 14:05:52 -0500 https://careers.nais.org/jobs/rss/22090400/pk-8th-grade-art-teacher-lower-campus https://careers.nais.org/jobs/rss/22090400/pk-8th-grade-art-teacher-lower-campus Ojai, California, Ojai Valley School is a pre-kindergarten to grade 12 boarding and day school located on two campuses in Ojai, California. The Lower Campus serves students in grades PK-8 and the Upper Campus serves students in grades 9-12. Since its inception, OVS has held progressive education and character development at the center of its philosophy and practice. “Educating the whole child” is more than a statement of intent. Our academic, residential life, outdoor education programs, and athletics create opportunities for intellectual growth and character development at each level of student maturity. The strength of our program is rooted in integrity, compassion, fairness, responsibility, respect and perseverance.   We seek teachers who are not only knowledgeable about the discipline and who are also equally excited about the subjects they teach. OVS teachers are dynamic, flexible, and collaborative. Our teachers are active in the school community, often serving as advisors, outdoor education supporters and participants, resident counselors, and coaches. The ideal candidate will add energy, excitement, and commitment to a wide range of programs and embrace a diverse and welcoming community.   Summary of Position Ojai Valley School is currently seeking a full-time PK-8 Art Teacher to begin in August 2026. Specifically, we are looking for an individual with a strong interest in and enthusiasm for art and teaching art to children. The ideal candidate has a Bachelor’s Degree in Art, holds a teaching credential, and has experience as an art teacher. We seek an individual with strong communication, classroom management, and technology skills. The ideal candidate should also have experience in lesson planning and curriculum development, as well as proficiency in various teaching methodologies.   Key Responsibilities & Duties Instruction & Curriculum : Develop and implement daily lesson plans, including guiding students in all areas of the curriculum, regularly assessing students, communicating with families, and providing after-school tutoring for students in need.   Assessment & Evaluation: Grade assignments, administer exams, record results, monitor student progress, and provide regular feedback to students and parents.     Classroom Management: Maintain an engaging, positive, and inclusive learning environment. Leads students by example, adhering to the guidelines of the Employee Training Manual, including caring for and protecting the safety of the students, and is versed in emergency and disaster procedures. Take attendance and reports promptly to the Front Office.   Professional Development : Participate in staff meetings, curriculum planning, and professional growth activities. Ability to communicate effectively in writing and verbally with the administration, parents, advisors, and resident counselors regarding student progress.   Other General Duties: Supervise weekend activities, one weekend rotation in four, approximately 6-8 hours, that may include driving students in a school passenger van. Participate in the Outdoor Education Program, which includes two class camping trips and one class hike. Lead or assist in coaching duties and school electives, such as class advisor or student council. Qualification Requirements : To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. Education and/or Experience: A Bachelor's Degree in a relevant field or graduate degree or teaching credential is preferable; or two to four years related teaching experience and/or training; or equivalent combination of education and experience. Certificates, Licenses, Registrations: California driver's license preferred; current CPR and First Aid certification preferred, California Teaching Credential preferred. Mathematical and Reasoning Skills: Ability to add, subtract, multiply, and divide in all units of measure, and the ability to calculate grades. Ability to define problems, collect data, establish facts, and draw valid conclusions.   Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.   While performing the duties of this job, the employee is regularly required to talk or hear and taste or smell. The employee is occasionally required to stand, walk for long hours; be okay with bending, squatting, kneeling and climbing; sit; use hands and fingers a lot to handle, grab or feel objects, tools, or controls; reach with hands and arms; and climb or balance on uneven ground or while carrying things. Be able to go up and down ladders or stairs; The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus, wear safety gear like gloves, goggles, helmets etc.   Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee occasionally works in outside weather conditions that are hot, cold, loud, dusty and/or wet. The noise level in the work environment is usually moderate.   Ojai Valley School is an equal opportunity employer.  All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religions, sex, national origin, disability or veteran status. To submit your resume, or for further assistance or information, please contact Morgan Middough at ovsjobs@ovs.org.  OVS has a very rich benefit program available including medical, dental, vision, retirement, disability etc. Tue, 03 Mar 2026 14:07:11 -0500 https://careers.nais.org/jobs/rss/22090438/afterschool-program-assistant https://careers.nais.org/jobs/rss/22090438/afterschool-program-assistant Larkspur, California, Title: Afterschool Program Assistant Reports to: Director of Auxiliary Programs Status: Part time position, Non-exempt Employee Start date: March 2026 Schedule: 3:00-6:00pm, Tuesday-Thursday   Afterschool Program Assistant: The main purpose of this position is to support the after school program manager in providing a high quality experience for students and families and meeting best practice standards in relation to all aspects of the After School Program. The working hours for this position are 3:00-6:00pm Tuesday, Wednesday, and Thursday. Applicants who are not available for the full working hours are still encouraged to apply.   Primary Responsibilities: Assist Director of Auxiliary Programs in day-to-day activities and other duties as needed; Supervise students as they participate in activities such as crafts, circle games, sports, etc.; Oversee students during general group activities and playtime; Participate in preparing the environment for students, including cleaning duties before and after each session; Represent the after school program with a professional image at all times; Engage appropriately with parents, including greeting upon arrival and communicating about students and the program; Maintain confidentiality at all times; Create and maintain a safe learning environment for students. Qualifications: Available to work weekday afternoons; Experience working with preschool & elementary school children in an academic setting, or similar setting such as summer camp; Courteous and professional demeanor; Ability to follow directions and reason logically; Detail oriented and well-organized; Health Screening, TB clearance, and background fingerprinting clearance required; A one-year commitment is expected.   Salary Range: $20.00-$22.00 per hour   ADA Requirements: Marin Primary & Middle School is in full compliance with the Americans with Disabilities Act (ADA) and does not discriminate with regard to applicants or employees with disabilities, and will make reasonable accommodation when necessary. For the purposes of the ADA, the "Primary Responsibilities" listed are essential job functions Work is normally performed in a typical interior/classroom work environment, with typical classroom noise and other disruptions Both sitting and standing are required during a regular work day Normal vision and hearing abilities are required to interact with students, parents, faculty, and staff, and with school equipment Ability to occasionally lift up to 50 lbs Ability to work at desk and computer screen for extended periods of time Ability to turn, bend and reach Ability to move oneself around the campus Ability to drive to other locations for meetings, conferences, etc. Position requires adaptability, analyzing, assessing, calculating, decision making, dependability, good judgment, reading, memorizing, social skills, speaking, multitasking, and writing To apply please submit your cover letter, resume, and a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848 MP&MS is an equal opportunity employer. All individuals have an equal opportunity for employment based on qualifications and merit, regardless of religion, race, sex, marital status, pregnancy, childbirth or related medical conditions, age, color, national origin, ancestry, physical or mental disability, medical condition, sexual orientation, military service status, or any other factor prohibited by state or federal law. This policy applies to all areas of employment, including recruitment, hiring, training, promotion, compensation, benefits, and other conditions of employment. MP&MS also makes reasonable accommodations for employees with disabilities and for employees who request an accommodation for pregnancy, childbirth, or related medical conditions. Tue, 03 Mar 2026 14:51:51 -0500 https://careers.nais.org/jobs/rss/22090584/organist https://careers.nais.org/jobs/rss/22090584/organist San Mateo, California, Episcopal Day School is seeking an engaging, creative and innovative team member who will support our students and parents to carry forth the Episcopal tradition, Mission, Philosophy and Core Values of our school. Episcopal Day School is an equal opportunity employer. The Organist will become a part-time member of our specialist faculty and work directly with the School Chaplain. Duties and responsibilities include: Major Responsibilities: Provide organ/piano music for Chapel services, including preludes, postludes, and hymns. Collaboration: Work with the School Chaplain to select appropriate hymns and service music. Special Services: Play for seasonal chapels and services (i.e. Christmas, Thanksgiving, Graduation). Maintenance: Work with the Church Organist to oversee or notify regarding the care and maintenance of the church organ. Qualifications: Musical Proficiency: High degree of competence on the organ and piano, with the ability to sight-read and improvise. Education: Bachelor or Master of Music degree, specifically in organ performance preferred. Certifications: Credentials from the American Guild of Organists (AGO) preferred. Experience: Proven experience in a church or school chapel setting, including knowledge of liturgical traditions and various musical styles (traditional to contemporary). Interpersonal Skills: Ability to work collaboratively with clergy, chaplain, staff and volunteers in a team-oriented environment. Physical Requirements and Work Environment: Work is in an active, fast-paced environment dealing with a wide variety of challenges, deadlines, and various contacts. Must be able to move safely and comfortably over a large campus regularly. May sit for extended periods of time (up to 4 hours per day). Work primarily in church sanctuary. Ability to safely and occasionally lift up 10 to 30 lbs. Regularly sit, talk, walk, hear and interact with students, parents, staff and visitors. Regularly use close and distance vision. Able to climb stairs. Time Commitment and Salary: Time Commitment: Usually ranges from 4 to 8 hours per week, depending on number of chapels, services and rehearsals. Salary Range: $50.00 - $100.00 per hour, depending on personal qualifications and experience. Tue, 03 Mar 2026 19:44:35 -0500 https://careers.nais.org/jobs/rss/22090564/upper-school-learning-specialist https://careers.nais.org/jobs/rss/22090564/upper-school-learning-specialist Seattle, Washington, Title:                     Learning Specialist-Upper School               Direct Reports:    N/A Reports to:           Director of Integrated Learning                  FLSA Status:          Exempt Department:        Integrated Learning  FTE:                      Full-Time, Regular, Academic Year, Plus 5 Floating Days for Summer &                                     Break Planning      When Needed:    August 20, 2026 start date for the 26-27 Academic Year                                  University Prep (UPrep) is seeking a talented, engaging, and compassionate Learning Specialist for our Upper School (Grades 9-12). We look for staff and faculty who share our belief that a culturally rich and inclusive school community provides students with the best possible environment for a quality education. The ideal candidate has a passion for student growth and well-being and thrives on working independently as well as part of a team. If that sounds like you, we’d like to hear from you.    Who We Are: University Prep (UPrep) is a 6–12 independent school in northeast Seattle, WA, one of the country’s most dynamic cities. We offer an intellectually rich education that fosters deep inquiry and critical thinking that is powered by student engagement. Our students graduate prepared for college and life. UPrep is a strong and vibrant community of students, families, faculty, staff, and alumni that joins together to support our students in becoming caring and productive adults. UPrep is a place where all students and families have equitable access to all the school has to offer, and we aspire for all community members to feel like they belong.  We believe that our shared values of integrity, respect, and responsibility are essential to accomplish our mission to develop each student’s potential to become an intellectually courageous, socially responsible citizen of the world.   Job Summary: The role operates as a member of the Integrated Learning team to provide access and direct learning support to Upper School students. The Learning Specialist provides one-on-one academic coaching and small group instruction to build successful student skills for students with diagnosed or identified learning needs.    Specific Responsibilities: Oversees ILP (Individualized Learning Plan) case management for a group of assigned upper school students which includes individual student support, creation/oversight of ILPs, attending student services meetings, and other related duties. Teaches up to two sections of UPrep’s small group study skills class, SchoolHacks Works collaboratively as a member of the Integrated Learning team to ensure that students with documented and/or identified preferences for learning have access to the supports and structures that will help them find success  Partners with teachers, advisors, deans and counselors to provide real-time support for students demonstrating struggle to access the curriculum Serves as a grade-level advisor for 10-12 Upper School students Actively participates in the life of the school outside of the classroom through chaperoning, joining grade level trips, and attending school events Establishes and cultivates community relations by maintaining open dialogue with all of the school’s constituencies Vigorously engages in their own professional development; is a life-long learner who enhances their skills, using state-of-the-art technologies to maintain high standards of performance to efficiently and effectively produce work products Is familiar with and complies with all policies and regulations as put forth in the school’s documents Since safety and security are everyone’s responsibility, takes all necessary and reasonable precautions to protect students, faculty, staff, equipment, materials and facilities Works 7:45am – 3:45pm Performs other non-teaching duties as assigned   Education & Experience: Bachelor’s degree from a four-year college or university required Master’s degree in education, special education, counseling, or related field preferred Experience working with underrepresented populations preferred Experience in teaching or academic coaching preferred   Required Knowledge, Skills & Abilities: Strong understanding of learning differences, executive functioning, and strategies to support diverse learning needs Adaptability to meet the needs of the students and the program Commitment to educational access for under-served students Commitment to diversity, equity, inclusion, and belonging Flexibility, maturity and a sense of humor Excellent verbal and written communication skills to work with students, teachers, and families Understanding of the developmental needs of upper school students Creativity and flexibility to contribute to a growing and responsive program within the school Excellent attention to detail Ability to work effectively and collaboratively with a team Ability to maintain confidential information Ability to work and communicate well with all levels of faculty and staff Ability to work and communicate well with students and their parents Proven track record of organization, follow-through, and task completion Ability to multitask Demonstrated high level of cross-cultural competency Ability to work efficiently in a Microsoft Windows or Mac environment using Office; ability to master common automated systems for record keeping, and confidently learn new technology; experience with school-focused technology is a plus; experience with Schoology a plus Ability to talk on the phone Timely response to emails Ability to sit and keyboard up to 8 hours per day   Compensation & Benefits: Salary range is $66,723 to $121,310 based on education and years of experience. UPrep offers a comprehensive and generous benefits package intended to support and promote the health and well-being, work/life balance, and financial security of our faculty, staff, and their families. Benefits are listed on our  careers page  and include: Medical, Dental, and Vision Insurance, Employer-Seeded Health Savings Account or Health Reimbursement Account, Flexible Spending Accounts, Employer-Paid Long-Term Disability Insurance, Employee Assistance Program, Employer-Paid Life Insurance, Voluntary Life Insurance, 401(k) Retirement Savings Plan with employer contribution and match after one year of service, Paid Time Off, Paid Parental Leave after one year of service, commuter benefits, and Professional Development opportunities.  Click on Apply Now, complete our online employment application, and upload your résumé and a cover letter telling us why you are interested in and qualified for this position.  Position open until filled. No phone calls or drop-ins please.  University Prep does not discriminate on the basis of race, color, national or ethnic origin, religion, creed, age, gender, marital status, sexual orientation, gender identity, veteran’s status, disability, use of a trained service animal, or any other characteristic protected by federal, state, or local laws. This policy applies to admissions and administration of all its programs, as well as to all areas of employment.    www.universityprep.org Tue, 03 Mar 2026 18:16:25 -0500 https://careers.nais.org/jobs/rss/22090469/safety-security-officer https://careers.nais.org/jobs/rss/22090469/safety-security-officer Potomac, Maryland, Bullis school has an opportunity for a  Safety & Security Officer  to join our amazing security team! This position is responsible for the safety of students, staff, and visitors on campus, as well as monitoring the school’s facilities and equipment. This individual will maintain a visible campus presence to ensure a safe and orderly learning environment, deter potential security issues, and assist with traffic control and direction. This position is also responsible for monitoring the school’s facilities and equipment, working closely with Athletics and Facilities.  This position is classified as Essential Personnel and involves rotating shift work that includes a day shift and an evening shift throughout the calendar year (including holidays, snow days, and weekends). Campus is closed on Thanksgiving, Christmas Day, New Year’s Day, and Easter Sunday). The standard schedule is 40 hours per work week.  Working at Bullis means being a part of a collaborative and supportive work environment that encourages professional growth and development.   We offer competitive salaries and generous benefits that make it an ideal place to build a thriving career! Essential Functions Campus access control Assist with traffic control and direction before and after school Monitor traffic and parking throughout the day Assist with building access Guard booth duty Building and grounds security Promote lawful behavior and protect the welfare of students, faculty, parents, and visitors as a visual presence on campus   Monitor school facilities (e .g., grounds, buildings, adjacent areas, athletic fields) to provide visibility, maintain security, and deter crime Enforce traffic and parking regulations  After -school event security and athletics Provide security as needed for athletic games and other after-school events as needed to maintain order and prevent crime.  Assist with traffic control, direction, and parking lot duties. Assist with keeping roadways and parking lot ingress and egress clear for emergency equipment.    Physical Requirements Ability to patrol the property and access areas quickly Ability to work outdoors in extreme weather conditions for extended periods of time Prolonged periods  of sitting, standing, and/or walking Must be able to lift 50 pounds at a time with or without reasonable accommodation   Education and Experience Required: High school diploma or equivalent Excellent observational skills and attention to detail Authoritative verbal communication skills Ability to remain calm in high-pressure situations Ability to learn the layout of the property and buildings Ability to obtain Maryland Guard Card Preferred: Bachelor’s Degree in Criminal Justice or related field Experience as a security officer and traffic control   Prior experience in school settings Experience in law enforcement and criminal investigations   Compensation and benefits are competitive, with an hourly rate of $25 - $29 Benefits include: Medical, dental, and vision insurance  Employer-provided basic life insurance Employer-provided short-term and  long-term disability 401(k) employer match and safe harbor contribution, up to 7% of annual compensation Paid leave Tue, 03 Mar 2026 15:32:32 -0500 https://careers.nais.org/jobs/rss/22090390/grade-vi https://careers.nais.org/jobs/rss/22090390/grade-vi New York , New York, Title:  Teacher - Grade VI Reports To: Head of the Middle School (grades IV-VI) Status: Full-time - exempt    Job Overview:  St. Bernard’s School is a K-9 independent boys’ school founded in 1904. The school, located on the Upper East Side, serves a diverse community of approximately 385 students and 100 employees. St. Bernard’s offers young boys of diverse backgrounds an exceptionally thorough, rigorous, and enjoyable introduction to learning and community life.  We wish to inspire boys to value hard work and fair play, to develop confidence, consideration for others, and a sense of citizenship, and to have fun while doing these things. We believe that young boys enjoy many benefits from an elementary school designed just for them. It is a long-held belief at St. Bernard’s that it is important both to challenge boys and to show them great affection.  St. Bernard's School seeks a sixth-grade homeroom teacher to teach English, history, and math and to foster a sense of community within the homeroom. The St. Bernard’s Middle School comprises grades IV, V, and VI, and the demands of its last year are high. We expect the boys to listen, work hard, and treat others well.    Responsibilities:  Serve as a homeroom teacher and teach core academic subjects (i.e., English, math, and history) Give timely, meaningful, caring, and personal feedback to students and families  Establish and maintain a classroom community that promotes student confidence and community responsibility  Uphold professional obligations that include, but are not limited to, assigned duties, meetings, parent conferences, and school events  Direct a class play in which the boys perform before a large audience  Collaborate with other sixth-grade teachers to ensure coordination between classes  Create an environment that fosters open discussion with the freedom to express varied points of view  Adapt teaching methods and instructional materials to meet students' varying needs and interests Engage and support students of varied backgrounds Participate in regular professional development to refine, learn, unlearn, and relearn teaching practices Participate fully in the life of the school community through activities such as supervising a student lunch table and attending school assemblies and other events Be willing to pitch in where needed, including helping with coverage needs that might arise Assist with a three-day excursion to Gettysburg as part of the boys’ study of American history Other duties as assigned by the head of school Qualifications:  Bachelor’s degree required  Training, experience, or education in middle school education is desirable. Deep understanding of curriculum, standards, and expectations for fourth-grade students  Understanding of learning differences and demonstrated ability to differentiate instruction in the classroom based on those needs Flexibility with classroom management, the pacing of curriculum, and students' expectations Eagerness to contribute to a positive faculty culture by building collaborative and respectful relationships with colleagues and supporting fellow teachers and administrators Commitment to maintaining professional standards of appearance, courtesy, responsiveness, discretion, punctuality, and attendance Working knowledge of Google Suite  Strong interpersonal skills that allow the ability to collaborate and communicate effectively and respectfully with students, parents, teachers, and administrators  Appreciation for ritual, tradition, and the joyful unpredictability of a boys' school For all St. Bernard’s positions, the ability to play the piano is always considered appealing (music is a part of everyone’s day), but it is by no means a requirement. To apply, please send your resume and cover letter in PDF format to humanresources@stbernards.org .    St. Bernard’s welcomes and seeks a diverse community of students, faculty, staff, and parents. We're an equal opportunity employer.  All qualified applicants will be considered for employment without attention to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran, or disability status.   In compliance with NYC’s Pay Transparency Act, the annual base salary range for this position is $80k to $130k. St. Bernard’s School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, key skills, internal peer equity, as well as market and organizational considerations when extending an offer. Tue, 03 Mar 2026 13:54:29 -0500 https://careers.nais.org/jobs/rss/22090547/choral-music-ensemble-teacher-director https://careers.nais.org/jobs/rss/22090547/choral-music-ensemble-teacher-director La Canada, California, Choral & Music Ensemble Teacher/Director Start Date: August 2026  Status: Part-Time (with potential for growth to full-time within 1–3 years based on program needs and performance) Flintridge Sacred Heart Academy is seeking a music educator to lead, expand, and elevate our music department. We are looking for a candidate with the drive and creativity to scale the program over the next few years into a robust, full-time department. The ideal candidate will bridge the gap between technical excellence and creative expression, helping students find their individual voices while fostering a collaborative ensemble spirit. Primary Responsibilities Instruction: Direct one section of Choral Music and one Instrumental Music Ensemble (Note: instrumental ensemble meets Wednesday after school). Liturgical Leadership: Select, prepare, and direct student musicians for all liturgical services and school-wide spiritual gatherings.  Performance Production: Produce and direct two major annual showcases: the Winter and Spring Concerts. Program Growth: Work with the department chair to develop and execute a 1–3 year growth strategy to increase student enrollment and program offerings, moving the position toward a full-time capacity. Candidate Profile The "Dual-Threat" music educator: You possess a deep pedagogical toolkit for both vocal and instrumental instruction. Genre Fluidity: You are comfortable navigating diverse musical landscapes, from classical and liturgical to contemporary and world music.  Community Builder: You have the interpersonal skills to create a nurturing, inclusive, and student centered program alongside high-standard performance culture. Creative Visionary: You see a music program as more than just rehearsals- you see it as a platform for student identity and community uplift. Qualifications A significant body of knowledge in music theory, pedagogy, and stage production. Demonstrated ability to manage the logistics of a performing arts program. Bachelor’s degree in music required; advanced degree(s) and/or teaching credential preferred Previous teaching experience is preferred, but we are open to newly credentialed teachers who are eager to grow.  Excellent classroom management, communication and organization skills Exceptional collaborative skills and the ability to engage with diverse stakeholders (students, parents, administration, and campus ministry leaders). Prior experience in liturgical music or school-based arts leadership is highly preferred. Commitment to excellent teaching and lifelong learning through ongoing participation in professional development and peer observation.  Ability to work and teach in a variety of locations (on stage/within a theatre, in a classroom music studio, etc.).  Proficiency with technology and a willingness to integrate technology within the classroom.  Basic understanding of production tech (lighting, sound, etc.) is a plus.  Ability to articulate and design production elements and work closely with the technical director, lighting, and sound crew.  Flexibility with work schedule is necessary as day, evening and weekend hours will be periodically required.     Additional Responsibilities include:    Prepare and execute thoughtful units of study including appropriate assessments designed to reach the different learning styles of the students in the classroom. Create a variety of student centered learning experiences using instructional methods reflective of best teaching practice and music pedagogy.  Planning, revising, and developing course content, and developing new courses and curriculum that reflect the mission and curricular goals of the school and department.  Seek out/create opportunities for additional music performances on and off campus.  Communicate with students and parents to maintain open and informative dialogue Attend all faculty and department meetings along with other school related events.  Create and maintain rehearsal schedules.  Manage and direct all rehearsals and productions.  Create marketing materials (e.g., posters, programs)  Manage the music class and production budget(s)  Maintain communication with faculty and staff to work collaboratively to meet the needs of the students and ensure all community members understand expectations and commitments of student musicians Hold incoming instrumental placement auditions (May & August)  Select, prepare and coordinate pieces for external events (GALA, grandparents day, etc.). Can be from the music concert repertoire.   Hire and manage sound engineers and accompanying musicians for mainstage performances.  Coordinate and participate in annual  adjudication, workshops and/or competitions with the choir (and potentially the instrumental ensemble).    Compensation & Benefits FSHA offers a competitive full-time salary range of $61,700–$92,000, commensurate with experience and qualifications. This position is expected to begin as part-time (approximately three teaching sections), with the potential to increase to a full-time load (five sections) based on enrollment and program needs. Compensation will be prorated according to the number of teaching sections assigned. Full-time employees are eligible for a comprehensive benefits package, including: Generous paid days off for holidays, vacation, and sick time 100% employer-paid long-term disability, AD&D, and life insurance Professional development reimbursement 403(b) retirement plan with 5% employer contribution after one year Medical, dental, and vision insurance with shared premium costs Free lunch provided daily A welcoming, collaborative work environment on a beautiful hilltop campus in La Cañada   Commitment to Diversity and Inclusion Diversity is a vital element of Flintridge Sacred Heart Academy’s mission. We seek to create and sustain a vibrant, inclusive community that honors the dignity and uniqueness of every individual as part of the diversity of God’s creation. FSHA is committed to fostering a culture of belonging, respect, and equity. Equal Opportunity & Fair Chance Employer Flintridge Sacred Heart Academy is an equal opportunity employer and evaluates all applicants without unlawful consideration of race, color, age, religion, gender, marital status, disability, veteran status, or any other characteristic protected by law. In accordance with California’s Fair Chance Act, FSHA will consider qualified applicants with criminal histories in a manner consistent with applicable laws. Reasonable accommodations are available throughout the hiring process. Applicants requiring assistance may contact humanresources@fsha.org . Physical & Environmental Requirements Ability to stand for 50% or more of the workday Sight, hearing, and speech sufficient for effective communication Ability to lift up to 10 pounds without assistance Travel up to 15% for Choir Workshops and Competitions  California Compliance Notice In accordance with California law (Education Code §44939.5, as amended by SB 848), applicants for positions with educational institutions are required to disclose all current and former employment with California educational institutions. Any offer of employment will be contingent upon the completion of required employment verifications.   Tue, 03 Mar 2026 17:15:28 -0500 https://careers.nais.org/jobs/rss/22090325/high-school-boys-varsity-basketball-head-coach https://careers.nais.org/jobs/rss/22090325/high-school-boys-varsity-basketball-head-coach New York, New York, Abraham Joshua Heschel School seeks a High School Boys Varsity Basketball Head Coach for the 2026-27 school year.   The Head Coach is responsible for creating a positive environment of teamwork, sportsmanship and discipline that reflects the values of the Heschel School. Working closely with the Director of Athletics, the Head Coach is responsible for planning and executing team practices, game strategy and supervision of assistant coaches. They must possess an  extensive knowledge of basketball and be skilled in helping develop players’ basketball skills as well as managing a strength & conditioning program tailored to each players’ needs. The Head Coach is also responsible for modeling appropriate sports-like behavior and maintaining appropriate conduct towards players, officials, and spectators.   Required: High school diploma or equivalent Associates or Bachelor’s degree from an accredited college or university Prior experience coaching and/or playing the sport with the technical and tactical skills and patience to develop at all levels. Must be First-Aid-CPR-AED Certified   Preferred:  Bachelor’s degree in physical education or related area Coaching certification from a recognized sport governing body   Job Specifics: Length of season- October - February/March. Tryouts are in September. Two-hour practice sessions three days per week, including Sundays. League: Metropolitan High School Athletic League (myhsal.com). Playing against NY, NJ, and Long Island Schools Summer clinics: two hour sessions from Monday - Thursday at the end of August Pay rate: Stipend ($10,000) based on workload and experience.    Abraham Joshua Heschel School, located in New York City, is an independent Jewish school, N-12, unaffiliated with any single movement or synagogue. The school's approach to education is governed by profound respect for children. It nurtures their curiosity, cultivates their imagination, encourages creative expression, values their initiative and engenders critical thinking skills. The Heschel School is dedicated to inspiring its graduates to become responsible adults and active, compassionate citizens of the Jewish world and world communities.   Qualified applicants should upload a cover letter and resume. To apply, follow this link: https://workforcenow.adp.com/mascsr/default/mdf/recruitment/recruitment.html?cid=5db03d9d-83a7-470f-a3eb-1942264884b7&ccId=19000101_000001&jobId=564321&source=CC2&lang=en_US In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire.   Abraham Joshua Heschel School is an Equal Opportunity Employer. Tue, 03 Mar 2026 12:43:43 -0500 https://careers.nais.org/jobs/rss/22090382/computer-science-and-math-teacher https://careers.nais.org/jobs/rss/22090382/computer-science-and-math-teacher McLean, Virginia, The Madeira School is seeking a passionate and experienced Computer Science and Math Teacher beginning August 2025.  The successful candidate will support and achieve the School’s mission and vision effectively facilitating learning in student centered college preparatory classroom.  The ideal candidate should have a strong background in computer science and robotics and will inspire and engage students, fostering a love for technology and innovation. Responsibilities: Have the content knowledge and intellectual flexibility to teach a range of students in a variety of computer science courses at varying levels including Robotics with the Vex system and coding courses in Python and HTML. The ideal candidate would also be able to teach some math classes (our curriculum spans Algebra I through Linear Algebra and Multi Variable Calculus and includes Data Science and Statistics courses). Develop and deliver Computer Science curriculum to reflect the latest advancements in computer science and technology, ensuring it stays current in a rapidly changing environment Help identify and articulate coding standards for all courses that meet the school’s coding requirement Work with the STEAM departments, Design Thinking faculty and the Co-Curriculum office to identify internships for seniors who are interested in further math or computer science study Manage a full-time faculty load that will include a combination of teaching, facilitate one season of an after-school activity (ideally a Vex Robotics after school activity) and participate in collaboration and on campus professional development.  Know how girls learn and use this knowledge to guide instructional and curricular decisions; apply principles of student-oriented learning when developing curriculum and assessing student learning  Develop a classroom culture that is inclusive, safe, joyful, and fosters a sense of belong for students of all identities and backgrounds  Work collaboratively with a team of faculty, colleagues, administrators and parents  Maintain accurate student records such as grades and comments and communicate such data in accordance with the Academic Calendar and School expectations.  Perform all duties associated with advising including participation in the first-year advisor orientation program and serving as an advisor in subsequent years.  Requirements: Bachelor’s degree required, Master’s degree preferred (at least one degree in computer science or related field preferred). At least three years of teaching experience preferred. Ability to demonstrate growth mindset, optimism, and belief that all students can learn. Ability to encourage and inspire creative thinking. Experience writing and designing curriculum preferred. Ability to and interest in contributing to the school outside one’s academic department including to the activities program, residential program, and interdisciplinary offerings.  Ability to use and adapt to a wide-array of technology as tools to support and deepen student learning and instruction Strong cross-cultural competencies and a commitment to inclusive and equitable practices   Uphold the School’s professional standards including punctuality, courtesy and discretion Tue, 03 Mar 2026 13:48:09 -0500 https://careers.nais.org/jobs/rss/22087782/expedition-design-associate-short-term https://careers.nais.org/jobs/rss/22087782/expedition-design-associate-short-term Menlo Park, California, SYNAPSE SCHOOL POSITION OVERVIEW Synapse School in Menlo Park, CA, an innovative TK-8 independent school located in the heart of Silicon Valley dedicated to rethinking and reimagining education, seeks an Expedition & Design Associate. This is a short-term (March - June), associate-level position. Synapse educates a community of Change Makers by combining Social-Emotional Learning (SEL), leading-edge academics, and the practice of innovation. We have an unwavering belief in the capacity of children, and our teachers work alongside our students to unlock their powers of curiosity, discovery, and creativity. Synapse’s program provides a deep and unique range of integrated academic, social, and creative experiences to help children use their hearts and hands to unleash their passion for learning. Synapse draws students from around the San Francisco Bay Area.  Synapse is a place for people who like being in schools — who bring energy, perspective, and a sense that what we do for our students, families and colleagues matters. Teachers who are optimistic about young people and about the world, who collaborate and communicate generously, and who approach challenges with creativity rather than cynicism, thrive at Synapse. As a lab school, we are actively integrating AI and emerging technologies into teaching, learning, and operating. Strong candidates will be open to using AI as a tool for planning, feedback, differentiation, and innovation. Comfort with experimentation and continuous learning is essential; perfection is not. Equally important, we’re looking for individuals who model strong emotional intelligence and embody our Change Maker Outcomes: communication, perspective, risk-taking, follow through, creativity, advocacy, inquiry, feedback, and iteration. These habits of mind shape our culture and learning environment, and teachers play a central role in making them visible, practiced, and lived each day. POSITION DESCRIPTION Synapse School seeks a temporary Expedition & Design Associate to support Middle School expeditions and hands-on project work in our Engineering Design Center (EDC) during Trimester 3 (March–June). This is a short-term, associate-level position designed to increase capacity in wilderness programming and build-based learning. The appointment concludes in June 2026 and carries no presumption of renewal. RESPONSIBILITIES INCLUDE:   Expedition Support Serve as associate staff on Middle School expeditions. Assist with trip logistics, gear preparation, and implementation of safety protocols. Support wilderness skills instruction under the direction of lead faculty. Supervise and mentor students in outdoor environments. Contribute to post-expedition documentation and debrief processes. Engineering Design Center Support Assist faculty and students with hands-on build projects. Support safe tool use and shop procedures. Help maintain materials organization and equipment systems. Contribute construction knowledge to student design work, as appropriate. DESIRED QUALIFICATIONS AND TRAITS Current Wilderness Medicine certification (WFA, WFR, or higher). Academic background in Recreation Management, Outdoor Education, or related field Experience working with children or adolescents Construction, carpentry, or related hands-on building experience. Ability to work collaboratively within a school setting. Immediate availability Positive, enthusiastic, and warm personality Preferred: Experience supporting multi-day expeditions. Familiarity with school-based experiential learning environments. Strong organizational and documentation skills. WORKING CONDITIONS MAY INCLUDE: This role requires the ability to lift and carry up to 50 pounds, hike extended distances, work outdoors in varied weather conditions, and actively supervise students in physically dynamic environments. EMPLOYMENT STANDARDS: Dexterity and physical condition to maintain a vigorous work schedule and meet standards of physical and mental health  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position.  Individuals must maintain a professional attitude and appearance.  SALARY RANGE AND BENEFITS Annualized salary range of $65,000–$75,000, prorated for the March - June 2026 term, based on experience and qualifications. This position is classified as exempt. TO APPLY: Please submit a résumé , a cover  letter outlining relevant experience, copies of current certifications, and any other supporting materials you would like to share via email with the subject line “Expedition & Design Associate” to Jim Eagen, Head of School, jim.eagen@synapseschool.org. Applications will be reviewed on a rolling basis. Immediate start preferred. Synapse School does not discriminate in employment opportunities or practices based on race, color, religion, sex or sexual orientation, national origin, age, disability, and familial affiliation or any other characteristic protected by law. All applicants must be currently authorized to work in the United States. Mon, 02 Mar 2026 17:33:41 -0500 https://careers.nais.org/jobs/rss/22087467/executive-assistant-to-the-head-of-school https://careers.nais.org/jobs/rss/22087467/executive-assistant-to-the-head-of-school Greensboro, North Carolina,   REPORTS TO:   Head of School FLSA JOB CLASSIFICATION: Exempt, 12 Month Position JOB PURPOSE: The Executive Assistant to the Head of School provides high-level administrative, operational, and strategic support to ensure the effective and efficient functioning of the Head of School’s office and Board of Trustees. This role requires discretion, exceptional judgment, impeccable organizational skills, initiative, responsiveness, and a deep commitment to the mission and values of the school. The Executive Assistant anticipates needs, supports leadership priorities, and acts as a liaison between the Head of School and internal and external constituencies.  This is a 12-month, on-campus position, five days per week, Monday through Friday, and requires occasional evening work. The Executive Assistant to the Head of School models the GDS Community Cornerstones of Respect, Kindness, Integrity, and Responsibility. PRIMARY RESPONSIBILITIES: Serves as a trusted, confidential partner in supporting the Head of School’s priorities, decision-making, and daily leadership responsibilities. Uses sound judgment and foresight to anticipate the Head of School’s needs and prevent issues from escalating. Provides a sense of stability and support in an ever-changing environment Understands and promotes the standards and policies of the school, providing leadership and guidance as standards and policies evolve. Manage and maintain the Head of School’s calendar, appointments, and daily priorities with thoughtful planning and strategic foresight. BOARD & GOVERNANCE ADMINISTRATION: Oversees the administration and organization the school’s board of trustees  Coordinates board events: new trustee orientation, receptions, gifts for retiring trustees  Advises trustees on processes and actions that adhere to the Board’s by-laws Sets all board and committee meeting dates each year with input from head and board chair Manages board and board committee rosters, calendar invitations, name tags, & name tents Prepares, updates, and archives all board materials Attends and takes minutes at Board of Trustees meetings ADDITIONAL RESPONSIBILITIES: Manages the Letters of Intent (LOI) process Serves as a member of the Executive and Strategic Advancement Leadership Teams and Logistics Team  Leads the all-school calendar process annually Schedules all ELT meetings and off-campus retreats and takes minutes Manages the Head of School’s budget, invoices and credit card receipts Plans and facilitates all monthly faculty & staff meetings Assists faculty and staff in general informational matters Serves as the School Administrator for NAIS, SAIS, NCAIS website roster updates Embodies and communicates the school’s mission and core values Performs other duties as assigned by the Head of School   GDS Cultural Competencies GDS Employee Skills Human-Centered Data-Informed Empathetic Collaborative Professionalism Technologically Fluent Adaptable & Growth Mindset Inclusive Productive conflict resolution Integrity Welcoming Respectful Listens to Understand Relationship-Focused Student-Centered Field Expertise Coachable Lifelong Learner Kind   Leadership Competencies Strategic mindset Balance tactical, strategical, and operational Emotional intelligence Courage Lead difficult conversations and healthy conflict Active engagement in self-development and learning See the big picture and align macro with micro High-functioning team builder Identify efficiencies Decisiveness Proactive and effective communicator Mentor Innovator   Position Requirements Bachelor’s degree At least 5 years of administrative assistant experience working for senior leadership Exceptional communicator (written and oral) Demonstrated success managing confidential situations with discretion, respect, and sensitivity Must be collaborative, flexible, diplomatic, enthusiastic, patient, and have a sense of humor  Has a natural demeanor that is calm, confident, and level headed  Skilled in active listening and conflict de-escalation during sensitive or high-emotion phone communications Knows when and how to make others be seen and feel heard Resourceful, creative, and innovative Gets things done Ability to balance multiple tasks at once Exceptional immediate and long-term planner Proficient manager and user of Google calendar, forms, docs, sheets Personal qualities of credibility and unwavering commitment to Greensboro Day School’s mission Mon, 02 Mar 2026 10:23:10 -0500 https://careers.nais.org/jobs/rss/22087704/program-head-speech-debate https://careers.nais.org/jobs/rss/22087704/program-head-speech-debate Spartanburg, South Carolina, Spartanburg Day School is a nationally recognized, nonsectarian independent school enrolling approximately 600 students from 2k through grade 12. Founded in 1957 as the first independent school in Upstate South Carolina, Spartanburg Day School has provided an unparalleled educational experience for 69 years. Our unique community offers a vast array of academic and co-curricular options, all set within a charming and rapidly growing college town in the heart of the South Carolina Upstate. Spartanburg Day School is currently seeking a Speech & Debate Faculty member for the 2026-2027 school year. Our mission is to provide a superior educational experience, within a community of trust, that prepares students for a life well lived. This mission is upheld by five core values that inform every facet of our School: Excellence: Challenging every student to achieve their finest level of academic and personal success. Individuality: Empowering students to be their true selves in a community that promotes trust, accountability, and independence of thought. Leadership: Motivating students to be meaningful contributors to society who exemplify responsibility, compassion, and service. Curiosity: Cultivating the true desire to learn through thoughtful discovery in an environment safe for both failure and success. Passion: Inspiring students and faculty alike to find joy in educational exploration and embody an enthusiasm for lifelong learning. The Day School seeks dedicated professionals whose character and instruction naturally reflect and advance these essential values within our community. POSITION SUMMARY  This position calls for a dedicated educator to lead and develop a comprehensive speech and debate program for middle school students. The Program Head will be responsible for teaching, coaching, and administering all aspects of the program, fostering a positive environment for student growth in public speaking, critical thinking, and argumentation. This position will also include a class teaching research methods and presentations skills.  ESSENTIAL FUNCTIONS  Oversee the vision, curriculum and recruitment for the middle school speech & debate program, with a focus on programmatic continuity and student retention as they matriculate into the Upper School. Develop and implement a curriculum that teaches students the fundamentals of speech and debate, including research, argumentation, refutation, and public speaking. Have working knowledge of Artificial Intelligence and knowledge of how to help students find credible sources of information.  Coach students on their arguments, cases, and speech delivery, helping them develop their skills for various competitive formats. Empower students to have the ability to have civil discourse when discussing challenging topics with people who may hold different points of view.   Strategically recruit and retain middle school students, ensuring the program is inclusive and accessible to all interested learners. Act as a mentor, guiding students in ethical conduct, sportsmanship, and academic rigor. Help students build confidence and competence in complex tasks like cross-examination, and collaborative teamwork. Connect with other schools' debate programs for scrimmages or competitions, and potentially work with external organizations.  KEY STRENGTHS & QUALIFICATIONS Bachelor's degree (Master's preferred) in Education, Communications, English, or a related field. Deep knowledge of competitive speech and debate formats (e.g., NSDA, middle school leagues). Excellent communication, organization, and interpersonal skills. Ability to work effectively with middle school students, understanding their developmental needs and learning styles. Prior experience teaching or coaching speech and debate, preferably at the middle or high school level. Proven track record of successfully managing a co-curricular program. Interested applicants should submit a cover letter, resume and three professional references to careers@sdsgriffin.org   *Salary will commensurate with education and experience   Spartanburg Day School is an equal opportunity employer.  All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability or veteran status.  Mon, 02 Mar 2026 15:39:53 -0500 https://careers.nais.org/jobs/rss/22087647/middle-school-learning-specialist https://careers.nais.org/jobs/rss/22087647/middle-school-learning-specialist Pasadena, California, The  Middle School Learning Specialist  is a collaborative member of the Student Services team and works closely with teachers, the admissions director, the Counselors, Learning Center staff, Deans of Student Life and Academic Life, as well as Lower and Middle School Division directors to implement a dynamic and comprehensive program of academic, social, and emotional support for all students. The Middle School Learning Specialist must have the capacity to help support the technical elements of the Learning Services role and possess the emotional and empathic capacity to help students and families to succeed in middle school. The  Middle School Learning Specialist is responsible for their own learning and growth and seeks out professional development opportunities throughout the year in order to ensure they are aware of all the current educational pedagogy. As members of the teaching faculty, the Learning Specialist should be ready to chaperone class trips and engage fully in all school or division-wide events/experiences that develop the whole child in a Catholic, independent school community.  As with any employee at Mayfield Junior School, there is an expectation that this person will be open to peer feedback, creative discussion, and child-centered in their approach. All employees at Mayfield Junior School should familiarize themselves with the mission and vision statement and be prepared to actively teach with Holy Child goals in mind.  MINIMUM REQUIREMENTS: Experienced Learning Specialist or Educational Therapist with a preferred Master's Degree or equivalent in related field 5 years or more experience in elementary and middle school education, ideally in an independent school Experience reading, interpreting, and evaluating Neuropsychologist reports a plus Familiarity with current trends and strategies for differentiating instruction and universal design. Experience in an educational setting is preferred. Salary depends on experience Mon, 02 Mar 2026 14:30:14 -0500 https://careers.nais.org/jobs/rss/22087464/k-5-general-music-teacher-with-4th-8th-grade-choral-emphasis https://careers.nais.org/jobs/rss/22087464/k-5-general-music-teacher-with-4th-8th-grade-choral-emphasis Pittsburgh, Pennsylvania, Fanny Edel Falk Laboratory School, a coeducational K-8 school within the School of Education at the University of Pittsburgh, is seeking a full-time music teacher beginning August 15, 2026.   Position Summary   We seek an individual with a unique set of gifts and interests in both general music education and teaching chorus. The general music and choral teacher will be responsible for teaching 6 th  – 8 th  grade chorus, 4 th  and 5 th - grade chorus (organizing and conducting 2 concerts/year), and all K-5 general music classes. This individual will also co-direct Falk's beloved middle school Spring musical. Qualifications and Required Documents  A Bachelor's degree is required. Teaching certification and a master's degree are preferred. Candidates should have successful teaching experience in an elementary and/or middle school music program. This individual must exhibit an authentic passion and enthusiasm for progressive education. Orff, Kodaly, or Dalcroze certification is a plus, but not necessary. Some piano proficiency is a plus. Job Duties   Day-to-day job duties may vary depending on the changing needs of the classroom(s) and student(s): Co-teaches and collaborates effectively with Band Director and other Falk Faculty Maintains a high level of ethical behavior and confidentiality of information about school personnel  Assumes responsibility for overseeing student behavior Executes instructional activities with individual students or small groups of students Takes all necessary and reasonable precautions to protect students, equipment, materials, instruments, and facilities  Co-directs Spring musical with Band Director Collaborates with piano accompanist Sitting or standing for extended periods of time  Moderate lifting/moving of various items from 15-35 pounds. Moving of various items – up to 30 pounds Physical ability to use office equipment Other duties may be required that are not detailed here Questions can be sent to Molly Hicks, Director of Administrative Operations, at  meh479@pitt.edu .  Applications will be reviewed in March and will continue to be reviewed until the position is filled. Offer of employment is contingent on the candidate satisfactorily obtaining and passing the following prior to commencement of appointment: Pennsylvania Department of Human Services Child Abuse History Clearance, Pennsylvania State Police Criminal Record Check, and FBI Criminal Record Check. In addition, as required by Act 168 of 2014, the candidate must satisfy the requirements stated on the Commonwealth of Pennsylvania Department of Education Sexual Misconduct/Abuse Disclosure Release Form. The minimum base salary is $50,000; credit will be given for years of relevant experience. Falk Laboratory School, a department in the School of Education at the University of Pittsburgh, offers excellent benefits. Mon, 02 Mar 2026 10:15:18 -0500 https://careers.nais.org/jobs/rss/22081920/computational-thinking-teacher-educational-technology-specialist https://careers.nais.org/jobs/rss/22081920/computational-thinking-teacher-educational-technology-specialist Chestnut Hill, Massachusetts, Reports to: Director of Research + Design Classification: Exempt, full-time   Beaver Country Day School is an independent day school serving 460 students in grades 6-12, and located in Chestnut Hill, just outside of Boston. Founded in 1920 and propelled by our progressive roots, our goal is to expand the nature of school. With over 40 local and national partnerships, almost daily field trips, a thriving performing and visual arts program, and a best-in-class research and design center, we are able to combine rigorous academics with real-world application, focusing on teaching content combined with experience applying it to current issues. Our athletic program offers first-rate athletic and fitness opportunities that prioritize the whole athlete. The school fosters a joyful environment where students feel confident taking risks and being their authentic selves, where everyone—students and adults alike—feels a sense of belonging, and where teachers have the freedom to innovate and grow alongside their students.    About the Position: The Computational Thinking Teacher & Educational Technology Specialist will help maintain momentum and build support for incorporating computational thinking, artificial intelligence, and educational technology into the curriculum in both the Middle and Upper School in an interdisciplinary way, in addition to teaching classes on these topics.    Beaver seeks to equip students with an understanding of the inherent capabilities, risks, and limitations of technology so that they can responsibly leverage technology to influence and navigate their world.   This position will be part of the Research + Design Team that works to imbue their work throughout the school, in and out of the classroom.   Key Responsibilities:   Teach computational thinking, computer science classes and/or artificial intelligence classes, as well as workshops, professional development sessions, and other formats as needed. Develop new course offerings that provide deeper exploration of CT/CS/AI, such as Algorithms and Data Structures, First Principles: NAND to Tetris, and other interdisciplinary applications.  Collaborate with academic leadership on faculty professional growth opportunities in CT/CS/AI and coordinate opportunities for growth in the CT/CS/AI space, providing exposure, support, and training for tools in the classroom and beyond—and the encouragement for students and faculty to try new things.  Work with the Director of Technology, the Director of Teaching, Learning, and Innovation, Division Directors, and other key stakeholders to define what CS/CT/AI/EdTech means to Beaver. Serve as a member of the Research + Design Team. Support school needs/events hosted on the Research + Design Level, as well as engage in the development and execution of Research + Design programming for students and colleagues. Collaborate with other faculty to identify meaningful ways to leverage CS/CT/AI/EdTech to extend and enhance learning goals and incorporate computational thinking concepts into their courses. Partner with academic leadership (Division Directors; Director of Teaching, Learning, and Innovation; Chief Engagement and Inclusion Officer; Department Heads, etc.) to help identify needs, priorities, and next practices inCS/CT/AI/EdTech and to shape a mindset about technology that is equitable, empathetic, and flexible. Work with students on Student-Directed Projects (SDPs) related to CS/CT/AI/EdTech and projects that include programming in Python, P5, Javascript, Swift, and other programming languages. Facilitate conversations with—and collect feedback from— faculty to fully understand their CT/CS/AI experience, needs, and goals.  Strategic planning to help identify educational technology needs and priorities, as well as evaluate and vet new technologies. Serve as an advisor to a small number of students, club advisor, or other student support roles as needed or assigned, and participate in and contribute to the life of the school outside of the department.  Other responsibilities as assigned.   Qualifications:  Bachelor’s Degree or equivalent in the subject area; A Master’s degree in Computer Science or Educational Technology (or international equivalent) is strongly preferred. A strong understanding of emerging technologies, including AI, and their practical, ethical application in teaching and learning. At least three years of teaching experience or relevant work preferred   Other Attributes: Demonstrated advocacy for equitable technology access/literacy and inquiry-based learning. You should have proven expertise in technology instruction, instructional design, and seamlessly integrating educational technology into the curriculum.  Experience developing innovative curricula and engaging in pedagogical practices that focus on hands-on experiential learning An understanding of independent schools and enthusiasm for Beaver’s mission Commitment to professional growth and continuous improvement, including remaining knowledgeable about current instructional and curricular trends   Experience with diversity, equity, inclusion, and belonging practices and commitment to ongoing growth in this area Sense of humor                                                                               Salary Range: The salary range for this position is $73,000 –$144,000. Please visit our Working at Beaver webpage for information about benefits and more. Fri, 27 Feb 2026 15:07:51 -0500 https://careers.nais.org/jobs/rss/22081716/computer-science-computational-thinking-department-chair-and-upper-school-csct-teacher https://careers.nais.org/jobs/rss/22081716/computer-science-computational-thinking-department-chair-and-upper-school-csct-teacher charleston, South Carolina, Porter-Gaud School, an Episcopal, independent, coeducational day school of 1,650 students, is seeking a full-time Upper School Computer Science & Computational Thinking Department Chair and teacher beginning with the 2026-2027 school year. The successful candidate will lead and teach within a signature program designed to spark interest, build confidence, and give students meaningful experiences in the field of computer science. Rather than front-loading abstract concepts, the Department Chair will provide instructional leadership that models a student-centered, project-based, and discovery-driven approach. Under the Chair's guidance, students will learn by creating apps, games, physical computing projects, and digital models, with meaningful choice built into their work to maximize engagement and ownership. The Department Chair will balance a compelling vision for the program with thoughtful implementation, helping students build a strong foundation in computational thinking before expanding their ability to design and refine increasingly complex projects. As students progress from the required foundational course to the selective honors sequence in grades 10–12, the Chair will help them transition from understanding how systems work to applying knowledge creatively and exploring how emerging technologies shape industries and entrepreneurship. Across the entire curriculum, the Chair will ensure the emphasis remains on critical thinking, thoughtful design, and applying technology in real-world contexts, including ethical considerations and career pathways. Working collaboratively with colleagues, the Chair will oversee curriculum coherence, support pedagogical innovation, and ensure the program continues to evolve in response to best practices. Ultimately, the ideal candidate will demonstrate a deep understanding of adolescent development and share our program's core goal: to graduate students who are curious, capable, and confident in their ability to use technology thoughtfully and creatively. Primary Responsibilities: Possess the ability to instruct Upper School students in Computer Science & Computational Thinking from introductory level (Computer Science I: Computer Science Principles) to Honors courses in accordance with the department’s project-based curriculum requirements. Employ a project-based learning approach that empowers students to learn through the creation of their own projects, such as apps, games, and robots.  Establish and actively maintain a class environment where deep dives into complex projects are encouraged and where respectful collaboration and teamwork are valued. Work with students to develop a computer science and computational thinking toolkit and mindset that allows them to address and solve problems alongside a sense of academic integrity and a thoughtful work ethic. Inspire a passion for the subject area by allowing student choice in projects and exposing them to cutting-edge technology and physical computing. Serve as advisor to a small group of students and participate in various Upper School activities such as committees, division-level meetings, clubs, and organizations. Supervise students in numerous activities, functions, and circumstances at the School. Demonstrate a commitment to the well-being of all Porter-Gaud students and to the best interests of the School as a whole. Implement classroom management techniques that foster academic achievement, personal responsibility, and independent problem-solving skills within students.   Minimum Requirements: A Bachelor's or advanced degree from an accredited college or university, preferably with  a degree or certification in the field (Computer Science, Computer Science Education, Instructional Technology). The School highly values advanced degrees, such as Masters and Doctorates, and considers them not only in determining compensation but also when selecting and prioritizing candidates. At least five years of experience teaching Computer Science or related field in a secondary or postsecondary setting. Experience teaching in a high school setting is preferred, with independent school experience as a plus. Strong communication, organizational and interpersonal skills as well as professionalism and the ability to be self-motivated and punctual. The Successful candidate will: Appreciate and enjoy interacting with energetic Upper School age students and partnering with their families in their student's academic development. Have a strong desire to work in a professional academic environment that strives to develop and deliver a strong mathematics curriculum and instruction to meet the needs of our ever-changing student body.  Show evidence of organization, self-motivation, and punctuality. Show evidence of a desire and willingness to contribute to the life of an independent school. Reporting: The Computer Science & Computational Thinking Department Chair teacher will report directly to the Head of the Upper School and will also take direction from the Assistant Head of School for Academics. Salary: Commensurate with experience. Porter-Gaud is a Christian community that seeks to love and serve faculty, staff, students, and families of all faith backgrounds. Therefore, all Porter-Gaud employees will honor the God-given dignity of each member of our community. They will display a continuous commitment to developing the attitudes, knowledge, and skills to engage in appropriate and effective communication with students, colleagues, and families from diverse backgrounds and perspectives. We desire candidates who will contribute to the school's efforts to continue creating a more inclusive and equitable community where all individuals can develop a sense of belonging. Porter-Gaud School is committed to welcoming and supporting a diverse faculty and staff. The School welcomes applicants from all backgrounds as the School believes that best serves our students. In accordance with law, Porter-Gaud School is an equal opportunity employer and hires without discrimination on the basis of race, color, religion, gender, gender identity, gender expression, sexual orientation, age, national origin, or disability. Porter-Gaud School is committed to ensuring the safety and well-being of our students.  We hold our employees to the highest possible standards.  All employees are subject to extensive background check screenings and must sign our code of conduct.  We strive to monitor employees while interacting with students.  We take any inappropriate interactions between students and employees seriously and are committed to mandatory reporting standards as required by law.  We will fully cooperate with authorities in any allegation or case of abuse.     Fri, 27 Feb 2026 09:17:35 -0500 https://careers.nais.org/jobs/rss/22081704/learning-specialist https://careers.nais.org/jobs/rss/22081704/learning-specialist New York, New York, Learning Specialist Title: Learning Specialist Reporting : The Learning Specialist reports directly to the Director of Counseling. Role:  The Learning Specialist is a Full-Time faculty member.   Overview of Responsibilities: Loyola School seeks a Learning Support Specialist for the 2026-2027 academic year. The ideal candidate will have classroom experience and expertise in supporting students with learning differences in a school setting, as well as strategic implementation practices. This position includes scheduled summertime work in August and teaching at least one academic section as determined by the Principal.    Primary Responsibilities Include: Working with Students ? Develop student learning profiles and be responsible to share relevant information with faculty and counselors to support student success. ? Provide direct academic remediation and support through small group and one-to-one instruction, as needed throughout the school year, with a focus on executive functioning, study skills and learning strategies.  ? Coordinate and manage extended time testing, in consultation with the Dean of Academics and Counseling. ? Support and manage the transition of students back to learning after extended absences in consultation with the Dean of Academics and Counselors. ? Observe students in classroom settings to better understand learning needs and to provide informed recommendations to faculty. ? Serve as SSD Coordinator for standardized testing ensuring compliance with testing requirements and accommodations. Working with Faculty ? Collaborate with teachers to assist the implementation of accommodations in the classroom; review on an ongoing basis. ? Partner with faculty to design and implement differentiated instructional strategies based on individual student learning profiles, including providing professional development for teachers. ? Assess and monitor classroom accommodations for students in order to document progress; modify and evaluate where needed.  ? Review assessment data in consultation with the Dean of Academics. ? Support teachers in implementing necessary accommodations; Identify students in need of academic or learning support through collaboration with Counselors and Dean of Academics. Working with Parents/Families ? Partner with families by facilitating access to outside resources and services, including referrals to appropriate agencies such as the NYC Department of Education. ? Manage all in-school aspects of the psychological evaluation processes; serve as primary contact with DOE. ? Communicate with families to discuss student performance and recommended supports. Necessary Skills and Qualifications ? A Bachelor’s degree in a related field. Master’s degree preferred.  ? At least 3 years of experience working in a school environment with students in grades 9-12.  ? Broad knowledge of learning differences & experience working with students with learning needs in a school setting.  Salary range: $75,000-100,000   Applications: Interested candidates should visit  https://www.loyolanyc.org/about/careers  to apply. Applications will be reviewed on a rolling basis.   All prospective employees are required to complete a necessary background check and mandatory fingerprinting.   Fri, 27 Feb 2026 08:35:36 -0500 https://careers.nais.org/jobs/rss/22081937/bstr-teaching-fellow-economics https://careers.nais.org/jobs/rss/22081937/bstr-teaching-fellow-economics Windsor, Connecticut, The Loomis Chaffee School announces a search for a Teaching Fellow to teach Economics to begin teaching in mid-August of 2026. The University of Pennsylvania’s Boarding School Teaching Residency (BSTR) program is a groundbreaking collaboration between the Penn Graduate School of Education and a consortium of the nation’s leading boarding schools. With an innovative and comprehensive curriculum designed specifically for the boarding schools’ unique setting, the program provides aspiring teachers an opportunity to receive a master’s degree in education in concert with the exceptional fellowship programs offered by each school. BSTR Fellows teach, coach, and advise students over a two-year period at their host school, and participate in one weekend session at alternating campuses of partner schools as well as two weekends and a weeklong summer session at the University of Pennsylvania. Fellows also have the opportunity to complete additional study through a combination of online classes and virtual discussions. More information on the program can be found here. Loomis Chaffee will be hiring one BSTR fellow to teach Economics. We are currently accepting applications for this position. Interested candidates must submit a personal statement and resume, two letters of recommendation, and an official transcript from their undergraduate college or university to the school. Accepted candidates will also be required to complete an online application to the UPenn Graduate School of Education in Spring 2026. Loomis Chaffee does not discriminate against employees on the basis of race, color, religious creed, gender, sexual orientation, national origin, ancestry, age, marital status, or disability. This policy applies to, but is not limited to, admission, financial aid, employment, use of school facilities, and participation in school activities. We offer a competitive and comprehensive benefit and salary package including but not limited to, medical, dental, vision and life insurance, short-term disability, long-term disability, and a retirement plan with a generous match. Fri, 27 Feb 2026 15:24:23 -0500 https://careers.nais.org/jobs/rss/22081705/hamilton-middle-school-teacher https://careers.nais.org/jobs/rss/22081705/hamilton-middle-school-teacher Providence, Rhode Island, Hamilton Middle School Teacher Begins August 2026 We are seeking a warm, enthusiastic, and engaging full-time Hamilton Middle School teacher to provide classroom-level and small-group instruction as well as serve as an advisor in our Hamilton Middle School program. The Hamilton School at Wheeler is a school-within-a-school where skilled faculty meet students’ learning differences with the individualized instruction that leads to success. Hamilton students are also taught to advocate for themselves and others with learning differences. Since 1988, the Hamilton School at Wheeler has served elementary and middle school children who have great overall cognitive ability, but who struggle with reading, organization and study skills due to dyslexia, attention-deficit disorder (ADHD), executive function deficits or other learning differences. We believe — and prove daily — that our students can learn these important skills and meet the highest expectations.   Ideal candidates for faculty and staff positions at Hamilton and Wheeler are people with a sense of humor, warmth, and humility. They are excellent communicators, with an ability to listen and a desire to learn from colleagues. They are ambitious and hardworking, often going over and above to support and challenge students. When developing curriculum and programming, our faculty and staff members are collaborative, striving each year to stretch and grow, to implement new ideas that improve the Wheeler experience for students and our overall community. They come from all professional walks of life - graduate programs, private and public schools, other careers entirely. More than anything, our faculty and staff members love to spend their days with young people, and enjoy all that the Wheeler community - creative, energetic, dynamic, and diverse - has to offer. Responsibilities: Lead classroom-level and small-group instruction for core academic subjects including: history, language arts, mathematics, and/or reading fluency. Conduct formative and summative assessments to monitor student progress. Serve as a co-advisor to Hamilton 7th grade for up to 11 students. Co-lead the Noticeability program in Hamilton 7th grade. Provide support and supervision during the afternoon Middle School skills/enrichment block and/or oversee a Middle School enrichment class. Ongoing communication with families to provide feedback regarding student progress and to p rovide resources and family education. Participate in and/or lead professional development opportunities for faculty, staff and families. Grading and writing progress updates for students taught in Hamilton Middle School classes.. Collaborate with grade-level teams, Wheeler Middle School and Hamilton School colleagues on program planning, academic enhancements and student support. Attend 7th grade level team meetings. Attend all school-wide and Hamilton and Middle School divisional faculty meetings. Coordinate and host prospective students during the admissions process and provide feedback as requested by administration. Additional supervision responsibilities as required for all Middle School faculty. The ideal candidate will have these professional characteristics, skills and qualities: A clear interest in and appreciation for teaching and supporting students with learning differences. A Master’s Degree in Teaching, Education and/or Special Education is required. Prior experience teaching upper elementary and/or middle school-age children. Familiarity and/or an eagerness to learn the Orton-Gillingham approach to teaching reading and spelling is highly desirable. Well-rounded knowledge of pre-adolescent and adolescent oral language and literacy development. Ability to collaborate well with others, a flexible working style, and an eagerness to learn. Clear desire to collaborate with colleagues and grade level teams in a positive and ongoing manner. Strong communicator with solid interpersonal skills. Solid organizational and time management skills. How to Apply:   Interested candidates should email a resume and cover letter to Bill McCarthy, Head of the Hamilton School at Wheeler, at billmccarthy@wheelerschool.org and careers@wheelerschool.org . Materials will be accepted until the position is filled.  Statement on Diversity and Cultural Competency At Wheeler We actively seek students, faculty, and staff from diverse backgrounds in the belief that a broad range of experiences and viewpoints enhance learning, enriches life on campus, and better prepares us all for full participation in a pluralistic, democratic society. We seek to further the overall diversity and cultural competency within our community through hiring.  The Wheeler School is committed to a policy of nondiscrimination and equal opportunity for all employees and qualified applicants without regard to race, color, religion, sex, sexual orientation, gender identity or expression, age, national origin or disability, and any other category protected by federal, state or local law.  About The Wheeler School: Founded in 1889 by visionary artist and educator Mary C. Wheeler, The Wheeler School is an N-12 independent day school of approximately 800 students from throughout Greater Providence and Greater Boston. Wheeler’s mission, “to learn our powers and be answerable for their use,” is incorporated into our classrooms, athletic fields, art studios, and STEAM labs, as students are encouraged to think deeply and explore the world on and beyond our two campuses in the College Hill neighborhood of Providence, Rhode Island and our 120-acre farm in Seekonk, Massachusetts. Across Wheeler’s campuses and grades, dedicated faculty and staff identify students’ learning path and passions, challenging and supporting them in pursuit of academic excellence, artistic expression, and personal growth. Our graduates are prepared for college and life as creative, ethical, and engaged global citizens. Wheeler is also home to The Hamilton School, where skilled faculty meet students’ learning differences with the individualized instruction that leads to success. Fri, 27 Feb 2026 08:37:47 -0500 https://careers.nais.org/jobs/rss/22081960/speech-and-language-pathologist https://careers.nais.org/jobs/rss/22081960/speech-and-language-pathologist New York, New York, Job Overview: We seek a dynamic, flexible and innovative full-time Speech-Language Pathologist to work with children across our early childhood program through Middle School. Speech Language Pathologists work directly with classroom teachers and other specialists to develop and implement language goals in a collaborative, push-in/pull-out model. Treatment goals include receptive and expressive language, executive functioning, and pragmatic skills. The successful candidate will work as part of a team of 14 Speech and Language Pathologists.    Essential Functions:  Delivers language therapy using a variety of therapeutic models (e.g., push-in, pull-out, whole group) Develops and implements treatment plans based on clinical observations, standardized tests, and neuropsychological evaluations  Collaborates with and provides consultation to teachers and specialists in the area of speech and language Provides regular and ongoing individualized and/or small group speech and language instruction and support Participates actively as a member of the school's interdisciplinary team Writes comprehensive progress reports regarding student progress Conducts conferences with parents/guardians three times a year and as necessary  Attend full faculty and staff meetings, as well as other required meetings, including division/cluster meetings.  Willing to commit to anti-bias and anti-racism work and to promoting inclusion, belonging and equity through their work in the classroom and school community.  Ensures a commitment to the school’s DEI mission and goals by participating in continuous professional development for learning differences, anti-racism and anti-bias of all kinds. Be an active member of the Gaynor community Other duties and responsibilities as deemed appropriate     Stephen Gaynor School offers a competitive compensation package and a comprehensive professional development program. Applicants are required to submit a resume, cover letter and contact details for at least two individuals who can supply reference letters upon appointment.    Please apply online at  Employment Opportunities .     THE GAYNOR DIFFERENCE: UNLOCKING EACH STUDENT’S POTENTIAL   Since 1962, Stephen Gaynor School has been redefining what’s possible for children with learning differences. Located on Manhattan’s Upper West Side, Gaynor provides an individualized, evidence-based education for students in Pre-K through 8th grade who learn differently, including those with dyslexia, dysgraphia, dyscalculia, and ADHD.  At Gaynor, our nearly 400 students benefit from small classes, a 3:1 student–teacher ratio, and specialized instruction, ensuring every child receives the support they need to thrive. Faculty work side by side with in-house specialists in speech, occupational therapy, literacy, and psychology— integrating academic, emotional, and developmental growth into every student’s experience.  Beyond academics, Gaynor emphasizes confidence, self-advocacy, and belonging. Students learn to understand how they learn best, communicate effectively, and take pride in their progress. The school’s joyful, inclusive community celebrates diversity and nurtures each child’s curiosity and creativity, ensuring they feel valued and supported at every step.  Graduates leave Gaynor with a strong foundation—academically prepared, emotionally grounded, and equipped with the tools to navigate new challenges. Families describe the experience as transformative: a place where children are understood, empowered, and inspired to reach their fullest potential. Our Diversity Mission: Stephen Gaynor School is dedicated to promoting and advocating for diversity, equity, and inclusion within our school community. We recognize, value, and celebrate many types of diversity, including neurodiversity, ethnicity, race, socioeconomic status, ability, religion, sexual orientation, family composition, language, and gender identity/expression.   Equal Employment Opportunity Statement: Stephen Gaynor School is an equal employment opportunity employer. Gaynor is committed to building a culturally diverse and anti-racist workforce. We provide opportunities for employment without discrimination or harassment on the basis of (including hairstyle), color, religion, creed, ancestry, sex, sexual orientation, gender and gender identity, gender expression, national origin, alienage, age, pregnancy, marital/partnership status, immigration or citizenship status, status as a veteran or active military service member status, disability, genetic predisposition, status as a victim of domestic violence, prior arrest or conviction record, caregiver status, credit history, salary history, unemployment status, sexual or reproductive health decisions, or any other characteristic or status protected by applicable law (collectively, the “Protected Characteristics”). Qualifications Master's Degree in Speech and Language Pathology Registered and Licensed by the State of New York Minimum of two years of experience within a school setting with elementary or middle school-age students Comfortable and adept in speaking with children, parents, and teachers.  Experience working with children with learning differences (preferred) Independent or special education school teaching experience (preferred) Knowledge of the cognitive, linguistic, and developmental needs of language learning disabled students Strong communication (both written and verbal), organizational and collaboration skills with a kind and supportive demeanor. Ability to be flexible to adjust to classroom instruction, while ensuring the needs of all learners are met Manages time to maximize student learning with the ability to multitask  Excellent interpersonal skills Sets a respectful, collaborative, and positive tone, both inside and outside of the classroom and recognizes our responsibility to create a diverse and inclusive environment that supports and celebrates each individual in our school community Proficient in Google Workspace (Drive, Docs & Sheets) and Microsoft Office Fri, 27 Feb 2026 15:54:43 -0500 https://careers.nais.org/jobs/rss/22079273/director-of-academic-services https://careers.nais.org/jobs/rss/22079273/director-of-academic-services Massachusetts, Reports to: Upper School Director Classification: Full-time (10-month)   About the School: Beaver Country Day School is an independent day school serving 460 students in grades 6-12, and located in Chestnut Hill, just outside of Boston. Founded in 1920 and propelled by our progressive roots, our goal is to expand the nature of school. With over 40 local and national partnerships, almost daily field trips, a thriving performing and visual arts program, and a best-in-class research and design center, we are able to combine rigorous academics with real-world application, focusing on teaching content combined with experience applying it to current issues. Our athletic program offers first-rate athletic and fitness opportunities that prioritize the whole athlete. The school fosters a joyful environment where students feel confident taking risks and being their authentic selves, where everyone—students and adults alike—feels a sense of belonging, and where teachers have the freedom to innovate and grow alongside their students.    Director of Academic Services (Grades 6–12) Beaver Country Day School seeks a collaborative and student-centered Director of Academic Services to lead our efforts in supporting students with diverse learning profiles and strengthening inclusive teaching practices across the school. The Director partners closely with students, families, faculty, and administrators to ensure access to Beaver’s academic program while promoting growth, self-advocacy, and independence.   Responsibilities include: Oversee Academic Services for grades 6–12 and supervise the Middle School Learning Specialist Interpret psychoeducational and neuropsychological evaluations and translate and summarize findings into a clear, effective list of accommodations and a Learning Profile. Develop, implement, and adapt individualized support plans for students in collaboration with faculty and families. Provide direct 1:1 academic and executive-function support tailored to each individual student's goals. Help students gain self-awareness of their learning style and needs, develop strategies for academic success, and develop self-advocacy skills. Together with the Middle School Learning Specialist, assess the need for individual and small-group intervention in math and literacy, and support the Middle School in providing it. Collaborate with faculty, administrators, and outside providers to coordinate academic support systems. Serve as a study skills instructor, introducing key steps to successful academic success. Support individual classroom teachers in implementing effective differentiation strategies and individual accommodations. Establish a system of timely, clear, and ongoing communication and feedback to faculty and parents. Summarize and track intervention provided to students and their progress, as needed. Understand and stay up to date on the latest research in learning, cognition, and the latest technological supports for learning. Serve as a resource for families, providing ideas for outside tutors and summer programs. Collect data to better guide the school in advancing its overall learning support. Coordinate standardized testing accommodations (PSAT, SAT, ACT) in partnership with College Counseling. Support the process of Admissions by reading files and responding to families’ inquiries about support for their applicants. Serve as a member of the Student Support Team. Desired Qualifications: Bachelor’s degree in Special Education or related field. Master’s degree preferred. At least 5 years experience working with students with varied learning needs. Exceptional oral and written communication skills, prioritizing clarity and empathy. Strong knowledge of the latest pedagogical practices and strategies for supporting a range of learners. Outstanding ability to interact and work effectively with students, parents, faculty, and staff. Commitment to self-reflection and to pursuing professional growth and networking opportunities that will lead to understanding and implementing best practices.   Salary Range: The salary range for this position is $85,000 - $110,000 . Please visit our Working at Beaver webpage for information about benefits and more.     Beaver Country Day School is an equal-opportunity employer. It does not discriminate on the basis of race, sex, sexual orientation, gender identity or expression, religion, creed, handicap status, national origin, ethnicity, military veteran status, or other legally protected status in hiring or other employment practices. Thu, 26 Feb 2026 11:24:34 -0500 https://careers.nais.org/jobs/rss/22079442/school-nurse-part-time https://careers.nais.org/jobs/rss/22079442/school-nurse-part-time Columbus, Ohio, Job Title: School Nurse (part-time) Reports to: Assistant Head of School for Academics Job Status: 10-month (+2 weeks in June) FTE .5   Job Summary: The School Nurse promotes and supports the health and well-being of students across Wellington’s Preschool through Grade 12 community. This part-time position assists in operating the school health office, providing direct care to students, administering medications, managing health records, and monitoring communicable diseases. The School Nurse works closely with families, faculty, and administrators to develop and implement individualized health plans and respond to medical needs as they arise. In addition to ensuring day-to-day medical care, this role plays a vital part in fostering a safe, healthy school environment and contributes to broader wellness and health education initiatives across the school.   Duties & Responsibilities: Provides direct nursing care to students and staff, including first aid, management of chronic conditions, and emergency response. Administers prescribed medications and treatments in accordance with physician orders and school policies. Maintains accurate, confidential health records for all students, including immunizations, health histories, and treatment logs. Maintains medical supplies and ensures the health office is prepared for routine and emergency care. Performs other duties as assigned.   Required Skills & Abilities: Strong clinical assessment and decision-making skills. Ability to respond calmly and effectively in emergency situations. Excellent communication and interpersonal skills for working with students, parents, and staff. Knowledge of childhood and adolescent development, common pediatric illnesses, and chronic condition management (e.g., asthma, diabetes, allergies). Proficient in using electronic health records and basic office technology. Ability to work independently and maintain confidentiality in all aspects of the role. Sensitivity and cultural competence in working with diverse populations.     Education & Experience: Registered Nurse (RN) licensure in the State of Ohio (required). Bachelor of Science in Nursing (BSN). Current CPR/AED and First Aid Certification (required). School Nurse licensure (required). Minimum 2 years of clinical experience, preferably in pediatrics, school nursing, or community health. Experience in a school or educational setting. Physical Requirements: Ability to sit, stand, walk, bend, and lift as needed throughout the day. Must be able to lift and/or move up to 25 pounds. Visual and auditory ability to quickly assess health-related issues and respond appropriately. Occasional exposure to bodily fluids, communicable diseases, and emotional situations requiring discretion and professionalism. Candidates should include cover letter and resume.   Thu, 26 Feb 2026 15:55:01 -0500 https://careers.nais.org/jobs/rss/22079422/part-time-resident-grand-master-fall-2026 https://careers.nais.org/jobs/rss/22079422/part-time-resident-grand-master-fall-2026 New York, New York, At The Speyer Legacy School, students are inspired to be intellectually curious and passionate. They realize their full potential as accelerated learners in a collaborative community that is committed to ethical values and action. Speyer students learn with like-minded classmates and are guided by academically fearless teachers who share and nourish their enthusiasm for knowledge and inquiry.   The Speyer Legacy School seeks a dynamic, innovative, and passionate part-time Resident Grand Master. Reporting to the Director of Chess, this position is responsible for collaborating with faculty and staff to teach in support of the school’s mission and curricular goals. The ideal candidate will work with an eye on diversity and inclusion in chess, possess creative problem-solving skills, a sense of humor, enthusiasm for designing innovative curriculum, and strong interpersonal skills that allow one to cooperate and collaborate effectively with others.   Duties & Responsibilities Work a flexible schedule. Most weeks will include coaching on Saturdays or Sundays at local tournaments including: Arrival before the commencement of the first round, or at a time specified by the Director of chess and working a 6-hour day. Provide opening preparation and impromptu game analysis to students, reinforcing their effort with positive feedback and illuminating areas of improvement and misunderstandings. Giving parents advice on tournament logistics, as well as study habits, work ethic, and mindset. As an alternative to weekend coaching, the Resident GM will coordinate with the Director of Chess to schedule the following activities with Spyer Students and Staff Host weekend training at Speyer for Speyer’s most advanced learners. Attend Faculty Meetings to Review Speyer Chess Curriculum and student progress and offer insights and suggestions. Visit Curriculum and After School classes to teach in tandem with other chess faculty. Ensure students are developing good study habits and learning by doing. Collaborate with larger Chess faculty to develop Speyer Chess Curriculum that is current, vibrant, and extraordinarily differentiated. Collaborate with larger Chess faculty to aid Chess faculty’s learning and engagement in current Chess events Coach exclusively Speyer Students at major scholastic events including City, State, and National Chess championships. Coaching at these events includes an additional paid stipend. Demonstrate a passion for lifelong learning and actively pursue professional development rooted in individual and schoolwide goals. Demonstrate a desire to meaningfully integrate technology into the classroom. Update curriculum and materials as needed. Promote respect for diversity, equity, and inclusion as a core value of the School, a shared responsibility in partnership with the school community. Knowledge, Skills & Abilities An active player with an international title of WGM, or GM is preferred. WIM and IMs can also be considered for this opportunity. 5+ years of chess teaching experience and knowledge of child development, best practices, and current trends in education are a plus. Demonstrated classroom management skills, including time, space, and materials for most effective learning. Experience in differentiated instruction. Creativity and innovation in both curriculum and instruction; ability to incorporate 21st century skills. Capable of generating high quality instructional materials. Outstanding interpersonal, organizational and communication skills. Ability to integrate technology effectively into classroom instruction to enhance student learning. Skilled in creating a learning environment that is challenging, motivating and age-appropriate. Compensation For preparation, coaching, and impromptu analysis at local tournaments, the rate is $300/ day. For preparation, coaching, and impromptu analysis at overnight tournaments, the rate is $500/ day. For direct instruction with students, and other activities listed above, the rate is $150 hour Application Information Please apply by sending your resume, cover letter, a one-page educational philosophy statement, and names of three references to employment@speyerlegacyschool.org. Please indicate “Resident Grand Master” in the subject line. The Speyer Legacy School welcomes candidates who will add to the diversity of our community and who have demonstrated commitment to diversity, equity and inclusion in their teaching and learning.   The Speyer Legacy School is an equal opportunity employer and does not discriminate on the basis of race, color, religion, national or ethnic origin, ancestry, sex, disabilities, sexual orientation, gender identity and expression or family composition or any other status protected by applicable law in the administration of its employment, education, admission, financial aid, and other policies and programs. For preparation, coaching, and impromptu analysis at local tournaments, the rate is $300/ day. For preparation, coaching, and impromptu analysis at overnight tournaments, the rate is $500/ day. For direct instruction with students, and other activities listed above, the rate is $150 hour Thu, 26 Feb 2026 15:21:48 -0500 https://careers.nais.org/jobs/rss/22079192/lower-and-middle-school-drama-teacher https://careers.nais.org/jobs/rss/22079192/lower-and-middle-school-drama-teacher Columbia, South Carolina, Lower & Middle School Drama Teacher Reports To: Lower School Head and Middle School Head Work Schedule: Regular, Full-Time Teaching Schedule POSITION SUMMARY Heathwood Hall Episcopal School seeks a dynamic, energetic, and experienced Middle & Lower School Drama teacher to instruct 4th through 6th grade students. The Middle & Lower School Drama Teacher is responsible for introducing upper elementary and early middle school students to the fundamentals of theatre through engaging, age-appropriate instruction. This role fosters creativity, collaboration, confidence, and self-expression by teaching acting skills, voice and movement, improvisation, and basic stagecraft. The teacher designs and delivers lessons aligned with curriculum standards, integrates literacy and social-emotional learning, and creates a supportive, inclusive classroom environment. The Middle & Lower School Drama teacher also plans and directs student performances or showcases - both curricular and extracurricular - collaborating with classroom teachers and staff, and assessing student progress while encouraging a lifelong appreciation for the performing arts. ESSENTIAL FUNCTIONS Teach Drama to Middle School students as assigned and help design, refine, and implement a developmentally-appropriate curriculum. Work in an associate capacity in the Lower School, assisting with the Kindergarten play, LS Talent Show, and directing a fourth grade play. Auditioning, rehearsing and directing an extracurricular Middle School Play in the fall, and auditioning, rehearsing, and co-directing MS Ensemble in the Spring musical with the other Drama teacher. Possess a working knowledge of basic theatre facilities operation or be willing to learn (Element 2 lightboard, soundboard operation, Qlab software). Assist with set, prop and costume storage organization. Maintain a classroom environment that supports engaging instruction. Write daily/weekly lesson plans that align with the curricular learning objectives and national arts standards. Collaborate with the other Drama Teacher and as a member of the Fine Arts Department to provide a cohesive learning experience. Assess and document student work. Be willing to help plan and chaperone theatre festival trips - at least once per year. Maintain open lines of communication with parents via email, phone calls, and face-to-face interactions. Attend and support school events related to admissions, athletics, and related arts (e.g. concerts, theater, and class programs). Support the School's commitment to diversity, equity, inclusion, and belonging efforts. Participate in professional development activities related to Theater instruction, general pedagogy, social-emotional topics, and instructional technology. Supervise and direct students during times of transition, in the classroom and hallways, during recess/lunch duties. Complete required Human Resources training each year (CPR, AED, first aid, mandatory reporting, handling of hazardous materials, etc.). Support the School's Mission and culture. SPECIFIC JOB SKILLS The ideal candidate will: Have thorough knowledge of theatrical pedagogy and educational and/or professional directing experience. Possess strong administrative skills, specifically related to crafting rehearsal schedules that meets the needs of the students, composing regular communications and updates to families and students, designing costume plots, organizing and planning student trips to festivals. Remain adaptable in the face of any budgetary or space constraints. Enjoy working with, and have a thorough understanding of, the specific developmental needs of adolescents and young teenagers. Use a variety of assessment techniques and possess strong instructional and classroom management skills. Demonstrate energy, empathy, flexibility, and a collaborative mindset. Communicate effectively and maintain an organized classroom. Support the School by upholding policies and procedures as outlined in the school's handbooks. Support the School's Episcopal identity and practices. EDUCATION AND/OR EXPERIENCE Bachelor's degree required; master's degree preferred Experience in lower / middle school education preferred Working Conditions Expansive school campus with 122+ acres, must be able to travel between buildings independently. Frequent walking, standing, stooping, bending may be required throughout the day at various intervals Ability to lift up to 50lbs A FINAL NOTE Heathwood Hall Episcopal School believes that each employee makes a significant contribution to its success. That contribution is not limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer his/her services wherever and whenever necessary to ensure the success of our endeavors. To apply visit our career center using this site: https://heathwood.isolvedhire.com/jobs/ NO PHONE CALLS, PLEASE. Heathwood Hall Episcopal School is an affirmative action/equal opportunity employer. Heathwood Hall Episcopal School participates in E-Verify, as mandated by South Carolina law. This position will require a Criminal Background Check. For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://heathwood.isolvedhire.com/jobs/1714244-586433.html   Thu, 26 Feb 2026 08:54:55 -0500 https://careers.nais.org/jobs/rss/22079196/education-job-fair-2026 https://careers.nais.org/jobs/rss/22079196/education-job-fair-2026 Philadelphia, Pennsylvania, The Education Job Fair is being hosted by William Penn Charter School  in the Graham Athletic and Wellness Center, on  Saturday, April 11, 2026, from 9:00 am until Noon .   This event offers candidates a unique opportunity to explore career opportunities with leading independent schools in Philadelphia and the Delaware Valley.   At the Education Job Fair, you will have the chance to learn about current job openings and engage directly with school administrators. In addition to teaching roles, schools often seek candidates to fill auxiliary roles such as coaching, afterschool staff, mock trial advisors, etc. Our job fair is designed to facilitate meaningful interactions between employers and candidates, ensuring that each candidate finds the right fit for their career goals.   To confirm your participation, please register by using the following link:  Education Job Fair 2026 . On the registration form, you will be asked to upload a PDF of your resume.   We also recommend bringing multiple copies of your resume and being prepared for on-the-spot interviews. Prior to the event, we will provide registered candidates with a list of schools attending the job fair and access to their open positions and job descriptions.    We look forward to your participation and making this event a success. Should you have any questions, please contact Dr. Zarah Adams at  zadams@germantownfriends.org  or Naveena Bembry at  nbembry@penncharter.com . In partnership,   Germantown Friends School and William Penn Charter School   Thu, 26 Feb 2026 09:03:59 -0500 https://careers.nais.org/jobs/rss/22076370/lower-school-learning-specialist-k-4 https://careers.nais.org/jobs/rss/22076370/lower-school-learning-specialist-k-4 Houston, Texas, First Baptist Academy, serving students infant through eighth grade, is seeking a Lower School Learning Specialist.  FBA faculty exemplify specific characteristics of professional excellence to support FBA’s vision, mission, core values, and strategic goals. This position reports to the Dean of Curriculum & Instruction. Mission Statement: Our mission is to equip students with the Truth of God’s Word while developing their character, intellect, and potential to Explore, Create, Challenge, and Lead. Key Responsibilities: Creative Empowerment – Implement effective instructional strategies and evidence-based best practices in small groups to support continuous improvement in student learning with a focus on foundational literacy skills. Coordinate and support the administration of assessments to monitor student progress and inform instruction. Comprehensive Personalization – Design and deliver targeted, data-driven interventions in small groups for students, with an emphasis on reading interventions. Monitor, document, and communicate student progress to inform instructional decision-making and ongoing intervention planning. Collective Collaboration –Collaborate with teachers and school leaders to analyze student performance data and identify targeted student needs. Maintain effective communication with teachers, families, and administration on student progress and success. Actively participate in student support meetings. Supportive Guidance – Support classroom teachers by modeling effective literacy practices and co-planning instructional strategies aligned with school curriculum and standards. Facilitate or co-facilitate professional learning related to reading instruction, intervention strategies, and data-informed literacy practices. Support curriculum implementation and adoption efforts, including assisting with training, resources, and alignment to standards as needed. Continuous Professional Growth – Pursue professional development opportunities to incorporate optimal teaching methodologies, specifically in intervention strategies. Maintain current knowledge of research-based practices and curriculum through research and professional development. Required Qualifications: Faithful Integrity – Model Biblical values, principles, and desired behaviors for student guidance while demonstrating a desire to work in a Christian environment. Moral and Ethical Standards – Uphold high moral and ethical standards within the classroom and greater school community. Servant Heart – Demonstrate humility, servant leadership, and a willingness to serve others in a Christ-like manner. Bachelor’s degree from an accredited school with current teacher certification EC-6 At least five years of full-time teaching experience   Ed or Reading Specialist Certification preferred   Background Check Statement : FBA conducts pre-employment screening for all positions, which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications. First Baptist Academy is a Christian school dedicated to the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals in an environment that is academically rigorous - enriched with the truth of scripture and a relevant Biblical Worldview.    It is the policy of First Baptist Academy not to discriminate on the basis of race, color, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law, except those exclusions specifically provided to Religious Organizations. Wed, 25 Feb 2026 14:05:16 -0500 https://careers.nais.org/jobs/rss/22076331/lead-summer-camp-counselor https://careers.nais.org/jobs/rss/22076331/lead-summer-camp-counselor Larkspur, California, Marin Primary & Middle School A Lead Summer Camp Counselor is a passionate and creative member of a team of two co-lead counselors, or a lead counselor and an assistant counselor. The summer camp will begin June 23rd and end August 1st. Camp counselors will be required to attend 3-4 training days during the week of June 15 (exact dates TBD). Positions are open for either part-time or full-time. Work hours will be 8am - 4pm or 9:00am - 5:00 pm for those working full-time during the camp. Those working part-time will have work hours of either 10am - 4pm or 12pm - 5:00pm (subject to change). Within a developmentally informed and play-based program, camp counselors are encouraged and supported to create meaningful experiences for young campers (ages 2-7). We seek program staff who are innovative, flexible and ready to engage in the creative energy and learning process of children. At MP&MS we celebrate creativity, exploration, and positive development of the whole child. Duties and Responsibilities include: Facilitate and create organized daily activities. Lead various small and large group activities. Support and mentor an assistant counselor. Always provide for the safety and well-being of all campers by maintaining a safe and secure environment in which campers can grow in autonomy as they play and learn together. Create an inviting, organized, and developmentally appropriate environment for the age level. Build relationships with the campers in which each child feels understood, nurtured, and challenged, and within which each child's emerging identity is respected. Maintain confidentiality at all times. Create a partnership with parents sharing information about the program and their child's day in camp. Defend the dignity and worth of each member of the community and create a safe environment that fosters respect, understanding, and acceptance of differences; always model appropriate and ethical behavior. Participate actively in staff meetings and work collaboratively with counselors and program directors. Demonstrate punctuality and reliability of attendance, absence reporting, and other such demonstrations of professional courtesy and responsibility. Qualifications and Skills: Experience teaching/working in an early childhood/camp, youth programs or recreation required Must have experience working with preschool and/or early elementary age children Strong skills in collaboration and effective communication Outstanding interpersonal skills, including patience, discretion and good judgment ECE units to meet State of California requirements for preschool teachers preferred Enjoys working with and being in the company of young children, especially ages 2-7   Salary Range: $20.00 - $24.00 per hour   Physical Requirements: During a workday in the Marin Primary & Middle School summer camp, a Lead Summer Camp Counselor should expect to: Sit, walk, stand Lift and carry up to 35 pounds routinely, and up to 50 pounds in an emergency Bend from the neck and waist Squat, climb, kneel, crawl Twist from the neck and waist Withstand exposure to noise, which may be excessive on occasion In addition: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds. It is desirable that a camp counselor can drive cars and other vehicles. The frequency with which any counselor may need to use any of the skills and physical requirements listed above vary on a daily basis. However, any of them may be necessary at any time on an emergency basis, and there are some situations in which one or more of them may be necessary for an extended period of time. To apply please submit your cover letter, resume, and a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848   MP&MS is an equal opportunity employer. All individuals have an equal opportunity for employment based on qualifications and merit, regardless of religion, race, sex, marital status, pregnancy, childbirth or related medical conditions, age, color, national origin, ancestry, physical or mental disability, medical condition, sexual orientation, military service status, or any other factor prohibited by state or federal law. This policy applies to all areas of employment, including recruitment, hiring, training, promotion, compensation, benefits, and other conditions of employment. MP&MS also makes reasonable accommodations for employees with disabilities and for employees who request an accommodation for pregnancy, childbirth, or related medical conditions.   Wed, 25 Feb 2026 13:06:49 -0500 https://careers.nais.org/jobs/rss/22076365/director-of-annual-giving https://careers.nais.org/jobs/rss/22076365/director-of-annual-giving CHARLOTTE, North Carolina, CHARLOTTE COUNTRY DAY SCHOOL   POSITION TITLE:                            Director of Annual Giving DEPARTMENT:                                Advancement REPORTS TO:                                  Director of Advancement FLSA:                                                  Exempt TERM:                                                 12 Months   MISSION STATEMENT Through excellence in education, Charlotte Country Day School develops the potential of each student by fostering intellectual curiosity, principled character, ethical leadership, and a responsibility to serve.   OVERVIEW Charlotte Country Day School (Country Day) is one of the largest independent, co-educational schools in the Charlotte area and one of the 15 largest in the continental United States. Enrollment is very strong, and the school is thriving. Highly regarded for the rigor of its academic program and the breadth of its offerings in the arts, athletics, community service, and leadership, Country Day is noteworthy for a long tradition of positioning itself at the forefront of curricular innovation. A strong, forward-thinking institution, Country Day offers every child a chance to shine. The school is a diverse, inclusive community with strong academic and co-curricular programs designed for students to learn to think critically, act respectfully, and show sensitivity to the feelings and needs of others. The unique curriculum offered by Country Day prepares and strengthens students for participation in their local and global communities. With its focus on diversity, service, global study, and technology, Country Day positions students for future success in an ever-changing world. Country Day is committed to living as an authentic, inclusive community. Our pursuit of this commitment to community recognizes and affirms the richness brought by difference and discovered through commonality.   POSITION OVERVIEW The Director of Annual Giving has primary responsibility for the school’s annual fund, called the Country Day Fund, raising over $2.5 million in unrestricted operating support. Constituents solicited for Country Day Fund gifts include the Board of Trustees, faculty and staff, current and new parents, alumni, parents of graduates, and grandparents. The Director collaborates with all other members of the advancement team, as well as volunteers, staff, and faculty partners across the school community.    POSITION DETAILS & RESPONSIBILITIES Support Country Day’s overarching advancement strategy and play a leadership role in accomplishing its related goals. Design and implement the Country Day Fund plan that outlines all strategies and related tactics for the program each year, identifying potential growth opportunities within all constituencies and ensuring long-term sustainability of the program. Develop and manage solicitation efforts, with an emphasis on Fall in for the Country Day Fund each September through November and Bucs Together Days of Giving each April. Recruit, train, and manage a robust and sophisticated volunteer body of more than 150 community members each year. Develop and implement all aspects of the Country Day Fund communication plan to include segmented written, electronic, and verbal messaging, as well as all related collateral material. Oversee the prospect evaluation process as well as prospect assignments, solicitation, gift tracking, analysis, and reporting. Effectively recognize and steward donors and volunteers through personal visits, phone calls, e-mails, handwritten notes on gift acknowledgements, and Annual Report listings. Plan and implement the Selwyn Society Reception each November, the Leadership Appreciation Reception each spring, Bucs Together Days of Giving each April, as well as all other related Country Day Fund events including Volunteer Training. Manage an Advancement Associate who supports both the Country Day Fund and Alumni Relations. Play a vital role across the Country Day community by engaging directly with the mission of the school and helping others do the same.   QUALIFICATIONS & EXPERIENCE Bachelor’s Degree Three to five years related work experience Experience with Blackbaud’s Raiser’s Edge database strongly preferred, as well as a general affinity for technology Direct fundraising and volunteer management experience Excellent written, communication, and presentation skills Strong organizational and analytical skills, as well as attention to detail Team player who inspires enthusiastic support for Country Day among colleagues, donors, and volunteers Exemplary work ethic and highest level of integrity   APPLICATION PROCESS Interested candidates should complete an application (including resume and cover letter) through the school’s online application system:  www.charlottecountryday.org/employment .  Direct email or hard copy applications will not be accepted.    It is the policy of Charlotte Country Day School not to discriminate against any employee or applicant for employment on the basis of race, color, religion, national origin, age, sex, gender identity or expression, sexual orientation, disability, veteran status, or any other basis protected by applicable law.  This policy extends to recruitment, employment, promotion, demotion, transfer, layoff, termination, compensation, training, benefits and all other terms and conditions of employment. Wed, 25 Feb 2026 14:00:05 -0500 https://careers.nais.org/jobs/rss/22073744/faculty-band-grades-5-12 https://careers.nais.org/jobs/rss/22073744/faculty-band-grades-5-12 Honolulu, Hawaii, Punahou School celebrates the richness of its traditions as it embraces the responsibility to provide a relevant educational experience in a rapidly changing world. Punahou places students at the center of the curriculum, with the aim of authentic learning in a sequence and pace that is coherent and purposeful to the individual child. A Punahou education seeks to provide multiple pathways towards growth and success for each student through a broad and meaningful program of studies and through rich experiences for exploration, discovery and mastery. Working within a coherent curricular framework that promotes personalized, product-oriented, inquiry-based learning embedded in authentic, meaningful assessments, Punahou seeks to cultivate curious, confident, and self-directed students. We value the rich opportunities for teaching and learning that are inherent Hawaiian values and in the gift of “place” at Punahou. Our faculty attends to the social-emotional learning of our students via intentional opportunities to provide an environment and a range of learning experiences that educate our children for compassionate, moral, and ethical action at school, in our community, and in the world. Our teachers are agile learners themselves, demonstrating a growth mindset and a commitment to their continual professional development. Incoming teachers will join a dedicated and inspiring faculty whose ongoing reflection and renewal is supported by a schoolwide culture of collaboration and innovation. Fulfilling Punahou’s mission of creating the conditions and opportunities for students to reach their full potential is at the core of our daily work as a school. Each and every educational interaction holds the promise of making a positive impact on a child’s life. Music is offered to all students, grades K-12, within a comprehensive and diverse curriculum.  Students participate in a variety of music experiences, from general music classes to a large and excellent program in instrumental (orchestra and band) and choral music beginning in sixth grade, with additional offerings in guitar, Hawaiian music, composition and creative music within the Academy. The School is actively recruiting a full-time band faculty member for our current program. Responsibilities will include: Teaching and co-teaching grades 5-12 concert bands. Teaching band sectionals. Assisting with High School Marching Band instruction and implementation. The Band Faculty will demonstrate an understanding of and implement music methods, pedagogies, and repertoire appropriate for beginning through advanced band students and ensembles. In partnership with the Music Department, Band Faculty will introduce students to beginning ensembles, lead concert bands, assist with High School Marching Band, and provide a safe, effective classroom environment that focuses on student learning and growth. The ideal candidate will have the ability to collaborate effectively and productively with other band, music department and music school faculty colleagues to create and maintain a rich and diverse band program. If you have a passion for teaching music, thrive in a team-oriented and collaborative environment, are a confident and effective communicator, possess excellent organizational, critical-thinking skills, a growth mindset, and are a lifelong learner, we invite you to apply! Position Details:   Work Year: 9 Months School Year: 2026-2027 School Year   Work Hours:  Monday – Friday, 7:30 AM - 4:00 PM, Schedule may vary based on operational needs Faculty Salary Range*: $59,790 - $120,828 - Commensurate with qualifications *Punahou School offers a comprehensive total rewards program that includes competitive pay. The pay rate reflects the range of pay for faculty, which is dependent upon educational attainment and years of relevant experience Bachelor’s degree in music education or applied music. Master’s preferred, demonstrating substantial knowledge of music theory, music history/literature, and pedagogy. Minimum of 3 years successful teaching and conducting experience in a band program developing fundamental ensemble and musicianship skills. Experience working with a high school Marching Band is strongly preferred. Command of an effective/appropriate selection of repertoire that provides students with both breadth and depth of experiences in a variety of musical periods, styles, and influences in the band repertoire. Experience working with students from diverse backgrounds; sensitivity to each individual student’s needs; and ability to appreciate the variety of perspectives offered by individual viewpoints, disciplines and cultural understandings. Demonstrated successful classroom management skills. Ability to collaborate with other music teachers in the creation of curriculum, lesson plans and assessments. Experience with co-teaching in the classroom is preferred. Demonstrated ability to utilize technology that is effectively integrated into the curriculum to enhance pedagogy, communication and productivity. Ability to communicate well with multiple constituencies, including students, parents, colleagues, supervisors, and administration. Demonstrated ability to effectively manage multiple tasks during a consistently high demand and deadline sensitive school year. Flexibility to meet job requirements beyond the school day and school year. Familiarity with the mission, goals and objectives of an independent school environment. Wed, 25 Feb 2026 12:58:16 -0500 https://careers.nais.org/jobs/rss/22076366/instructional-coach-k-8 https://careers.nais.org/jobs/rss/22076366/instructional-coach-k-8 Houston, Texas, First Baptist Academy, serving students infant through eighth grade, is seeking an Instructional Coach/Specialist.  FBA faculty exemplify specific characteristics of professional excellence to support FBA’s vision, mission, core values, and strategic goals. This position reports to the Dean of Curriculum & Instruction. Mission Statement: Our mission is to equip students with the Truth of God’s Word while developing their character, intellect, and potential to Explore, Create, Challenge, and Lead. Key Responsibilities: Creative Empowerment – Model and support research-based, student-centered instructional practices that increase engagement and achievement. Support the effective implementation of new curriculum initiatives, ensuring alignment with instructional best practices. Coordinate and support the administration of benchmark assessments in ELA, math, and science. Comprehensive Personalization – Assist in data collection and tracking, and support teachers in using student data to inform instruction and differentiate learning. Assist in developing targeted strategies to meet the needs of diverse learners. Guide teachers in setting measurable goals and monitoring student progress, and assist with targeted small-group instruction as needed. Collective Collaboration – Promote alignment and instructional coherence across grade levels and content areas. Partner with school leadership to advance schoolwide instructional priorities and curriculum initiatives. Partner with teachers to design rigorous, standards-aligned learning experiences. Foster trusting, professional relationships, grounded in reflection and growth. Supportive Guidance – Conduct non-evaluative coaching cycles that include observation, modeling, co-teaching, and actionable feedback. Provide in-class support to teachers and students through modeling, small-group instruction, co-teaching, and real-time instructional feedback. Provide structured onboarding and ongoing support for new faculty, including guidance in curriculum implementation and instructional expectations. Continuous Professional Growth – Facilitate or co-facilitate professional development aligned to school goals and curriculum priorities. Stay current on best practices and support faculty in translating new learning into classroom practice. Cultivate a culture of reflection, accountability, and continuous improvement. Required Qualifications: Faithful Integrity – Model Biblical values, principles, and desired behaviors for student guidance while demonstrating a desire to work in a Christian environment. Moral and Ethical Standards – Uphold high moral and ethical standards within the classroom and greater school community. Servant Heart – Demonstrate humility, servant leadership, and a willingness to serve others in a Christ-like manner. Bachelor’s degree from an accredited school with current teacher certification At least five years of full-time teaching experience Ed preferred   Background Check Statement : FBA conducts pre-employment screening for all positions, which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications. First Baptist Academy is a Christian school dedicated to the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals in an environment that is academically rigorous - enriched with the truth of scripture and a relevant Biblical Worldview.    It is the policy of First Baptist Academy not to discriminate on the basis of race, color, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law, except those exclusions specifically provided to Religious Organizations. Wed, 25 Feb 2026 14:00:10 -0500 https://careers.nais.org/jobs/rss/22076377/middle-school-teacher https://careers.nais.org/jobs/rss/22076377/middle-school-teacher Houston, Texas, First Baptist Academy, serving students infant through eighth grade, is seeking a Middle School Teacher.  FBA teachers exemplify specific characteristics of professional excellence to support FBA’s vision, mission, core values, and strategic goals. This position reports to the Middle School Principal. Mission Statement: Our mission is to equip students with the Truth of God’s Word while developing their character, intellect, and potential to Explore, Create, Challenge, and Lead. Key Responsibilities: Creative Empowerment – Create classroom learning environments that foster a secure and supportive atmosphere, encouraging students to embrace challenges, redefine failure, and advocate for themselves. Work diligently in curriculum planning, implementing instruction, and executing effective classroom management techniques for middle grade-aged students. Comprehensive Personalization – Provide diverse learning opportunities tailored to the unique strengths, interests, and challenges of students, including effective small group instruction, relevant pedagogy, and integration of technology applications. Collective Collaboration – Engage in collective efforts with team members to attain shared goals for the benefit of the students. Communicate with parents during the school year through regular correspondence, electronic gradebooks, and maintaining class pages on FBA’s portal system. Supportive Guidance – Assist students in recognizing their talents and guiding them in utilizing these gifts to serve others and discover God’s desired path for their lives. Ensure that all students make academic and social progress, including the assessment and evaluation of student growth in preparation for high school and the Portrait of an FBA Graduate. Continuous Professional Growth – Pursue professional development opportunities to incorporate optimal teaching methodologies in our classrooms.   Required Qualifications: Faithful Integrity – Model Biblical values, principles, and desired behaviors for student guidance while demonstrating a desire to work in a Christian environment. Moral and Ethical Standards – Uphold high moral and ethical standards within the classroom and greater school community. Servant Heart – Demonstrate humility, servant leadership, and a willingness to serve others in a Christ-like manner. Bachelor’s degree from an accredited school with current teacher certification At least two years of full-time teaching experience Benefits: Salary is commensurate with qualifications and experience Group medical insurance coverage for employee Dental and vision insurance available Life Insurance, AD&D and Long-term disability coverage for employee 403(b) matching Paid time off Tuition Discount Fitness Center Discount Background Check Statement : FBA conducts pre-employment screening for all positions which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications. First Baptist Academy is a Christian school dedicated to the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals in an environment that is academically rigorous -  enriched with the truth of scripture and a relevant Biblical Worldview.    It is the policy of First Baptist Academy not to discriminate on the basis of race, color, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law except those exclusions specifically provided to Religious Organizations. Wed, 25 Feb 2026 14:12:49 -0500 https://careers.nais.org/jobs/rss/22076287/middle-school-learning-specialist https://careers.nais.org/jobs/rss/22076287/middle-school-learning-specialist Seattle, Washington, Title:                      Learning Specialist-Middle School                   Direct Reports:    N/A Reports to:           Director of Integrated Learning                       FLSA Status:          Exempt Department:        Integrated Learning   FTE:                         Full-Time, Regular, Academic Year,   Plus 5 Floating Days for Summer & Break Planning When Needed:      August 20, 2026 start date for the 26-27 Academic Year     University Prep (UPrep) is seeking a talented, engaging, and compassionate Learning Specialist for our Middle School. We look for staff and faculty who share our belief that a culturally rich and inclusive school community provides students with the best possible environment for a quality education. The ideal candidate has a passion for student growth and well-being and thrives on working independently as well as part of a team. If that sounds like you, we’d like to hear from you.    Who We Are: University Prep (UPrep) is a 6–12 independent school in northeast Seattle, WA, one of the country’s most dynamic cities. We offer an intellectually rich education that fosters deep inquiry and critical thinking that is powered by student engagement. Our students graduate prepared for college and life. UPrep is a strong and vibrant community of students, families, faculty, staff, and alumni that joins together to support our students in becoming caring and productive adults. UPrep is a place where all students and families have equitable access to all the school has to offer, and we aspire for all community members to feel like they belong.  We believe that our shared values of integrity, respect, and responsibility are essential to accomplish our mission to develop each student’s potential to become an intellectually courageous, socially responsible citizen of the world.   Job Summary: The role operates as a member of the Integrated Learning team to provide access and direct learning support to middle school students. The Learning Specialist provides one-on-one academic coaching and small group instruction to build successful student skills for students with diagnosed or identified learning needs.     Specific Responsibilities: Oversees ILP (Individualized Learning Plan) case management for a group of assigned middle school students which includes individual student support, creation/oversight of ILPs, attending student services meetings, and other related duties.  Teaches up to two sections of UPrep’s small group study skills class,  Middle School SchoolHacks Works collaboratively as a member of the Integrated Learning team to ensure that students with documented and/or identified preferences for learning have access to the supports and structures that will help them find success  Partners with teachers, advisors, deans and counselors to provide real-time support for students demonstrating struggle to access the curriculum Serves as a grade-level advisor for 10-12 middle school students Actively participates in the life of the school outside of the classroom through chaperoning, joining grade level trips, and attending school events Establishes and cultivates community relations by maintaining open dialogue with all of the school’s constituencies Vigorously engages in their own professional development; is a life-long learner who enhances their skills, using state-of-the-art technologies to maintain high standards of performance to efficiently and effectively produce work products Is familiar with and complies with all policies and regulations as put forth in the school’s documents Since safety and security are everyone’s responsibility, takes all necessary and reasonable precautions to protect students, faculty, staff, equipment, materials and facilities Works 7:45am – 3:45pm  Performs other non-teaching duties as assigned Education & Experience: Bachelor’s degree from a four-year college or university required Master’s degree in education, special education, counseling, or related field preferred Experience working with underrepresented populations preferred Experience in teaching or academic coaching preferred   Required Knowledge, Skills & Abilities: Strong understanding of learning differences, executive functioning, and strategies to support diverse learning needs Adaptability to meet the needs of the students and the program Commitment to educational access for under-served students Commitment to diversity, equity, inclusion, and belonging Flexibility, maturity and a sense of humor Excellent verbal and written communication skills to work with students, teachers, and families Understanding of the developmental needs of middle school students Creativity and flexibility to contribute to a growing and responsive program within the school Excellent attention to detail Ability to work effectively and collaboratively with a team Ability to maintain confidential information Ability to work and communicate well with all levels of faculty and staff Ability to work and communicate well with students and their parents Proven track record of organization, follow-through, and task completion Ability to multitask Demonstrated high level of cross-cultural competency Ability to work efficiently in a Microsoft Windows or Mac environment using Office; ability to master common automated systems for record keeping, and confidently learn new technology; experience with school-focused technology is a plus; experience with Schoology a plus Ability to talk on the phone Timely response to emails Ability to sit and keyboard up to 8 hours per day   Compensation & Benefits: Salary range is $66,723 to $121,310 based on education and years of experience. UPrep offers a comprehensive and generous benefits package intended to support and promote the health and well-being, work/life balance, and financial security of our faculty, staff, and their families. Benefits are listed on our  careers page  and include: Medical, Dental, and Vision Insurance, Employer-Seeded Health Savings Account or Health Reimbursement Account, Flexible Spending Accounts, Employer-Paid Long-Term Disability Insurance, Employee Assistance Program, Employer-Paid Life Insurance, Voluntary Life Insurance, 401(k) Retirement Savings Plan with employer contribution and match after one year of service, Paid Time Off, Paid Parental Leave after one year of service, commuter benefits, and Professional Development opportunities.  Click on Apply Now, complete our online employment application, and upload your résumé and a cover letter telling us why you are interested in and qualified for this position.  Position open until filled. No phone calls or drop-ins please.  University Prep does not discriminate on the basis of race, color, national or ethnic origin, religion, creed, age, gender, marital status, sexual orientation, gender identity, veteran’s status, disability, use of a trained service animal, or any other characteristic protected by federal, state, or local laws. This policy applies to admissions and administration of all its programs, as well as to all areas of employment.    www.universityprep.org Wed, 25 Feb 2026 12:00:03 -0500 https://careers.nais.org/jobs/rss/22076345/f-t-middle-school-english-teacher-academic-year-2026-2027-10-fte https://careers.nais.org/jobs/rss/22076345/f-t-middle-school-english-teacher-academic-year-2026-2027-10-fte San Anselmo, California, About San Domenico San Domenico is an independent, K-12 day and boarding school with a tradition of innovation and academic excellence since 1850. Our mission is to deliver an exceptional education rooted in inquiry, reflection, and purpose. We foster a community where students are encouraged to discover their passions; lead with courage, wisdom, and kindness; and make a meaningful impact in their immediate and extended environments.  Located on a bucolic 515-acre campus in Marin County, San Domenico is California's oldest independent school. Comprising individuals from around the world, our student body is the foundation of our dynamic and diverse cultural and academic environment. In this unique setting, our community of 680 students, including 140 boarding students from across the region, the United States, and over 20 countries, flourishes as scholars, innovators, and responsible global citizens. About this role San Domenico Middle School teachers are committed to educating, engaging, and empowering middle school students, both inside and outside of the classroom, providing them with a solid foundation for high school and beyond. The middle school is grounded in student-centered classrooms, which stimulate student learning daily through a variety of innovative instructional methodologies. We are a 1-1 iPad school.    Applicants should have knowledge of and experience teaching reading and writing across the curriculum. Essential skills include writing, critical thinking and questioning, annotating, organization, and use of the iPad for school work. Classroom management and digital citizenship require close attention and instruction, and therefore experience teaching middle school is required.  Our Middle School English faculty serves as the bridge between childhood curiosity and adolescent critical thinking. We model high ethical standards and excellence by creating a "literary laboratory” as a place where storytelling, identity, and foundational skills intersect. We don't just teach books; we teach students how to navigate the world through language. Key Responsibilities: Cultivate a high-trust environment where middle schoolers feel safe to take intellectual risks. This involves turning "mistakes" into "prototypes" and encouraging students to ask the "messy" questions vital to their development. Integrate traditional literature with interactive media and new avenues via AI.  Utilize innovative pedagogy to make grammar and composition feel relevant and exciting (e.g., integrating, utilizing, and exploring AI).  Empower students to see themselves as authors by teaching writing as a recursive, creative process rather than a static chore. Focus on developing their unique voices through diverse genres, from personal narratives and poetry to digital blogging, while providing targeted teaching on the mechanics of impactful communication. Serve as a compassionate grade-level advisor. Recognize that at this stage, a student's emotional well-being is the prerequisite for their academic success. Actively nurture their aesthetic and ethical development through intentional "check-ins" and community building. Provide "growth-mindset" feedback that focuses on the process, not just the product. Keep parents and advisors in the loop through proactive, transparent communication, ensuring no student feels "lost in the middle." Offer "just-in-time" extra help, recognizing that middle schoolers are still developing executive function and study skills. Collaborative Leadership & Campus Presence Collaborate with other disciplines to create thematic units (e.g., a "Dystopian Future" unit that connects English literature with ethics). Support and participate in grade-level activities from spirit weeks to field trips, understanding that the strongest learning happens when students feel a sense of belonging. Maintain an inspiring, organized, and student-centered classroom environment. Model "digital citizenship" and professional promptness in all communications and school obligations. Be a visible presence at MS plays, concerts, and sports. Middle schoolers value when their teachers see them as whole people outside the classroom. Attend a grade-level overnight trip and chaperone one dance a year. Compensation The salary range is $70,400 - $140,000 annually. Placement within the range will be commensurate with experience and qualifications. Candidates with fewer years of experience can expect placement toward the lower end of the range. This position offers a competitive benefits package that includes medical, dental, and vision coverage, a matching 403(b) retirement plan, and daily lunch. How to apply Please send a cover letter and resume to hr@SanDomenico.org describing how your experience and skills will contribute to the position, along with your salary requirements.  Please put the title of the position in the subject line of your email. Or mail to: San Domenico School 1500 Butterfield Road San Anselmo, CA 94960 Attn: F/T Middle School English Teacher position San Domenico School is an Equal Opportunity Employer and values diversity. All qualified applicants will receive consideration for employment without regard to race, color, national origin, ancestry, sex, sexual orientation, gender, gender identity or expression, genetic information, age, disability, medical condition, religion, veteran status, marital-status or any other classification protected by applicable local, state or federal laws. No phone calls, please.   Qualifications: Bachelor’s degree in related subject Previous experience with teaching Humanities at the middle school level Proficiency with technology, specifically the iPad  Preferred Qualifications :   Masters degree in related subject or education California Single Subject Teaching credential in English. Wed, 25 Feb 2026 13:24:25 -0500 https://careers.nais.org/jobs/rss/22076204/lead-lower-school-specialist https://careers.nais.org/jobs/rss/22076204/lead-lower-school-specialist Dallas, Texas, Good Shepherd Episcopal School seeks a forward-thinking, innovative, and collaborative educator who is passionate about shaping curriculum, inspiring young minds, and nurturing the whole child. As a member of our team, you’ll be part of a community where every role contributes to the growth and success of our school. We believe our faculty and staff are the heart of our school, and we are committed to supporting their growth and encouraging fresh, creative approaches to teaching and learning. Our community values innovation both in the classroom and beyond, and we provide protected time for faculty to engage in thoughtful curriculum development and pedagogical reflection through in-service days. Employees at Good Shepherd are not only supported in their professional journey, they are celebrated. Our Parents Organization recognizes and honors employees through grants, birthday gifts, appreciation lunches, and special gatherings throughout the year. Essential Functions: Design, create, and facilitate experiences to engage students in their learning while collaborating with other first-grade teachers, in accordance with the policies, curriculum, and philosophy of the school and treat each child with dignity and respect. Uphold and support the mission of the School and support the Six Values of our Episcopal Identity. Collaborate with colleagues and community members while maintaining a positive team attitude. Provide leadership and oversight of the PK–4 reading program, ensuring alignment across curriculum, instructional practices, assessment, and intervention. Collaborate closely with classroom teachers to identify students’ literacy strengths and needs, while offering coaching, modeling, and instructional support. Provide targeted reading intervention informed by assessment data, incorporating multi-sensory strategies and maintaining clear, consistent communication with families regarding student progress. Qualifications: Bachelor’s degree from a four year college/university Prefer an advanced degree, reading specialist certification, or specialized reading training Knowledge of foundational literacy skills and the science of reading best practices Minimum of 5 years of lower school teaching and/or administrative experience Excellent verbal and written communication skills Demonstrate leadership skills Disclaimer: This job description provides a general overview of the responsibilities and expectations associated with the position. It is not intended to serve as an all-inclusive list of duties, skills, or requirements. It is Good Shepherd Episcopal School's policy to provide equal employment opportunity to all employees and applicants for employment without regard to race, color, religion (creed), age, sex, gender (including gender identity and expression), sexual orientation, disability, medical condition, ancestry, genetic information, national or ethnic origin, marital status, or military status, or any other basis prohibited by law in accordance with applicable federal and state laws. Wed, 25 Feb 2026 10:15:32 -0500 https://careers.nais.org/jobs/rss/22076211/assistant-head-of-early-childhood-and-lower-school https://careers.nais.org/jobs/rss/22076211/assistant-head-of-early-childhood-and-lower-school Dallas, Texas, Good Shepherd Episcopal School seeks a forward-thinking, innovative, collaborative professional who is passionate about our school’s mission and values. As a member of our team, you’ll be part of a community where every role contributes to the growth and success of our students and our school. We believe our faculty and staff are the heart of Good Shepherd, and we are committed to supporting their growth and encouraging fresh, creative approaches to school enhancement. Here, you’ll find more than a workplace, you’ll find a supportive community that values your talents, encourages professional growth, and celebrates the joy of learning together. Employees at Good Shepherd are not only supported in their professional journey, they are celebrated. Our Parents Organization recognizes and honors employees through grants, birthday gifts, appreciation lunches, and special gatherings throughout the year. Essential Functions: Design, create, and facilitate experiences to engage students in their learning while collaborating with other first-grade teachers, in accordance with the policies, curriculum, and philosophy of the school and treat each child with dignity and respect. Uphold and support the mission of the School and support the Six Values of our Episcopal Identity. Collaborate with colleagues and community members while maintaining a positive team attitude. Instructional & Developmental Leadership: Demonstrates strong knowledge of early childhood and elementary best practices, including the science of reading, play-based learning, and constructivist approaches, and supports faculty in applying these practices thoughtfully across PK–4 classrooms. Collaboration & Community Partnership: Builds trusting relationships with teachers, families, and colleagues through clear communication, shared problem-solving, and a team-oriented leadership approach. Operational & Organizational Excellence: Manages schedules, systems, and student support processes with precision, foresight, and attention to detail, ensuring smooth daily operations and consistency across the division. Qualifications: Master's degree in Education required. Principal Certification preferred. Minimum of five years of teaching and/or leadership experience, preferably in PK–4 settings within independent or mission-aligned schools. Strong grounding in child development and early elementary education. Ability to work independently in a high-paced, dynamic setting that demands prioritization of tasks and immediate responses to time-sensitive issues. Collaborative leadership style with excellent interpersonal, organizational, and communication skills. A minimum of five years of teaching experience in grades PK-4  and/or administrative experience. Excellent verbal and written communication skills.   Disclaimer: This job description provides a general overview of the responsibilities and expectations associated with the position. It is not intended to serve as an all-inclusive list of duties, skills, or requirements. It is Good Shepherd Episcopal School's policy to provide equal employment opportunity to all employees and applicants for employment without regard to race, color, religion (creed), age, sex, gender (including gender identity and expression), sexual orientation, disability, medical condition, ancestry, genetic information, national or ethnic origin, marital status, or military status, or any other basis prohibited by law in accordance with applicable federal and state laws.   Wed, 25 Feb 2026 10:16:27 -0500 https://careers.nais.org/jobs/rss/22073785/high-school-humanities-teacher https://careers.nais.org/jobs/rss/22073785/high-school-humanities-teacher San Francisco, California, This is a 1.0FTE exempt position Summary: San Francisco Waldorf High School seeks an enthusiastic and experienced Humanities Teacher with a strong background in social sciences and literature. This teacher will have the ability to teach honors and non honors level courses on ancient texts, modern texts, sociology and history through an anti-racist lens while developing high-level reading and writing skills in 9th through 12th graders. Our ideal candidate excels at engaging a range of student abilities, is highly organized, has sound classroom management, sound teaching strategies and understands the developmental stages of high school students. We are looking for a teacher who wants to join a Waldorf faculty and work in a highly collaborative environment.  At SFWHS diversity is celebrated and employees of color are welcomed, valued, and supported. We ask all employees to proactively commit to access, equity, diversity and  inclusion and to actively create an environment where all members of the community can flourish.  Waldorf education is the fastest growing independent school movement in the world. This dynamic approach to child development and education is continually evolving to meet today's students and prepare them for tomorrow. Waldorf education inspires lifelong learning in students and enables them to fully develop their unique capacities. Our students are authentic, moral and engaged with their learning; they (and their families) appreciate their teachers. San Francisco Waldorf School (SFWS) was founded in 1979 and serves 380 students across a Preschool-12th Grade program. The high school campus is in the lovely West Portal neighborhood and easily accessible by public transit.     Qualifications Bachelor’s degree in social sciences required Graduate degree preferred  Waldorf Teacher Training completed or in progress and/or willingness to begin Waldorf Teacher seminar (in-house) Significant high school or university teaching experience and/or other experience working with adolescents Ability to use the school portal (Blackbaud) for posting and tracking student assignments  Ability to evaluate using rubrics or demonstrate other equitable grading practices Strong communication with all school stakeholders Strong planning and organizational skill A proven interest in engaging with high school students beyond the classroom: sponsoring clubs or an affinity group, chaperoning field trips and dances, general supervision and academic advising are some examples.   Benefits and Compensation:   This is a 1.0 FTE, full-time, position with full benefits including medical, dental, flexible spending plans, retirement plan (employer contributions after one year of employment), and tuition remission for eligible dependents in our Preschool - Grade 12 program (Staff fees apply). The full annual salary range is $67K - $95K, depending on training and experience. Salaries are paid on a 12-month schedule.    Physical Requirements and Work Environment: Be able to occasionally lift to 30 lbs. Work intermittently in outside weather conditions, including heat and cold Regularly sitting or standing 4-8 hours   FLSA Classification : Faculty; Exempt from overtime Reports to : High School Director  Hired by: High School Steering Committee Date Modified: January 2026   San Francisco Waldorf School is an equal opportunity employer that does not discriminate based on race, ethnicity, age, gender, or any protected class. We recognize that the range of ethnicities, nationalities, languages, socio-economic backgrounds, sexual orientation, learning differences, and life experiences within our community enhance the school’s learning environment, and we are committed to fostering equity and inclusion.    Please submit your cover letter, resume, and a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848 to the hiring team at jobs@sfwaldorf.org. Wed, 25 Feb 2026 18:24:29 -0500 https://careers.nais.org/jobs/rss/22073361/upper-school-learning-specialist-grades-6-12-2026-2027-school-year https://careers.nais.org/jobs/rss/22073361/upper-school-learning-specialist-grades-6-12-2026-2027-school-year New York, New York, The Lang School seeks creative, passionate, and dedicated teachers and specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subjects, and clinical support areas. The Lang School seeks a reflective, student-centered Upper School Learning Specialist to support twice-exceptional learners (2e) in grades 6–12. The Learning Specialist serves on the Academic Support Team and aligns with the mission of The Lang School and the Academic Support Team: “The Academic Support Team empowers Lang students by building skills, strategies, and confidence that allow them to thrive in the classroom and beyond, always grounded in curiosity, joy, and a belief in each learner’s potential.” Role Overview Provide targeted literacy instruction 1:1 and in small groups through both push-in and pullout models. Teach and coach transferable skills and strategies for decoding, fluency, comprehension, written expression, and executive functions using evidence-based programs. Partner as a core member of the Academic Support Team and collaborate with classroom teachers, therapeutic specialists, and school leadership to ensure aligned supports across settings. Maintain clear data systems, progress monitoring, and actionable communication with all stakeholders. Engage deeply in professional learning aligned with The Lang School’s mission and methods. Requirements MA/MS in Special Education, Reading, or Literacy Valid teacher certification 3+ years full-time lead-teaching experience 2+ years of school-based experience as a literacy specialist, learning specialist, or interventionist Formal training and hands-on experience with Orton–Gillingham or a similar multisensory, structured literacy approach (non-Wilson) Training and experience with empirically validated writing programs (e.g., The Writing Revolution, SRSD) Experience translating neuropsychological evaluations into practical, school-based intervention plans Responsibilities Design and deliver rigorous, engaging push-in and pullout instruction tailored to student profiles and goals. Proactively identify barriers to learning and implement compensatory strategies, including assistive technology and executive function supports. Collect and analyze data; maintain meticulous records to drive instruction and report progress. Communicate regularly with students, families, teachers, and related service providers; provide clear, timely updates. Build strong, trusting relationships with students and colleagues; contribute to a collaborative, growth-oriented culture. Share curricular materials for faculty and administrative review upon request. Participate fully in grade-level and school-wide meetings, school functions, and ongoing professional development. Qualifications & Skills Alignment with The Lang School’s mission and the Academic Support Team’s mission and values (curiosity, joy, belief in each learner’s potential). Experience in gifted and special education contexts; expert knowledge in literacy and learning differences. Grounded in progressive, inquiry-based education and universal design for learning (UDL) principles. Excited to teach, mentor, and counsel in a setting that honors student competence and independence—amplifying strengths and supporting emerging skills with transferable tools. Creative designer of learning experiences that leverage student interests, real-world problems, and professional tools to drive engagement and mastery. Familiarity with neurodivergent learning profiles (e.g., ADHD, dyslexia, autism, anxiety) and how they intersect with literacy and executive functioning. Excellent collaboration, communication, and case management skills; adept at interdisciplinary teamwork.   The Lang School ( thelangschool.org) is a progressive independent school located in lower Manhattan serving grades 1-12. Our twice-exceptional (“2e”) learners have a unique set of social, emotional, and intellectual needs. We meet students where they are and empower them to achieve their next levels of excellence with research-based support and a robust Talent Development Program. Our mission is to create a safe and engaging learning environment for students with an emphasis on creative thinking and assets-based approaches. Our students are both unique and diverse, and we seek out and celebrate diversity in our community.   To Apply:  https://www.thelangschool.org/careers   We will follow up with promising candidates who align with potential openings. At Lang, we appreciate that people's professional paths aren't necessarily linear and that they can arrive at their current career through a variety of paths. Compensation: Salaries are competitive and based on experience and training. (Salary range $60,000 - $90,000 ) The Lang School offers a competitive benefits package, including employer-paid health insurance, 401k matching options, and ample professional development opportunities. The Lang School is an Equal Opportunity Employer. Lang does not discriminate on the basis of an applicant’s or employee’s race, color, religion, sex, gender, gender identity or expression, sexual orientation, age, national origin, disability, veteran status, unemployment status, or any other status protected by law. Tue, 24 Feb 2026 10:17:51 -0500 https://careers.nais.org/jobs/rss/22073783/first-grade-class-teacher https://careers.nais.org/jobs/rss/22073783/first-grade-class-teacher San Francisco, California, This is a full-time, salaried position (1FTE).  Start Date: August 2026 San Francisco Waldorf School seeks a First Grade Class Teacher to begin in August 2026. The rising First Grade is a healthy, eager group of 20+ children, supported by a warm and enthusiastic parent body excited to begin their journey in Waldorf education. We are looking for a loving, committed teacher who will help form this new class and guide them through the early grades with imagination, insight, and steadiness. The ideal candidate brings: A deep love for early childhood and the first grade year Warmth and clarity in presence and communication Genuine interest and training in Waldorf pedagogy Skill in guiding families, new and experienced, through the beginning of the grades journey An ability to build a healthy, beautiful, developmentally-supportive classroom culture Deep genuine interest in working with the class parent community  If you are ready to steward a class at this pivotal moment, laying the foundations for literacy, numeracy, social development, and reverence for learning, we would be delighted to meet you. About San Francisco Waldorf School San Francisco Waldorf School is a thriving Preschool–Grade 12 community with campuses in the beautiful Pacific Heights and West Portal neighborhoods of San Francisco. Our Grade School campus is nestled near the Presidio and just minutes from the Golden Gate Bridge. We are fully accredited by the Western Association of Schools and Colleges (WASC) and the Association of Waldorf Schools of North America (AWSNA). Rooted in the indications of Rudolf Steiner, our faculty work out of Anthroposophy to bring a lively, developmentally-responsive curriculum to our students. In addition to the core academic program, our expanded curriculum includes orchestral music, handwork, woodwork, physical education, gardening, eurythmy, and two foreign languages. Our faculty circle includes both seasoned and newer teachers who are supported by mentors, caring administrative staff, an educational support team, an active parent body, and a dedicated Board of Trustees. We are committed to a multicultural and diverse body of teachers, staff, and students. Diversity is celebrated and faculty of color are welcomed, valued, and supported. Our dedicated faculty values strong collegial working and warm relationships with parents. We seek a teacher to join us in our commitment to Waldorf education. Individuals with university degrees, Waldorf teacher training, and preferably, experience teaching in a Waldorf school are encouraged to apply. Qualifications: Required Completed Waldorf Teacher Training Bachelor’s degree Demonstrated experience working with children in a classroom or educational setting Authorization to work in the United States San Francisco Waldorf School does not provide employer sponsorship. Preferred Prior experience as a class teacher in a Waldorf school Strong skills in classroom management that balance warmth, clarity, and consistency Excellent written and verbal communication skills Reflective, collaborative approach to working with colleagues and families Benefits and Compensation:  This is a 1.0 FTE, full-time, position with full benefits including medical, dental, flexible spending plans, retirement plan (employer contributions after one year of employment), and tuition remission for eligible dependents in our Preschool - Grade 12 program (Staff fees apply).  The full annual salary range is $67K - $95K, depending on training and experience.  Salaries are paid on a 12-month schedule. Physical Requirements and Work Environment: Be able to occasionally lift 30 lbs. Work intermittently in outside weather conditions, including heat and cold Regularly sitting or standing 4-8 hours daily FLSA Classification: Faculty; Exempt from overtime Reports to: Grade School Director Hired by: Grade School Director  Date Modified: November 2025   San Francisco Waldorf School is an equal opportunity employer that does not discriminate based on race, ethnicity, age, gender, or any protected class. We recognize that the range of ethnicities, nationalities, languages, socio-economic backgrounds, sexual orientations, learning differences, and life experiences within our community enhance the school’s learning environment, and we are committed to fostering equity and inclusion. How to apply: Please send your resume, letter of interest, and the contact information for at least two references that know your work with children to jobs@sfwaldorf.org. In addition, please provide a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848. If you feel you may be qualified but have questions you’d like to explore before applying, we are happy to have a conversation over the phone 415-931-2750 or send us an email. Wed, 25 Feb 2026 18:24:13 -0500 https://careers.nais.org/jobs/rss/22073793/entrepreneurship-robotics-educator https://careers.nais.org/jobs/rss/22073793/entrepreneurship-robotics-educator Los Angeles, California, Position description Geffen Academy Educators approach teaching as an intellectual profession of the highest order, one in which knowledge is not only transmitted but created. Geffen Academy Educators possess a sophisticated and reflective understanding of their discipline and a record of achievement which demonstrates their ability to utilize and contribute to the robust connections we have with UCLA, a world-class research institution. Educators’ innovation is guided by our school’s mission to prioritize proven educational practices while also recognizing that teaching is a complex intellectual endeavor that defies rigid codification. We are committed to a humane working environment and also recognize that teaching goes beyond the life of the mind. Geffen Academy Educators seek to create trusting and caring relationships with their students and with their larger community. Job Summary Under the direction of the I-Track Department Chair at Geffen Academy and the respective Division Director, Geffen Academy I-Track Educators are responsible for the delivery of an innovative program of secondary school instruction. The Geffen Academy Entrepreneurship & Robotics Educator will be responsible for an array of duties, including participating in the creation of a course of study, offering exciting and engaging instruction to students in as many as five (5) courses each term, and participating in the life of the school in a robust and fully engaged manner. This is a bargaining unit covered position. Geffen Academy at UCLA is seeking an Educator with a background in robotics and entrepreneurship to teach core I-Track classes and develop competitive robotics teams at the middle school and upper school level. This is a great opportunity for an Educator to join our school and teach a challenging curriculum that seeks to integrate and collaborate with other disciplines. Geffen Academy’s location on the UCLA campus offers unparalleled opportunities for collaborative experiences for students in a world class research institution. Job Duties Participate in the design and development of curricula that helps develop an innovation mindset in Geffen Academy students by developing habits of mind such as systems thinking, human-centered design, iterative solutions development and persistence. Collaborate with I-Track Department Chair to further the development of the I-Track structure within the overall Geffen Academy program. Build excitement in robotics by creating opportunities for students to build and compete in local, state, and national competitions. Collaborate with local cultural and educational institutions to bring students into the world beyond the doors of Geffen Academy. Maintain an up-to-date understanding of design-thinking, entrepreneurship, robotics, and project-based learning within secondary schools in California and beyond. Utilize software to create opportunities for students to develop their skills and understanding of time management, business communication, components of Google Suite, databases, and online research. Collaborate with relevant UCLA faculty in devising programs that enable GeffenAcademy’s students to take advantage of the school’s relationship with a research university operating at the cutting edge of knowledge creation. Evaluate and choose books, digital materials, experiential opportunities and other academic resources to further the student experience in robotics and entrepreneurship. Communicate information about student progress to relevant student services colleagues, including but not limited to Department Chairs, Dean of Students, - Academic Advising and College Guidance staff, Registrar, and Athletics. Participate in department representation at parent evenings and recruitment events as needed. Assess the continued relevance and success of course offerings within the department Participate in committee work, whether the committee’s focus is solely within the department, or reaches to other parts of Geffen Academy. Participate in interdisciplinary instructional programs as needed. Serve as instructors/mentors/advisers of students’ independent projects. Engage in co-curricular and extra-curricular activities. Participate in continuing professional development and/or training activities Adhere to Geffen Academy and the University of California applicable policies, procedures, and established protocols. Read and adhere to the school norms, protocols and requirements as outlined in the school Handbooks. This list of duties is not exhaustive, other duties may be assigned to meet the needs of the school. School :  https://www.geffenacademy.ucla.edu About UCLA As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. “Misconduct” means any violation of the policies or laws governing conduct at the applicant’s previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy for Employees, Students and Third Parties APM - 035: Affirmative Action and Nondiscrimination in Employment Job location Los Angeles, CA Qualifications The successful candidate must have a degree in an engineering/computer science discipline; advanced degree preferred, experience in design thinking and entrepreneurship. Two to three years of secondary teaching experience, with the ability to design project?based curricula for middle and upper school students that address real?world problems, along with experience working with robotics in an educational setting. Strong background in education with a clear understanding and embrace of Geffen Academy’s mission, vision, and values. Multidisciplinary experience and the versatility to teach a combination of entrepreneurship and engineering, as well as an interest in leading an extra-curricular program in robotics. A sincere commitment to professional development in pedagogy and respective content area. A passionate commitment to innovation and design thinking applied to the real world, and a desire to work with all types of learners. Experience in a “bring your own device” educational setting and/or commitment to a BYOD program. Excellent interpersonal, written and verbal communication skills to articulate and explain instructional issues to colleagues, students, and families. Self-directed and able to effectively prioritize and handle multiple tasks subject to frequent interruption. Capable of developing and sustaining effective working relationships with colleagues in the department and with other UCLA and Geffen Academy staff on matters of interdisciplinary and institutional concern. Application Requirements Document requirements Curriculum Vitae - Your most recently updated C.V. Cover Letter Statement of Research (Optional) Reference check authorization release form - Complete and upload the  reference check authorization release form UCLA Mission Statement - As the nation's premier public research university, UC's mission is the creation, dissemination, preservation and application of knowledge for the betterment of our global society. We have a particular responsibility to the people of California which we express in the excellence of the education we provide, the impact of the research we do, the comprehensive, life-saving medical services we provide, and the public service mission we are devoted to. The University of California promotes the social mobility of its students, equips them with the tools and experience that furthers their ambitions, and regards their accomplishments across the life span as evidence of the profoundly positive impact of higher education. The UCLA campus has expressed these goals in its strategic plan as follows: Deepen our engagement with Los Angeles Expand our reach as a global university Enhance our research and creative activities Elevate how we teach Become a more effective institution Prompt for candidates for recruitment: Reflecting on your personal and professional experiences, highlight your past contributions and future commitments to advancing UCLA's mission as embodied in the 2023-28 strategic plan. These accomplishments and ambitions may be discussed in the context of describing your teaching, scholarship, and service Statement of Teaching Reference requirements 3-5 required (contact information only) References will be checked before an offer is made. Apply link:   https://recruit.apo.ucla.edu/JPF10833 Help contact:   hr@geffenacademy.ucla.edu Salary range: Full Salary Range: $69,379 - $157,481 Anticipated Hiring Pay Scale: $80,000 - $105,000 Tue, 24 Feb 2026 18:19:25 -0500 https://careers.nais.org/jobs/rss/22073778/grade-school-class-teacher https://careers.nais.org/jobs/rss/22073778/grade-school-class-teacher San Francisco, California, San Francisco Waldorf School seeks a Grade School Class Teacher to join our faculty in August 2026. This is a full-time (1.0FTE), exempt position.  Position Overview San Francisco Waldorf School seeks a Grade School Class Teacher to join our faculty in August 2026. If you are drawn to guiding children through the grades with warmth, imagination, and clear understanding of child development, this role offers the opportunity to: Carry a class of students over multiple years, building deep relationships with children and families. Teach a rich, integrated main lesson curriculum that cultivates intellectual, artistic, and practical capacities. Work collaboratively with colleagues in a strong, collegial faculty culture. We are looking for a Waldorf educator who brings both professional skill and an inner commitment to Waldorf education, and who finds joy in the daily life of the classroom. About San Francisco Waldorf School San Francisco Waldorf School is a thriving Preschool–Grade 12 community with campuses in the beautiful Pacific Heights and West Portal neighborhoods of San Francisco. Our Grade School campus is nestled near the Presidio and just minutes from the Golden Gate Bridge. We are fully accredited by the Western Association of Schools and Colleges (WASC) and the Association of Waldorf Schools of North America (AWSNA). Rooted in the indications of Rudolf Steiner, our faculty work out of Anthroposophy to bring a lively, developmentally-responsive curriculum to our students. In addition to the core academic program, our expanded curriculum includes orchestral music, handwork, woodwork, physical education, gardening, eurythmy, and two foreign languages. Our faculty circle includes both seasoned and newer teachers who are supported by mentors, caring administrative staff, an educational support team, an active parent body, and a dedicated Board of Trustees. We are committed to a multicultural and diverse body of teachers, staff, and students. Diversity is celebrated and faculty of color are welcomed, valued, and supported. Our dedicated faculty values strong collegial working and warm relationships with parents. We seek a teacher to join us in our commitment to Waldorf education. Individuals with university degrees, Waldorf teacher training, and preferably, experience teaching in a Waldorf school are encouraged to apply. Qualifications: Required Completed Waldorf Teacher Training Bachelor’s degree Demonstrated experience working with children in a classroom or educational setting Authorization to work in the United States San Francisco Waldorf School does not provide employer sponsorship. Preferred Prior experience as a class teacher in a Waldorf school Strong skills in classroom management that balance warmth, clarity, and consistency Excellent written and verbal communication skills Reflective, collaborative approach to working with colleagues and families Benefits and Compensation:  This is a 1.0 FTE, full-time, position with full benefits including medical, dental, flexible spending plans, retirement plan (employer contributions after one year of employment), and tuition remission for eligible dependents in our Preschool - Grade 12 program (Staff fees apply).  The full annual salary range is $67K - $95K, depending on training and experience.  Salaries are paid on a 12-month schedule. Physical Requirements and Work Environment: Be able to occasionally lift 30 lbs Work intermittently in outside weather conditions, including heat and cold Regularly sitting or standing 4-8 hours daily FLSA Classification: Faculty; Exempt from overtime Reports to: Grade School Director Hired by: Grade School Director  Date Modified: November 2025   San Francisco Waldorf School is an equal opportunity employer that does not discriminate based on race, ethnicity, age, gender, or any protected class. We recognize that the range of ethnicities, nationalities, languages, socio-economic backgrounds, sexual orientations, learning differences, and life experiences within our community enhance the school’s learning environment, and we are committed to fostering equity and inclusion.   How to apply Please send your resume, letter of interest, and the contact information for at least two references that know your work with children to jobs@sfwaldorf.org. In addition, please provide a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848. If you feel you may be qualified but have questions you’d like to explore before applying, we are happy to have a conversation over the phone 415-931-2750 or send us an email. Wed, 25 Feb 2026 18:23:30 -0500 https://careers.nais.org/jobs/rss/22073746/faculty-band-grades-5-12 https://careers.nais.org/jobs/rss/22073746/faculty-band-grades-5-12 Hawaii, Punahou School celebrates the richness of its traditions as it embraces the responsibility to provide a relevant educational experience in a rapidly changing world. Punahou places students at the center of the curriculum, with the aim of authentic learning in a sequence and pace that is coherent and purposeful to the individual child. A Punahou education seeks to provide multiple pathways towards growth and success for each student through a broad and meaningful program of studies and through rich experiences for exploration, discovery and mastery. Working within a coherent curricular framework that promotes personalized, product-oriented, inquiry-based learning embedded in authentic, meaningful assessments, Punahou seeks to cultivate curious, confident, and self-directed students. We value the rich opportunities for teaching and learning that are inherent Hawaiian values and in the gift of “place” at Punahou. Our faculty attends to the social-emotional learning of our students via intentional opportunities to provide an environment and a range of learning experiences that educate our children for compassionate, moral, and ethical action at school, in our community, and in the world. Our teachers are agile learners themselves, demonstrating a growth mindset and a commitment to their continual professional development. Incoming teachers will join a dedicated and inspiring faculty whose ongoing reflection and renewal is supported by a schoolwide culture of collaboration and innovation. Fulfilling Punahou’s mission of creating the conditions and opportunities for students to reach their full potential is at the core of our daily work as a school. Each and every educational interaction holds the promise of making a positive impact on a child’s life. Music is offered to all students, grades K-12, within a comprehensive and diverse curriculum.  Students participate in a variety of music experiences, from general music classes to a large and excellent program in instrumental (orchestra and band) and choral music beginning in sixth grade, with additional offerings in guitar, Hawaiian music, composition and creative music within the Academy. The School is actively recruiting a full-time band faculty member for our current program. Responsibilities will include: Teaching and co-teaching grades 5-12 concert bands. Teaching band sectionals. Assisting with High School Marching Band instruction and implementation. The Band Faculty will demonstrate an understanding of and implement music methods, pedagogies, and repertoire appropriate for beginning through advanced band students and ensembles. In partnership with the Music Department, Band Faculty will introduce students to beginning ensembles, lead concert bands, assist with High School Marching Band, and provide a safe, effective classroom environment that focuses on student learning and growth. The ideal candidate will have the ability to collaborate effectively and productively with other band, music department and music school faculty colleagues to create and maintain a rich and diverse band program. If you have a passion for teaching music, thrive in a team-oriented and collaborative environment, are a confident and effective communicator, possess excellent organizational, critical-thinking skills, a growth mindset, and are a lifelong learner, we invite you to apply! Position Details:   Work Year: 9 Months School Year: 2026-2027 School Year   Work Hours:  Monday – Friday, 7:30 AM - 4:00 PM, Schedule may vary based on operational needs Faculty Salary Range*: $59,790 - $120,828 - Commensurate with qualifications *Punahou School offers a comprehensive total rewards program that includes competitive pay. The pay rate reflects the range of pay for faculty, which is dependent upon educational attainment and years of relevant experience Bachelor’s degree in music education or applied music. Master’s preferred, demonstrating substantial knowledge of music theory, music history/literature, and pedagogy. Minimum of 3 years successful teaching and conducting experience in a band program developing fundamental ensemble and musicianship skills. Experience working with a high school Marching Band is strongly preferred. Command of an effective/appropriate selection of repertoire that provides students with both breadth and depth of experiences in a variety of musical periods, styles, and influences in the band repertoire. Experience working with students from diverse backgrounds; sensitivity to each individual student’s needs; and ability to appreciate the variety of perspectives offered by individual viewpoints, disciplines and cultural understandings. Demonstrated successful classroom management skills. Ability to collaborate with other music teachers in the creation of curriculum, lesson plans and assessments. Experience with co-teaching in the classroom is preferred. Demonstrated ability to utilize technology that is effectively integrated into the curriculum to enhance pedagogy, communication and productivity. Ability to communicate well with multiple constituencies, including students, parents, colleagues, supervisors, and administration. Demonstrated ability to effectively manage multiple tasks during a consistently high demand and deadline sensitive school year. Flexibility to meet job requirements beyond the school day and school year. Familiarity with the mission, goals and objectives of an independent school environment. Tue, 24 Feb 2026 16:22:24 -0500 https://careers.nais.org/jobs/rss/22073817/lower-school-administrative-assistant https://careers.nais.org/jobs/rss/22073817/lower-school-administrative-assistant Sun Valley, Idaho, Sun Valley Community School seeks a flexible, personable, and professional Lower School Administrative Assistant to begin June 15, 2026. This is a full-time, 12-month, administrative team position with benefits.  Responsibilities  collaborate with the Lower School Head to ensure their ability to execute their responsibilities as fully and efficiently as possible  support students, families, and faculty respond to inquiries expediently maintain student records, grades, courses, and scheduling in a database  preparing email communications  proofreading Lower School report cards (three terms)  Finalists will be required to complete state and federal background screening to ensure eligibility to work safely with students. Please fill out our employment application to be considered for the position: https://forms.gle/iAxjLPCDkNgVDULp6   Questions can be directed to:  Lower School Head, Janet Salvoni jsalvoni@communityschool.org  Sun Valley Community School is an equal opportunity employer. The school encourages, seeks, and will employ applicants the school deems qualified for the position sought, regardless of age, ethnic background, nationality, race, religion, sexual orientation, gender identification, or physical ability, with reasonable accommodation to fulfill the responsibilities of the position. Qualifications Candidates who wish to be considered for this position should be a “Varsity level multi-tasker” with a smile. Other qualifications include, but are not limited to: high-level technology skills  proficient in Apple computers, student information database systems (Blackbaud), G-Suite, and other applications  strong problem solving skills  excellent communication and time management skills  active listener who can understand the needs of others, resolve issues and demonstrate genuine care and attentiveness Tue, 24 Feb 2026 22:55:40 -0500 https://careers.nais.org/jobs/rss/22073393/french-program-instructional-coach-full-time https://careers.nais.org/jobs/rss/22073393/french-program-instructional-coach-full-time Houston, Texas, French Program Instructional Coach (Full-Time) At Awty, we believe that students learn best and faculty perform best in a culture of vibrant diversity. Diversity is an essential quality of our school environment; our commitment to learning and the pursuit of excellence can occur only in such a context. It helps us guide our students to become responsible world citizens. Our commitment to learning about and respecting one another’s diversity brings distinct richness to the Awty experience for students, alumni, employees, and parents. Position Summary: The French Program Instructional Coach is a critical member of the instructional leadership team at the Early Learning Center, Lower School, and Secondary divisions at Awty. The position will work with classroom teachers in the French Program to support all aspects of teaching and learning. The French Program Instructional Coach will partner closely with curriculum coordinators and instructional leaders from other programs to ensure harmonization of the curriculum and aligned instructional goals. The coach provides 1:1 support based on the goals and identified needs of individual teachers, as well as support with school-wide initiatives and goals. The ideal candidate has a strong background in French curriculum and will report directly to the Proviseure. Required Experience: At least 5 years of classroom teaching experience At least 3 years of training or coaching experience Proficiency in English: A solid command of English at the C1 level is essential to communicate effectively with our international community and collaborate with English-speaking colleagues Preferred Experience: Experience in a Primary and Secondary school setting Experience in an IB and/or International School setting CAFIPEMF or Educational Engineer or training-related certification Excellent communication, collaboration and interpersonal skills Ability to design and deliver customized professional development to teachers Strong understanding of curriculum design and transdisciplinary learning Experience with the French literacy curriculum Responsibilities: Professional Development: Collaborate with teachers to provide ongoing professional development, keeping them updated on the latest research, best practices, and curricular resources. Observation and Feedback: Conduct regular classroom observations to assess teaching methods and provide constructive feedback to educators, focusing on instructional improvement Curriculum Design: Assist in the development and implementation of a comprehensive and effective curriculum, ensuring alignment with educational standards and individual student needs, in accordance with the conditions of accreditation by the French Ministry of Education. Data Analysis: Utilize assessment data to identify areas of improvement and tailor instructional strategies to meet the diverse needs of students. Collaboration: Foster a collaborative environment by working closely with teachers, administrators, and other instructional staff to create a cohesive literacy program that supports the overall educational goals of the school. Resource Coordination: Identify and recommend appropriate instructional materials, tools, and resources to enhance instruction, and facilitate access to these resources for educators. Progress Monitoring: Monitor and track the progress of students and teachers in achieving goals, and implement interventions, when necessary, by creating and monitoring student support plans. Develop the progressing and scheduling per cycle. Prepare the schedule, agenda and chair the teachers' council meetings. Prepare the schedule, agenda and chair the cycle council meetings. Partner with the school’s Learning Support Coordinator to provide support to teachers’ who are implementing student accommodations for the classroom and exam setting Manage the continued training plan for the French Program personnel in accordance with the school project objectives. TO APPLY: Submit your application through the school's website. All applicants should include a cover letter, current résumé, and three professional references (including your most recent direct supervisor). Direct inquiries (cover letter, CV, references) to Séverine Ireland, Proviseure, sireland@awty.org . The Awty International School does not discriminate on the basis of race, color, religion, sex, sexual orientation, age, national origin, ethnic or religious beliefs, disability, or any other basis protected by federal, state, or local law in the administration of its educational policies, admissions policies, scholarship, and athletic and other school-administered programs or in its employment practices. We actively seek diversity among faculty and administration as well as among students. The position is a one-year renewable employment agreement, with competitive salary and conditions. Applications should be submitted as soon as possible. Tue, 24 Feb 2026 10:57:27 -0500 https://careers.nais.org/jobs/rss/22070807/lower-school-learning-specialist-26-27 https://careers.nais.org/jobs/rss/22070807/lower-school-learning-specialist-26-27 Winter Haven, Florida, Position : Lower School Learning Specialist Reporting Line : Reports directly to the Director of Curriculum, Instruction, and Assessment School Summary  All Saints Academy was founded in 1966 as St. Paul's Episcopal Parish School under Father Gilbertson and Father Sturrup of Saint Paul's Episcopal Church. The school did not adopt its current name until 1993, when the middle and upper school portions of the facility were added, extending the grades serviced to grade twelve. Mission Inspiring independent thinkers, principled leaders, and humble learners.   Vision All Saints Academy exemplifies Judeo-Christian values within an Episcopal tradition. We welcome students of all racial, cultural, and religious backgrounds striving to maximize each student's unique potential by instilling a sense of worth that comes with a purpose, direction, commitment, and success.   Position Summary The Lower School Learning Specialist is an educator who has experience working with students needing enrichment and support. The Lower School Learning Specialist will support the academic progress and achievement of students in the lower school. The Lower School Learning Specialist will partner with teachers to help ensure that all students develop into independent thinkers, principled leaders, and humble learners.   The Lower School Learning Specialist uses a variety of research-based methods to share and implement with students, focusing on executive functioning skills, foundational and high-level academic skills, unique methods of learning, and building a growth mindset. The Lower School Learning Specialist observes students in the classroom and collaborates with the lower school teachers to implement appropriate learning strategies through the RTI process for students who are working below grade level or who need extra support. The Lower School Learning Specialist reviews student’s Educational Psychological Evaluations, writes learning plans specific to the student’s needs, and assists students with diagnosed learning differences in the classroom and, if applicable, pulled for intervention. The Lower School Learning Specialist provides the staff with professional development and supports the faculty with a “push-in” framework that allows for collaborative partnerships to support all students’ learning experiences. The Lower School Learning Specialist is also responsible for coordinating services from outside providers.   Essential Duties and Responsibilities   Collaborate with the private speech therapist and interventionist. (observe students and connect parents to these additional resources, coordinate schedules, supply additional resources and data, and reinforce concepts and skills). Collaborate with the ASA school counselor to help meet student’s emotional needs.   Define and deliver general and specialized instruction for students with learning needs (including, but not limited to 1:1 sessions, and small group instruction). The Lower School Learning Specialist provides targeted, student-centered academic support based on individual learning needs. Support is delivered primarily through a push-in, collaborative model within the classroom environment, with limited pull-out intervention used only when developmentally appropriate and clearly supported by data and documented need. Provide students with academic support through skill-building, metacognitive learning strategies, and direct curricular instruction when appropriate/assigned. Work with teachers to identify students with learning needs, help teachers identify strategies to support students through the RTI process, and facilitate evaluations and the Learning Plan process. Partner with parents to understand and strengthen their child’s learning needs.   Coordinate and collaborate with ASA tutors to ensure students are adequately supported. Promote equity and inclusion for students, and help to ensure support for all students regardless of financial means. Support students, parents, and teachers as requested or needed (extra support groups, emails, meetings/conferences, phone calls). Provide extra support for students in the morning, before school, on select days.  Support students, parents, and faculty through professional communication, meetings, conferences, and collaboration, ensuring messaging is accurate, consistent, and aligned with school expectations. Provide limited, structured extra support opportunities (e.g., morning support sessions) as assigned and developmentally appropriate. Review and research lower school curriculum and instructional practices to support inclusive and effective teaching. Proctor standardized tests (ERBs and MAP). Monitor and analyze data, as well as administer additional assessments (fluency and auditory comprehension test) for students with specific diagnoses, to track students’ progress.   Required Qualifications Bachelor of Arts in the field or related area required. Master of Arts in the field or related field preferred. Experience in using and implementing an effective RTI model.  Evidence of being able to execute up-to-date strategies and methods to provide interventions for students with diagnosed learning differences.  Have a deep understanding of differentiation of instruction and how it applies in a K-12 setting.  Experience in coaching or planning with teachers as it relates to differentiation. Experience working directly with lower school students is preferred. If the individual doesn’t have experience in that age group they must be comfortable and enjoy working with that age group.  Assume other responsibilities as requested by the Head of School, including but not limited to the work assigned in executing the Strategic Plan.  Send resumes and cover letters to HR@allsaintsacademy.com .  All positions at All Saints Academy are subject to a background screening and clearance through the Florida Care Provider Background Screening Clearinghouse. For more information about the Clearinghouse, please visit this link: https://info.flclearinghouse.com/   Mon, 23 Feb 2026 10:21:53 -0500