https://careers.nais.org Latest NAIS Career Center Jobs Wed, 13 May 2026 10:00:55 Z https://careers.nais.org/jobs/rss/22273349/elementary-teacher-san-francisco https://careers.nais.org/jobs/rss/22273349/elementary-teacher-san-francisco San Francisco, California, Position Overview  La Scuola International seeks experienced and passionate Elementary School teachers for the upcoming school year. We are particularly interested in teachers with experience in the International Baccalaureate Primary Years Program (IB-PYP). Applicants should be able to teach an inquiry-based curriculum, be collaborative, proactive and flexible. Solutions-oriented thinkers, strong communicators and curious learners will thrive in La Scuola’s diverse and dynamic environment.  The teacher will support and implement the daily program in accordance with the policies and philosophy of the School under the supervision and direction of the Division Director and the Head of School.  Role & Responsibilities include but are not limited to Designing, planning & implementing appropriate curriculum goals and long-term projects within the IB-PYP guidelines; Setting educational and developmental goals for the children, both as a group and individually; Preparing the environment (indoor and outdoor) so as to support the educational objectives/goals; Establishing and maintaining a personal connection with each parent, child's family; Communicating with parents. Required Skills, Knowledge & Abilities Familiarity and ability to plan curriculum within the Reggio Emilia Approach, Language Immersion models, and the International Baccalaureate (IB) Curriculum framework or inquiry/project-based learning; Strong classroom management and organization skills that foster student engagement and collaboration;   Experience implementing Responsive Classroom and restorative practices; Strong time management skills including consistent attendance, punctuality, ability to meet deadlines and participation in school life;  Ability to thrive in a dynamic, fast-paced environment that prioritizes reflection and fosters growth as the school continues to evolve; Ability to be open-minded, creative and curious, learning in relationship with colleagues and students alike; outstanding interpersonal and communication skills; Ability to foster strong relationships with all community members including parents, educators, students and beyond;  Ability to work well in a team and in a very collegial and collaborative environment; Ability to find joy in working with all children and to differentiate learning and connect across learner profiles;  Dedication to being an active, enthusiastic member of the La Scuola community, contributing collaboratively within an internationally diverse team and learning environment;  Passion for the school’s mission and values in addition to the curricular focus; Commitment to diversity, equity, inclusion and belonging in our community. Minimum Qualifications Bachelor’s degree or higher in Education (or equivalent area of study) and / or California Teaching Credential;  Minimum of 2 years’ experience teaching in K-8 grade level, preferably in a Language Immersion, Reggio Emilia and / or and International Baccalaureate (IB) accredited school; or 5+ years experience working with children; Bilingual and bi-literate in Italian and English with native or near-native Italian proficiency. Salary commensurate with experience and credentials. Benefits & Compensation Full time positions receive generous compensation and benefits package, including medical, vision and dental coverage. The school also offers an Employer-Matched Retirement Account (up to 5%), Flexible Spending Accounts (FSA), Health Savings Account (HSA), Commuter Benefits, Group Life Insurance, Long-Term Disability Insurance, Employee Assistance Program, World Travel Assistance. Benefits may be available for employees who work between 20-29 hours per week with employees being responsible for 50% of the monthly premiums. Other benefits include Personal Time Off, Paid Federal Holidays and School Closures, daily warm lunch while on site, Employee Referral Bonuses, Outstanding Professional Development and Mentorship throughout the year, Free Employee Childcare for students enrolled at La Scuola during Professional Development Days. Additional Information Candidates must be authorized to work in the U.S. Prior to beginning work and as a condition of employment in order to comply with the law, all employees must provide documentation to prove eligibility to work in the United States. Final candidates will need to pass both Criminal Justice Department and Federal Bureau of Investigation Fingerprint Clearance and a physical exam, and provide a recent copy of a negative TB test and other immunizations. Wed, 13 May 2026 16:43:53 -0400 https://careers.nais.org/jobs/rss/22273127/teacher-of-spanish-lower-school-grades-k-4 https://careers.nais.org/jobs/rss/22273127/teacher-of-spanish-lower-school-grades-k-4 New York, New York, Trinity School, a co-educational, K–12 institution located on the Upper West Side of Manhattan, seeks a full-time Lower School Spanish Teacher, Grades K-4 beginning September 1, 2026. The successful candidate will be a passionate and experienced world language educator with native or near-native fluency in Spanish. Candidates will have a proven track record of teaching Spanish to early childhood and elementary-aged students, with expertise in designing and implementing developmentally appropriate, engaging, and culturally rich language instruction. Familiarity with the FLES (Foreign Language in Elementary Schools) model is highly desirable as is experience with interdisciplinary and integrated curriculum development. A background in proficiency-based language instruction and the ability to support a smooth transition from Lower School to Middle School Spanish are essential.  A Master’s degree is preferred. We are seeking a collaborative and reflective educator who values teamwork, is eager to engage in ongoing professional learning, and is committed to contributing meaningfully to the life of the school beyond the classroom. All full-time faculty participate in school responsibilities such as lunch duty and bus duty. The candidate will join a small, dynamic team of enthusiastic, creative, and collegial Lower School Spanish teachers who teach Spanish across grades K–4. Strong interpersonal skills, intellectual curiosity, openness to feedback and new ideas, and a sense of humor are essential. An Equal Opportunity Employer, Trinity School seeks candidates who will add to the diversity of our school community. Interested candidates should post a resume as well as a cover letter outlining their readiness for this position to: https://trinityschool.applicantstack.com/x/openings Applications without a cover letter will not be considered. Salary range: $80,000 - $178,000 (salary based upon experience)  Wed, 13 May 2026 10:28:03 -0400 https://careers.nais.org/jobs/rss/22273387/lower-division-elementary-teacher https://careers.nais.org/jobs/rss/22273387/lower-division-elementary-teacher Van Nuys, California, Laurence School Description : Laurence School was founded in 1953 by educators with a visionary educational philosophy focused on teaching the "Total Child." Our founders recognized the importance of social, emotional and physical development in children's ability to learn, as well as the need to engage children in interactive learning experiences. Rooted in this tradition, we provide children with a challenging, integrated academic curriculum, character-based education, and diverse enrichment and athletic opportunities in a nurturing environment. At Laurence, we value curiosity, aiming to develop creative thinkers, future leaders, and lifelong learners.   Our Kindergarten through 6th Grade school pours the entirety of its resources and passion into elementary education. Everything from our STEAM program to our performing arts program is geared towards teaching students beginning at age five, and the skills and lessons are designed to spiral up through the grades, building our students into confident, well-rounded, young adults who matriculate to select middle schools in the Los Angeles area   Laurence School is currently seeking a full time Lower Division Elementary Teacher for the 2026-2027 school year who is an energetic, creative and skillful educator, responsible for developing curriculum to enhance students’ skills and knowledge in various subjects and concepts, encourage students’ social/emotional skills and promote thoughtful student participation. ESSENTIAL JOB RESPONSIBILITIES : An elementary teacher at Laurence School is responsible for delivering curriculum to a classroom of students. Working within the faculty team, this instructor works to develop students’ understanding of both academic content while also fostering crucial social-emotional learning. The essential job responsibilities shall include, but not be limited to, the following: Cultivate and model a respectful, safe, creative, and engaging classroom Utilize best instructional practices, methods, materials and technology Plan and implement appropriately challenging curriculum in both large and small groups. Work collaboratively and communicate effectively. Relate to and communicate well with all members of the school community. Guide and develop students to become confident and successful in their classroom experience. Employ effective teaching methods and student management skills. Communicate student progress with the administration and parents. Perform other duties as assigned. Note: Senate Bill (SB) 848 Requirement Effective January 1, 2026, Senate Bill 848 (SB848) requires all applicants to disclose all prior school employment. Laurence School complies with SB 848 and will contact each listed school. Please list all prior school employment on the employment application.     Job Qualifications : Minimum of 5 years experience with teaching/working with children in a school setting. Multiple Subject Teaching Credential or Master’s Degree in Education. Able to pass state and federal background checks Wed, 13 May 2026 18:27:59 -0400 https://careers.nais.org/jobs/rss/22273245/lower-school-assistant-teacher https://careers.nais.org/jobs/rss/22273245/lower-school-assistant-teacher Charlotte, North Carolina, POSITION DESCRIPTION The Lower School Assistant Teacher supports the Lead Teacher in delivering curriculum while collaborating to ensure the safety, well-being, and academic growth of all students. This is a non-exempt, 10-month, 40-hour-a-week position.   The employee will maintain a learning environment that supports the Charlotte Preparatory School mission statement and upholds the four pillars of leadership - Respect, Integrity, Perseverance, and Courage. Charlotte Preparatory School is committed to sustaining a professional, inclusive, and collaborative environment where diversity in thought and culture is welcomed.  Effective August 2026. GENERAL DUTIES: Collaborate with faculty and staff to promote students' holistic intellectual, emotional, social, and physical development. Interact with students, families, and colleagues with dignity and professional courtesy while maintaining strict confidentiality. Provide instructional and clerical support for the lead classroom teacher(s).  Support student learning under the lead teacher’s guidance by providing individualized, small-group, or whole-group instruction and reinforcing daily lessons. Assume classroom leadership, supported by a substitute teacher, during any absence of the lead teacher. Observe and report on student behavior and academic progress to the lead teacher to support effective parent communication and classroom management. Supervise students to ensure safety and model respectful behavior across all campus areas, including the dining hall, playground, and carpool. Maintain a clean, organized learning environment, including classroom supplies and equipment.  Attend all assigned staff meetings, professional development trainings, school activities, and parent-teacher conferences. Perform other duties as assigned by the Head of Lower School or Head of School. PROFESSIONAL QUALIFICATIONS REQUIREMENTS A bachelor’s degree from an accredited university is required Experience working with elementary-aged children in a school setting is required. Experience working in an independent school environment is preferred. PERSONAL CHARACTERISTICS Team-oriented with the ability to work effectively with all members of the Charlotte Prep community. Strong communication and organizational skills with high levels of attention to detail. Positive, enthusiastic, flexible, and warm personality. Strong work ethic, proactive, and success-oriented   SUPERVISION Directly reports to the Head of Lower School. Please direct resume, cover letter, and references to Ms. Megan Wright, Head of Lower School; mwright@charlotteprep.org.  Charlotte Preparatory School does not discriminate on the basis of race, religion, color, national or ethnic origin, or any other legally protected classification applicable to Charlotte Preparatory School in administration of its educational policies, employment policies, admissions policies, financial aid, athletic and other school-administered programs.  Wed, 13 May 2026 13:33:52 -0400 https://careers.nais.org/jobs/rss/22273401/k-2nd-learning-support-specialist-2026-27 https://careers.nais.org/jobs/rss/22273401/k-2nd-learning-support-specialist-2026-27 Phoenix, Arizona, Professional Opportunity: K-2nd Learning Support Specialist Reports to : Head of Lower School Full-Time, 10-month position   All Saints’ is looking for a K-2nd Learning Support Specialist for the 2026–27 school year to join our team in August. The K-2nd Learning Support Specialist works directly with students, faculty, the Director of Learning Support, and the Head of Lower School. One of their roles is to deliver small-group instruction and classroom support focused on kindergarten, first, and second-grade classes. This specialist will work collaboratively with classroom teachers and directly with students, typically serving multiple students and teachers daily.   The ideal candidate has extensive elementary teaching experience, especially in the area of literacy. They will be able to connect easily with students to create a supportive and challenging environment that meets their needs and celebrates their strengths. They will also be a strong, collaborative partner who is comfortable taking direction from multiple people to meet students' needs and support both faculty and families. They will have the qualifications to provide reading support, including but not limited to understanding the following reading programs: Wilson (Fundations) and/or Orton-Gillingham. The ideal candidate is a collaborative and experienced educator who is passionate about supporting young students and working as part of a team.   Primary Duties Collaborate with students, teachers, and other faculty to design and implement lessons and activities that promote student learning, confidence, and academic growth. Deliver small-group instruction in kindergarten, first, and second grades daily. Provide educational support and assistance to students and teachers as directed by the Head of Lower School and, at times, teachers. Act as a resource for classroom teachers by providing assistance and appropriate services for students with needs at all ability levels. Provide short-term classroom coverage as directed by the Head of Lower School. Be active in the community and provide daily duty support (including recess, lunch, carpool, etc.). Attend faculty meetings and actively participate in ongoing professional development. Implement Student Support Plans and consistently communicate with other members of the Student Support Team if/when adjustments are necessary. The plans will be created and adjusted by the Director of Learning Support. Assist with the coordination and proctoring of classroom and individual assessments (DIBELS Benchmarks/Progress Monitoring, Literably, Fundations, etc.). Establish positive relationships between students, teachers, parents, Division Heads, and others to ensure a collaborative effort focused on the child. Other duties as assigned by the Head of School or Division Heads.   Required Knowledge, Skills, and Abilities A well-developed understanding of child development and literacy instruction in the early years. A philosophy that views learning differences as strengths and the ability to build confidence in younger students through a collaborative approach. Effectively plan engaging lessons. Excellent teaching skills, especially in the area of reading instruction. Ability to teach through various modalities using a multi-sensory, hands-on approach. The ability to utilize and manage data, collaborative planning, targeted objectives, and instruction to help students meet goals. Possess an interest in developing professionally and a growth mindset. Collaborative and an exceptional communicator. Maintain a “team player” attitude and collaborate effectively with colleagues. Maintain flexibility in working with a variety of faculty and staff across departments. Exhibit outstanding organization and time management skills. Abide by the spirit and policies in the Employee Handbook and Faculty Expectations Handbook. Ability to lift at least 50 lbs. Uphold the spirit and guidelines of The All Saints’ Way. Qualifications  Bachelor’s degree in education (elementary ed preferred) Master’s degree and additional reading credentials preferred Experience and background in working with elementary-age children (at least two years of classroom teaching experience preferred) Experience working with students with learning differences (special education, reading intervention, or education degrees). Understanding and training in the following reading programs: Wilson, Fundations, and/or Orton-Gillingham Technology expertise (experience with Google Drive, etc.) Creativity, proactivity, flexibility, and a positive attitude Collaborative and an exceptional communicator   Application Process and Materials With approximately 100 full-time faculty and staff serving 550 students, our campus is buzzing with activity. If All Saints’ sounds like the right place for you, we invite you to apply to join us for the 2026–27 school year.   Qualified candidates should submit the following materials to employment@allsaints.org: Letter of interest that includes a statement of educational philosophy Current resume At least three professional references   All offers of employment are contingent upon reference checks, a clean background check, fingerprinting, and required diocesan course completion. Salary scale is based on education and years of experience. Wed, 13 May 2026 20:00:12 -0400 https://careers.nais.org/jobs/rss/22273263/4th-5th-lead-teacher https://careers.nais.org/jobs/rss/22273263/4th-5th-lead-teacher Oakland, California, Reports to: Head of School or designee Position Status: Full-Time Location: Aurora School, Oakland, CA Start Date: August 1, 2025 About Aurora School Aurora School is an independent, progressive K–8 school in Oakland committed to academic excellence, emotional intelligence, and social engagement. Our inclusive community nurtures creativity, leadership, and a genuine love of learning, developing self-aware, confident students who advocate for themselves and others. Aurora’s Lower School program is grounded in inquiry, experiential and project-based learning, authentic relationships, and a deep understanding of child development. We believe rigor emerges through deep thinking, meaningful engagement, and authentic application of skills and concepts. We also believe children learn best when they feel safe, known, challenged, and inspired. Our classrooms foster creativity, social-emotional growth, interdisciplinary exploration, collaboration, critical thinking, and hands-on learning within a culture of both academic challenge and belonging. Aurora’s Lower School is intentionally designed around multi-age classroom communities (K/1, 2/3, and 4/5), where students learn through collaboration, mentorship, differentiated instruction, and relationship-centered teaching. We believe multi-age learning environments foster confidence, empathy, leadership, and deeper academic growth while encouraging students to learn from and alongside one another. As Aurora continues to grow its Lab School model, we value educators who see themselves as lifelong learners and reflective practitioners. Our classrooms serve as spaces of inquiry, innovation, and professional learning, where teachers collaborate, reflect on practice, and contribute to the evolution of progressive education. We are especially excited to partner with educators who are warm, grounded, collaborative, and eager to bring creativity, curiosity, and thoughtful practice into the classroom. About the Position Aurora School is seeking a warm, reflective, and highly skilled Lower School Lead Teacher to join our K–5 faculty. The ideal candidate is an experienced educator who creates joyful, engaging classroom environments where students are challenged academically while also feeling deeply supported socially and emotionally. In this role, you will: Lead a dynamic and engaging Lower School classroom rooted in inquiry, creativity, and developmentally responsive teaching. Create a safe and inclusive learning environment that supports students’ social-emotional growth and fosters a strong classroom community. Foster a classroom culture where students learn to think critically, engage respectfully across differences, and develop empathy, self-awareness, and social responsibility. Design meaningful learning experiences that encourage curiosity, collaboration, critical thinking, and independence. Partner closely with families through clear communication, strong relationships, and shared investment in student growth. As a Lower School Lead Teacher at Aurora, you will help shape students’ foundational academic skills, confidence, and sense of belonging while contributing to a cohesive and innovative K–8 program. What We Look for in a Lead Teacher A Whole-Self Approach to Education Aurora educators create safe, joyful, inclusive spaces where children develop emotional intelligence, confidence, resilience, and a strong sense of belonging. We believe social-emotional learning is foundational to academic growth and intentionally teach skills such as self-awareness, empathy, emotional regulation, and healthy communication. Our educators model these skills in their own practice, drawing on strong emotional intelligence and relational awareness to guide students through real-life moments of learning, reflection, and repair. A Commitment to Equity, Belonging & Critical Thinking Aurora is committed to cultivating an anti-racist, anti-discriminatory, and inclusive school community where every child and family is affirmed in their full identity. Our educators design classroom practices that honor diverse identities, backgrounds, cultures, and family structures, and actively work to interrupt bias when it appears. In developmentally appropriate ways, we guide students to explore questions of fairness, belonging, and community, helping them develop empathy, perspective-taking, and thoughtful dialogue. We seek educators who are reflective and self-aware, who understand how their identities and biases shape their teaching, and who approach their work with humility, openness to feedback, and a commitment to growth. A Deep Understanding of Early Childhood Development You understand the developmental needs of elementary-aged students and can create learning environments that balance structure and flexibility, academic challenge and joy, independence and support. A Growth Mindset & Love for Learning You are reflective, curious, and committed to continuous improvement. You seek feedback, collaborate with colleagues, and bring energy and openness to your professional practice. You are excited to experiment, try new ideas, and bring creativity and innovation into the classroom in ways that support student curiosity and engagement. A Relational Approach to Community You build trusted relationships with students, families, colleagues, and the wider community. You communicate clearly, follow through consistently, and contribute meaningfully to Aurora’s culture of belonging, enrollment, and retention. Key Responsibilities Curriculum & Instruction: Design and evolve curriculum aligned with Aurora’s mission and responsive to students’ curiosity, developmental needs, and emerging interests. Create engaging learning experiences through inquiry, project-based learning, and interdisciplinary instruction. Facilitate classroom experiences that nurture curiosity, collaboration, creativity, and critical thinking. Differentiate instruction to support a range of learners and learning styles. Use observation, assessment, documentation, and reflection to understand student growth and inform instruction. Integrate technology and other resources thoughtfully when they enhance learning. Participate in Aurora’s evolving teacher inquiry cycle, investigating questions about teaching and learning and sharing insights with colleagues as part of our growing Lab School model. Demonstrate a commitment to lifelong learning through reflection, collaboration, professional development, and openness to innovation. Classroom Management & Environment: Create a safe and welcoming classroom community where students feel secure, respected, and ready to learn. Establish clear routines and structures that support independence, responsibility, and collaboration. Design thoughtful classroom environments that invite creativity, exploration, and meaningful learning. Guide students through social-emotional learning moments using developmentally appropriate strategies that support emotional regulation, empathy, and problem-solving. Approach conflict and behavior through restorative, relationship-centered, and developmentally appropriate practices that help students build accountability, empathy, and problem-solving skills. Family & Community Engagement: Build strong partnerships with families through clear communication, trust, and shared care for each child’s growth and well-being. Share insights about student learning through meaningful feedback, conferences, and regular communication about classroom life and curriculum. Communicate regularly with families about student progress, classroom experiences, and upcoming learning opportunities. Write and distribute regular class newsletters that keep families connected to classroom experiences and learning. Document and share student learning through regular portfolio updates on Toddle. Professional Development & Collaboration: Participate in faculty meetings, professional development, and school-wide initiatives. Collaborate closely with Lower School colleagues, specialists, and school leadership to support a cohesive K–8 learning experience. Engage in ongoing reflection and professional growth to strengthen teaching practice. Contribute to the life of the school through committees, occasional evening or weekend events, admissions activities, and community gatherings. Additional Responsibilities: Organize and supervise field trips that support classroom learning and exploration. Support and supervise students during assigned recess and lunch periods, helping maintain a safe, positive community environment. Prepare lesson plans and materials for substitute teachers as needed. Attend and support school events such as Tinker Faire, admissions events, and other community gatherings. Participate in the interview process for new staff as appropriate. Desired Traits A warm, energetic presence who cultivates a joyful classroom where curiosity, belonging, and engagement thrive. Experience teaching social-emotional learning skills in developmentally appropriate ways. Commitment to diversity, equity, and inclusion in education. Experience supporting neurodiverse learners and creating classroom environments where different learning styles and needs are understood, respected, and supported. Comfort designing integrated learning experiences that connect ideas across subjects and invite students to explore meaningful questions. Ability to build positive, trusting relationships with students and families. Qualifications At least 3 years of successful elementary teaching experience preferred. Bachelor’s degree required; Master’s degree in Education preferred. California teaching credential preferred. Experience with progressive education, inquiry-driven and project-based learning, and/or constructivist teaching models. Strong classroom management grounded in emotional intelligence and developmentally appropriate practice. Excellent communication, collaboration, and problem-solving skills. Demonstrated commitment to equity, inclusion, and culturally sustaining teaching practices. Compensation & Benefits Salary is competitive and commensurate with experience and education. Aurora offers health and retirement benefits, disability insurance, and professional development opportunities. How to Apply To apply, please send your resume and a cover letter to Lynsey Kamine, Head of School: lkamine@auroraschool.org Aurora School is an equal opportunity employer. We welcome applications from individuals of all backgrounds and evaluate all candidates based on merit. Learn more at  www.auroraschool.org . Salary is competitive and commensurate with experience and education. Wed, 13 May 2026 14:21:13 -0400 https://careers.nais.org/jobs/rss/22215856/lower-school-assistant-teacher-2nd-grade https://careers.nais.org/jobs/rss/22215856/lower-school-assistant-teacher-2nd-grade CHARLOTTE, North Carolina, CHARLOTTE COUNTRY DAY SCHOOL POSITION TITLE: Lower School, Assistant Teacher, 2nd Grade DEPARTMENT: Lower School REPORTS TO: Head of Lower School FLSA: Exempt   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 Details The Lower School Teaching Assistant’s primary responsibility is to support the classroom teacher as they work to meet individual students and family needs. Keeping in mind the working relationship between the Assistant and Lead teacher is critical for the success of the students; therefore, open, honest communication is required.   Essential Responsibilities include:   Teaching Role · Assist with the implementation of small and whole group instruction. · Assist with student assessments and recording of student progress as needed. · Record antidotal notes of student progress during instructional time. · Take over for lead teacher when necessary. · Attend all faculty and grade level meetings. · Attend all required after-school events as stated in the Lower School Handbook   Supervisory Role · Monitor children to always provide for their safety. · Perform carpool duties as assigned for your particular role. Clerical Role · Support the lead teacher with technology as needed. · Interact and respond to parents and faculty regarding phone calls and emails as appropriate (defer to the lead teacher in parent communications.) · Assist in preparation for daily instruction. · Assist the lead teacher with the checking of daily work.   Salary and Benefits Charlotte Country Day School is committed to attracting and retaining talented employees through nationally competitive salaries and benefits. Individual salaries are determined by background and experience. Some of the highlights of working at Charlotte Country Day School include:   · Regular professional development opportunities that enhance professional skills. · Tuition remission benefits provided based upon position, satisfaction of admissions criteria, and availability of openings. · Comprehensive benefits package including medical, dental, vision, and retirement plans. · Financial assistance with relocation expenses. · On-site physical, mental, and financial health and wellness classes.   REQUIREMENTS AND QUALIFICATIONS: · Elementary education experience/degree preferred. · Computer skills-word processing, spreadsheet, email, Smartboard, preferred. · Passion for children and an understanding of child development · Interpersonal communication · Time management   PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT: · May work at a desk and computer for extended period of time. · Work primarily in a traditional climate-controlled classroom environment. · Work intermittently in outside weather conditions, including extreme heat and cold. Application Process Interested applicants should submit a cover letter, current resume, and list of references with telephone numbers via the Employment Portal at https://www.charlottecountryday.org/employment. Review of materials and initial interviews will begin as applications are received. References will only be contacted for applicants that advance in the process.   This position will be open until filled.   In order to provide equal employment and advancement opportunities to all individuals, employment decisions at CCDS will be based on merit, qualifications, and abilities. CCDS does not discriminate in employment opportunities or practices on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristic protected by law. Wed, 13 May 2026 07:13:59 -0400 https://careers.nais.org/jobs/rss/22270770/7th-8th-grades-social-studies-teacher https://careers.nais.org/jobs/rss/22270770/7th-8th-grades-social-studies-teacher Northbrook, Illinois, Job Summary To create a flexible middle grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for middle grade education in accordance with each student’s ability; to establish good relationships with parents and other staff members; to assist in school programs subject to the SSDS Mission which states: “At Solomon Schechter Day School of Metropolitan Chicago, we ignite our students’ Jewish souls, educate them to their highest potential, and empower them to use their knowledge, skills, and creativity to enrich our world. “ Responsibilities include but are not limited to: Teaching: Assume personal responsibility for the academic progress of all students Implement a coherent, research-based curriculum Document all syllabi, lesson plans, assignments, rubrics, and other instructional materials and methods Use consistent school-wide practices and individualized methods to engage students in the classroom Classroom Management: Create, monitor, and sustain a disciplined school culture of high academic and behavioral standards Provide structure in the classroom by developing and reinforcing school-wide rules and expectations Ensure smooth operation of all classroom instructional functions without excuses or exceptions Data Analysis: Develop and use a variety of assessment data to refine curricula and instructional practice Evaluate academic achievement through detailed data analysis of student performance Student Support and School Culture: Communicate effectively and maintain strong relationships with students, families, and colleagues Develop and maintain positive, strong classroom culture Required Core Competencies: Results-driven educator with experience in, and commitment to, standards-based curriculum and the use of data and assessments to drive instructional decisions Proven ability to work collaboratively and flexibly with a diverse team of teachers Technological proficiency with a basic understanding of data analysis Professional demeanor, strong work-ethic, detail-driven work style with excellent organizational skills Ambitious nature interested in growing as an educator and reaching high standards professionally Committed to school’s mission Faculty values that drive our work together: Jewish Values and Torah Professionalism Optimism Collaboration Respect Open Communication Innovation and Creativity Life-Long Learning Benefits include: Warm, inclusive community, medical, dental, vision, short-term, long-term, life insurance options, paid sick/personal days, leave early for Shabbat. Qualification Requirements                       Bachelor’s degree required; advanced degree preferred Illinois teaching certificate. Experience preferred, but not required Elementary or Secondary Certification with endorsement in Middle School Social Studies Tue, 12 May 2026 15:44:43 -0400 https://careers.nais.org/jobs/rss/22270763/upper-grade-language-arts-teacher-7th-and-8th-grade https://careers.nais.org/jobs/rss/22270763/upper-grade-language-arts-teacher-7th-and-8th-grade Northbrook, Illinois, This position is for the 2026-2027 School Year Position Summary:  To create a flexible middle grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for middle grade education in accordance with each student’s ability; to establish good relationships with parents and other staff members; to assist in school programs subject to the SSDS Mission which states: “At Solomon Schechter Day School of Metropolitan Chicago, we ignite our students’ Jewish souls, educate them to their highest potential, and empower them to use their knowledge, skills, and creativity to enrich our world. “ Duties of this position include, but are not limited to: Teaches language arts to students in a classroom, using the curriculum and other appropriate resources.  Provides instruction that meets national standards and focuses on the key areas of reading, writing, speaking, and listening. Develops lesson plans and instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each student and uses the available time for instruction.  Uses a variety of instructional strategies, such as inquiry, group discussion, lecture, group work and independent study, discovery, etc. Helps create a safe environment where students can feel comfortable taking risks and achieve a functional learning atmosphere in the classroom. Evaluates students’ academic and social growth, keeps appropriate records, and prepares report cards.  Communicates with parents through conferences, phone calls, emails, and in person and virtual meetings to discuss students’ progress.  Identifies student needs and works cooperatively with other professional staff members in supporting students.  Maintains professionalism through in-service and professional growth activities, as well as any curriculum training programs. Collaborates with grade-level colleagues around curriculum and educational programming. Supervises students in out-of-classroom activities during the school day.  Participates in teacher leadership roles where appropriate and available.  Demonstrates  a commitment to best practices in all dimensions of effective teaching as defined by the Thoughtful Classroom framework, including: organization, rules and routines; positive relationships; engagement and enjoyment; a culture of thinking and learning; preparing students for new learning; presenting new learning; deepening and reinforcing learning; applying learning; and reflecting on and celebrating learning.  Benefits include medical, dental, vision, long-term disability, short-term disability, accident and other insurance, sick/personal time, 403(b) retirement plan, leave early for Shabbat, professional development opportunities, wonderful leadership team and belonging to an amazing community. Come join us!       Requirements: Bachelor’s degree of related subject from accredited university Illinois teaching certificate. Experience is preferred but not necessary for hiring.     Benefits include medical, dental, vision, long-term disability, short-term disability, accident and other insurance, sick/personal time, 403(b) retirement plan, leave early for Shabbat, professional development opportunities, wonderful leadership team and belonging to an amazing community. Come join us! Tue, 12 May 2026 15:38:52 -0400 https://careers.nais.org/jobs/rss/22270648/part-time-50-kindergarten-assistant-teacher https://careers.nais.org/jobs/rss/22270648/part-time-50-kindergarten-assistant-teacher McLean, Virginia, The Part-Time 50% (20 hours per week) Kindergarten Assistant Teacher vacancy is for the upcoming 2026-27 school year. This role reports to the Head of Lower School and works closely with the kindergarten classroom teachers to plan and implement instruction to support the social, emotional and academic growth of kindergarten students. The ability to appreciate and work effectively across individual and cultural differences is essential.  Duties and Responsibilities: Work collaboratively with the classroom teachers to prepare lesson plans following curriculum guidelines and requirements. Help prepare instructional materials and implement lessons in the classroom Support classroom guidelines and procedures to ensure a positive learning environment for all students Participate in faculty and professional meetings, educational conferences, and training workshops. Is dependable, patient and organized Perform other duties as assigned Qualifications: Bachelor’s Degree in related field A minimum of one year of experience in an early childhood classroom Strong knowledge and understanding of the developmental characteristics of young children Ability to communicate, motivate and understand the students’ educational and emotional needs Ability to work cooperatively and communicate effectively with other teachers, support staff, parents and members of the community In striving to fulfill its mission, The Potomac School seeks candidates of diverse backgrounds who embody our core values of courage, integrity, humility, perseverance, and respect. Tue, 12 May 2026 12:57:47 -0400 https://careers.nais.org/jobs/rss/22270685/lower-school-first-grade-leave-replacement-teacher-fall-2026 https://careers.nais.org/jobs/rss/22270685/lower-school-first-grade-leave-replacement-teacher-fall-2026 New York, New York, The Speyer Legacy School, a K-8 school serving gifted learners, seeks a dynamic, innovative, and passionate teacher for a leave replacement position in a co-taught First Grade classroom, running from the start of the school year through Thanksgiving, with the possibility of extension based on school needs. The candidate hired will report to the Head of Lower School. The ideal candidate possesses creative problem-solving skills, a sense of humor, enthusiasm for learning more about designing innovative curriculum, a positive attitude toward change and strong interpersonal skills that allow one to cooperate and collaborate effectively with others.  Duties & Responsibilities In partnership with a co-teacher and grade level team, plan and implement motivating lessons in Literacy, Humanities, Math, and SEL, which reflect knowledge of curriculum and students’ interests and abilities. Establish and sustain classroom procedures and routines that foster psychological safety, belonging, student voice, and a strong sense of community. Supervise groups of 20 students with and without a co-teacher. Collaborate with a co-teacher on instructional and classroom decisions. Enhance students’ social skills by integrating social-emotional learning into daily classroom practice and through planned SEL lessons. Assess students' performance across academic, behavioral, and social-emotional domains. Collaborate with colleagues, across and within disciplines and divisions, to further develop curriculum and design interdisciplinary projects/units of study and to support students. Collaborate with the Student Support Team to implement learning plans that meet the diverse needs of all students. Communicate regularly with families about classroom happenings and student progress, including newsletters, conferences, and narrative reports that describe students' profiles, interests, areas of growth, and needs. Engage respectfully with families and demonstrate sensitivity to cultures, values, configurations, and beliefs. Demonstrate a passion for lifelong learning and actively pursue professional development rooted in individual and schoolwide goals. Desire to meaningfully integrate technology into the classroom. Participate in the school community and school duties. 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 Knowledge of child development, best practices, and current trends in education. Strong classroom management skills, including organizing time, space, and materials for most effective learning. Creativity and innovation in both curriculum and instruction. Capable of generating high-quality instructional materials. Strong 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. Commitment to active, responsive collaboration with a co-teacher and team of teachers, including shared planning, open communication and reflection, and collective problem-solving. Flexibility and open-mindedness. Qualifications BA or BS required Elementary Education degree - preferred Classroom teaching experience Experience in differentiated instruction - preferred Understanding of the nature and needs of gifted learners - preferred Salary The salary range for this position is $77,250 - $122,000,  prorated based on the number of days of the leave ; a final determination will be based on years of teaching experience and level of education. Schedule The position begins at the end of August and concludes at the end of November. 7:45-3:45 Monday, Wednesday, Thursday, & Friday 7:45-4:45 Tuesday for faculty meetings Application Information To apply please send your resume, cover letter, a one-page educational philosophy statement, and the contact information of at least three references to employment@speyerlegacyschool.org. Please indicate “LS First Grade Leave Replacement Co-teacher” in the subject line. The Speyer Legacy School welcomes candidates who will add to the diversity of our community and who have demonstrated a 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. Tue, 12 May 2026 13:50:27 -0400 https://careers.nais.org/jobs/rss/22270590/lower-school-teacher-3rd-grade https://careers.nais.org/jobs/rss/22270590/lower-school-teacher-3rd-grade Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a caring and innovative Lower School Teacher for the 2026-2027 academic year to work with third-grade students. Episcopal’s Lower School is a community of teachers who embrace the whole-child educational philosophy, helping students develop a deeper understanding of the world around them, as well as academic skills, physical, social, and emotional skills, and an understanding of their responsibility to their community through a variety of instructional methods. This position is a full-time, ten-month position with an annual renewal beginning on July 31st, 2026. Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals, includes grades PreK-3 through 12 that embraces the whole-child educational philosophy. As an Episcopal school, Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”  Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach third-grade classes; develop and lead effective, creative, and developmentally appropriate lessons that are student-centered, meet students where they are, and incorporate a variety of instructional methods, including project-based learning.  Work collaboratively with other teachers within the same grade level to plan and implement lessons and with administrators and Lower School faculty to ensure proper vertical alignment of content and skills. Evaluate student learning through a variety of assessments and communicate student progress to administrators, students, and families. Attend scheduled faculty/division/department meetings. Participate in professional development.  Perform additional faculty duties assigned, including, but not limited to, supervising students during carpool, lunch, recess, and so forth. Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs that prepare our graduates for college and for purposeful lives.   Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose, and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and a copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816.   Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation, or military service. Personal and Professional Characteristics and Experiences A Bachelor’s or Master’s Degree in Elementary Education and/or certification in Elementary Education is required.  Appreciation for and understanding of the developmental characteristics of this age group. Understands the importance of nurturing social-emotional development in young children. Dedication to creating a welcoming and inclusive Episcopal school community. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods, including project-based learning. Experience with Singapore Math, Reading and Writing Workshop, and project-based learning is preferred. Collaborative spirit when working with colleagues within the same grade level and across grade levels. Excellent classroom management skills that promote a positive classroom environment. Familiarity with Responsive Classroom is a plus. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues Strong organizational skills, ability to juggle many responsibilities, and adaptability to change. Familiarity with technology or the ability and desire to learn about technology for lesson design, lesson implementation, and recording student progress.  Embraces the whole-child educational philosophy and puts students third. Tue, 12 May 2026 11:25:33 -0400 https://careers.nais.org/jobs/rss/22270766/hebrew-judaic-studies-special-education-teacher https://careers.nais.org/jobs/rss/22270766/hebrew-judaic-studies-special-education-teacher Northbrook, Illinois, This position is for the 2026-2027 School Year To create a flexible elementary grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge needed to provide a good foundation for elementary grade education in accordance with each student’s ability; to establish good relationships with parents and other staff members; to assist in school programs subject to the SSDS Mission which states: “At Solomon Schechter Day School of Metropolitan Chicago, we ignite our students’ Jewish souls, educate them to their highest potential, and empower them to use their knowledge, skills, and creativity to enrich our world. “ Essential Duties and Responsibilities Duties of this job include, but are not limited to:  Teaches Hebrew, Judaic Studies and social/emotional skills to students in a separate setting or in a co-taught classroom, utilizing a course of study adopted by the Board of Education, and other appropriate learning activities.  Instructs students in citizenship and basic subject matter.  Develops lesson plans and instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each student. Modifies and adapts teacher lessons as applicable.  Uses a variety of instructional strategies, such as inquiry, group discussion, lecture, discovery, etc.  Translates lesson plans into learning experiences to best utilize the available time for instruction.  Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom.  Evaluates students’ academic and social growth, keeps appropriate records, and prepares progress reports.  Communicates with parents through conferences and other means to discuss students’ progress and interpret the school program.  Identifies student needs and cooperates with other professional staff members in assessing and helping students remediate health, attitude, and learning concerns.  Creates an effective environment for learning through functional and attractive displays, bulletin boards, and interest centers.  Maintains professional competence through in-service and professional growth activities. Collaborates with grade-level colleagues about curriculum and educational programming. Able to support students in pre-algebra and algebra content. Selects and requisitions books and instructional aids; maintains required inventory records.  Supervises students in out-of-classroom activities during the school day.  Administers standardized tests in accordance with state testing program.  Participates in curriculum development programs as required.  Serves as case manager for assigned students.   Identifies the needs of students through formal and informal assessments and progress monitoring. Writes and implements ISP and 504 plans in accordance with student needs and attends and/or facilitates special education staffings. Reviews referral data, history and assessment data to develop appropriate goals for each student and creates behavioral and academic intervention plans. Reviews ISP and 504 plans with families and school teams and assists with understanding and supporting educational objectives. Develops and implements interventions to meet individual student needs while maintaining current on best practices for special education. Collaborates and consults with school staff and outside providers regarding student needs. Collaborates and consults in educational planning while serving as a special education teacher in a separate setting or as a co-teacher. Participates in faculty committees and the sponsorship of student activities. Demonstrates a commitment to best practice in all dimensions of effective teaching as defined by the Thoughtful Classroom framework, including: Organization, rules and routines; positive relationships; engagement and enjoyment; a culture of thinking and learning; preparing students for new learning; presenting new learning; deepening and reinforcing learning; applying learning; and reflecting on and celebrating learning.  This position reports to the Director of Student Services. Faculty values that drive our work together • Jewish Values and Torah • Professionalism • Optimism • Collaboration • Respect • Open Communication • Innovation and Creativity • Life-Long Learning Benefits include medical, dental, vision, long-term disability, short-term disability, accident and other insurance, sick/personal time, 403(b) retirement plan, leave early for Shabbat, professional development opportunities, wonderful leadership team and belonging to an amazing community. Come join us!  Qualification Requirements    Fluent in Hebrew Bachelor’s degree in related subject from accredited university  Illinois teaching certificate.  Experience is preferred but not necessary for hiring. Benefits include medical, dental, vision, long-term disability, short-term disability, accident and other insurance, sick/personal time, 403(b) retirement plan, leave early for Shabbat, professional development opportunities, wonderful leadership team and belonging to an amazing community. Come join us! Tue, 12 May 2026 15:40:09 -0400 https://careers.nais.org/jobs/rss/22270503/independent-school-teachers-all-teaching-disciplines-staff-and-administrator-roles-nationwide https://careers.nais.org/jobs/rss/22270503/independent-school-teachers-all-teaching-disciplines-staff-and-administrator-roles-nationwide Nationwide, Educator’s Ally is a highly personalized faculty recruitment and leadership search firm connecting educators, administrators, and senior leaders with kindergarten-12th Grade independent/private schools throughout the country. We are assisting private/independent schools with their searches for part-time and full-time teachers and non-teaching staff for for the 2026-27 school year. If you are an experienced or aspiring educator or are interested in teaching or working in a private day or boarding school throughout the U.S. in any of the disciplines below, we encourage you to apply.  Academic Dean, Academic Technology, Administrators, Admissions, Art, Assistant Teachers, Associate Head of School, Auxiliary Programs, Business Office, College Counseling, Communications, Computer Science, Counseling, Dance, Dean of Faculty, Dean of Students, Development, Director of Technology, Division Head, Director of Teaching and Learning, DEIJ, Drama, Elementary, English, Early-Career Teachers/Fellows, Foreign Language, French, Grade Dean, History, Humanities, Latin, Learning Specialist, Library, Mandarin, Math, Music, Physical Education , Psychologist, Religion, Science, Spanish, STEAM, STEM, Student Life, Technology, Administrative Support/Office, Outdoor Education, Human Resources, Finance, Development, Advancement or Operations Successful candidates will have:  BA, Masters Degree preferred  Previous experience teaching in a school setting; private/independent school experience a plus If an early career educator, prior experience working or volunteering with students/children Excellent oral and written communication skills Ability to engage students and serve as a collaborative team member Commitment to the development of an inclusive and equitable learning environment Eagerness to learn new skills and tools to enhance student learning Proficiency with current instructional technology Willingness to participate fully in the community beyond the classroom   We work with K-12 school across the United States and have positions available in and around: New York City, Philadelphia, Boston, Washington DC, Baltimore, San Francisco, Los Angeles, Chicago, Atlanta, Houston, Dallas, New Orleans, Denver, Miami, Seattle, Portland and others. Tue, 12 May 2026 09:17:38 -0400 https://careers.nais.org/jobs/rss/22270847/fourth-grade-lead-teacher-full-time https://careers.nais.org/jobs/rss/22270847/fourth-grade-lead-teacher-full-time Oakland, California, Overview of School  Park Day School offers an outstanding co-educational TK-8 program to approximately 350 students. The school community embraces the ethnic, cultural, and socioeconomic diversity of Oakland, is rooted in the tenets of progressive education, and reinforces collaborative, interdisciplinary learning in context. Our student-centered approach cultivates deep thinkers and compassionate, courageous citizens, shaping a more equitable and sustainable world. Park Day’s community outreach program collaborates with public schools and community groups to create meaningful service-learning opportunities for our students. Our historical and park-like four-acre campus is in the vibrant Temescal neighborhood of Oakland, CA.  The ideal candidate will: Have a minimum of three to five years of exemplary lead classroom teaching experience and a valid California Multiple Subjects Teaching Credential. Be well-versed in progressive educational theory and practices, and be culturally competent to build and maintain an inclusive community. Have a proven track record of working successfully in a diverse environment that upholds high values in social justice education and practices. Possess a working understanding of developmental/constructivist teaching practices and social-emotional learning. Have a nurturing and supportive tone & rapport with elementary students that upholds clear expectations and establishes routines and organizational systems to build self-sufficiency Compensation: Salary and benefits will be based on qualifications, experience, and our established teacher salary step scale.  Our compensation range is $71K-$110K.  Benefits offered include employer-paid medical with Kaiser and Sutter Health, dental insurance, a generous retirement plan, and more Tue, 12 May 2026 17:47:04 -0400 https://careers.nais.org/jobs/rss/22270850/assistant-teacher-2nd-grade https://careers.nais.org/jobs/rss/22270850/assistant-teacher-2nd-grade Redmond, Washington, Assistant Teacher - 2nd Grade Cascadia School | Redmond, WA | On-site Full-Time | 32 hr/week About Cascadia School Since 1977, we've guided children on paths of discovery. Our unique hybrid program blends a rich Montessori heritage with a liberal arts foundation, fostering curiosity and a global perspective in every student. We place an equal emphasis on the academic process as we do our students' social and emotional development. We seek educators who share our passion for shaping young minds and preparing them to engage the world openly. The Role Cascadia School is seeking an Assistant Teacher to serve as a key instructional partner in our 2nd Grade classroom. In this role, you will work closely with the Lead Teacher to maintain a balanced, focused, and productive learning environment. You are an essential part of the classroom’s daily rhythm—supporting the delivery of the curriculum while ensuring that student needs are met with consistency and care. Your impact is felt in the transitions and the small moments; whether you are scaffolding a small group lesson, guiding students through a challenging social interaction, or preparing materials for an upcoming project, you ensure the classroom operates as a cohesive space for growth. You help bridge the gap between high-level lesson planning and the daily reality of student engagement. The ideal candidate is a reliable and observant educator who can move seamlessly between administrative support and direct student instruction. You possess the intuition to anticipate where help is needed and the collaborative spirit to step in as a true partner to the Lead Teacher. Breakdown of What You’ll Do Instructional Support & Student Engagement (40%) Facilitate Small Group Instruction: Lead lessons that reinforce core concepts and support the Lead Teacher’s instructional goals. Provide One-on-One Support: Work directly with students to differentiate learning, helping them bridge gaps in understanding through individualized guidance and support. Manage Instructional Flow: Maintain high-level visual and physical awareness during student work cycles to facilitate focus, minimize disruptions, and ensure safety. Support Social-Emotional Growth: Oversee recess and transitions, utilizing these moments to mentor students in conflict resolution and collaborative play. Classroom Operations & Admin (40%) Maintain Prepared Environments: Partner with the Lead Teacher to curate and organize instructional and learning materials. Direct Administrative Support: Execute essential classroom logistics, including accurate attendance tracking, grading assignments, and detailed documentation of student progress. Integrate Classroom Technology: Utilize digital platforms and educational tools to streamline classroom operations and support student digital literacy. Execute Safety Protocols: Maintain rigorous adherence to all school-wide safety and health guidelines to ensure a secure learning environment. Collaboration & Community (20%) Student-Focused Communication: Maintain open lines of communication with the lead classroom teacher and school leadership regarding individual student progress and classroom needs. Foster Strong Relationships: Build and maintain professional, trust-based relationships with parents and guardians through clear and empathetic communication. Contribute to School Success: Approach the role with a team mindset, collaborating on cross-functional tasks that support Cascadia’s mission and community events. We’re Looking For Someone Who Brings These Strengths Instructional Collaborator – You hold a Washington State teaching certification (or are working toward one) or have 3+ years of experience in a Montessori or specialized school environment. Classroom Intuition – You possess a high degree of situational awareness; you can anticipate student needs, identify potential disruptions, and prepare for transitions before they occur. Pedagogical Scaffolding – You understand how to support student learning through one-on-one guidance and small-group facilitation. Relationship-Builder – You enjoy connecting with students and providing a professional, supportive, and empathetic presence for Cascadia families. Operational Excellence – You have a keen eye for detail and are tech-fluent, comfortable navigating classroom management platforms and digital tools to streamline daily tasks. Team Mindset – You jump in where needed and take professional pride in the organization, aesthetic, and flow of the learning environment. What Success Looks Like Lead Teachers feel supported and administrative tasks are handled with accuracy and care. Students experience a consistent learning environment where they feel supported and engaged. The classroom runs smoothly because you have anticipated transitions and prepared materials in advance. Families feel confident and connected to their child's classroom through your professional communication and interaction. Salary and Benefits Salary: $35,000–$42,000 (depending on experience). Schedule: Monday through Friday, generally 8:30am to 3:00pm. Contract Term: This is a one-year contract starting August 1st, 2026, with potential to extend based upon performance and fit. Working days mirror the academic calendar (August 24, 2026 to June 16, 2027), with up to 20 hours in early August for planning and onboarding. Benefits: Health, dental, and vision insurance. Retirement: 401(k) plan with a 7% match (subject to eligibility). Leave: Paid sick leave and personal time off. About Our Community Cascadia School is an equal opportunity employer committed to building a diverse team that reflects our students' backgrounds and experiences. We prohibit discrimination based on race, color, religion, age, sex, national origin, disability, veteran status, sexual orientation, gender identity, or any other protected characteristic. Our core values— Bold Belonging, Finding Your Voice, Empathetic Inquiry, Wonder & Experimentation, and Growth Mindset —guide how we work together and serve our community. We believe diverse perspectives strengthen our school and prepare students to engage an interconnected world. Learn more: cascadia.school Medical, Dental, and Vision Benefits 401k Plan with 7% Employer Match Tue, 12 May 2026 17:59:19 -0400 https://careers.nais.org/jobs/rss/22270682/26-27-lower-school-teacher https://careers.nais.org/jobs/rss/22270682/26-27-lower-school-teacher conshohocken, Pennsylvania, AIM Academy is looking for a dedicated, passionate, and experienced educator to join our team as a full-time Lower School Teacher (Grades 1-5) for the 26/27 school year.  At AIM, collaboration is key. Lower School teachers engage in regular discussions to review student work, participate in peer observations, share best practices, and assess student progress. Teachers also strive to maintain positive relationships with students and their families, ensuring clear, consistent, and culturally-responsive communication throughout the year and during several annual family conferences. All teachers are invited to participate in a variety of robust professional development opportunities - both within and outside of AIM Institute - as well. Responsibilities include implementing AIM’s curriculum with fidelity, utilizing Lower School routines and procedures with consistency, crafting detailed narrative comments at the end of each marking period, and developing lesson plans, homework assignments, and assessments for reading, writing, math, and Wilson Reading System .  Additional responsibilities will include attending regular faculty meetings, ordering instructional materials and supplies, and participating in community-building events. Other duties may be assigned by Administration as needed. AIM Academy teachers demonstrate a commitment to high expectations for all students, foster a sense of collegiality, and are eager to grow professionally. The ideal candidate will hold certification in Elementary/Special Education and ideally have Wilson Reading System certification. Previous experience teaching students with language-based learning differences and familiarity with the Responsive Classroom approach is preferred.  Because AIM is dedicated to creating a culture of equity and inclusion, candidates should value engaging in open dialogue, questioning, confronting assumptions, and attuning to all voices.  Please review AIM’s Equity and Diversity Statement online. At AIM Academy, our hiring process reflects our culture, ethics, and core values: Care for Others, Creative Problem Solving, Commitment to Excellence, and a Can-Do Attitude.     Qualifications: Bachelor’s degree required/Master’s degree preferred PA or Private Academic Certification in Elementary and/or Special Education Wilson Certification preferred Experience in providing responsive, evidence-based instruction to and designing engaging curricula for students who learn differently Ability to adjust instructional strategies to meet the diverse needs of learners Deep respect for children as learners and individuals Knowledge of and commitment to diversity, equity, and inclusion practices and their impact on classroom climate and curriculum  Excellent writing, editing, and communication skills at both the student and family levels Strong organizational skills and attention to detail Ability to work flexibly and collaboratively with students and staff Demonstrated commitment to professional development and lifelong learning Openness to feedback from an instructional support team Willingness to implement emerging technologies into the classroom To Apply: Interested candidates should send a cover letter and resume to our Human Resources Manager, Cheryl Ferst at cferst@aimpa.org . Tue, 12 May 2026 13:47:46 -0400 https://careers.nais.org/jobs/rss/22270880/lower-school-head-teacher https://careers.nais.org/jobs/rss/22270880/lower-school-head-teacher New York, New York, Position Summary and Overview   The Churchill School & Center, a K-12 school for students with language-based learning disabilities, is seeking a Head Teacher in the Lower School Division for the 2026-2027 school year. Reporting to the LS Division Director, the Head Teacher is responsible for delivering instruction that is developmentally appropriate and responsive to the needs of students with language-based learning disabilities. The Head Teacher serves as the lead educator in the classroom and works collaboratively with Assistant Teacher(s), Grade Lead and Department Coordinator, related service providers, and specialists to support student learning. Head Teachers are responsible for planning, instruction, classroom culture, communication, maintaining student records, and classroom leadership. This role also includes intentional mentorship, modeling of best practices, and ongoing feedback to the Assistant Teacher assigned to the classroom. Essential Expectations Overtly support and act in accordance with the school’s mission and values (kindness, respect, integrity, perseverance, responsibility). Foster a safe, predictable, and supportive environment for students. Interact with colleagues in a respectful and collegial manner that fosters a healthy faculty culture. Appropriately carry out specific assignments as determined by the supervisor. Uphold professional standards of personal presentation, punctuality, professional courtesy, and discretion. Honor the confidentiality of school, student, and family information. Comply with all school policies and procedures as articulated in the school’s faculty handbook. Authentically engage in self-reflection and annual personal and professional growth. Duties and Responsibilities* Instructional Planning and Teaching Plan and implement lessons in assigned subject and content areas using developmentally appropriate, multisensory, and structured teaching practices. Modify curriculum and instructional materials to meet the diverse needs of students with language-based learning disabilities. Utilize educational technology to enhance instruction, engagement, and accessibility. Design and implement assessments to measure student progress and inform instructional decisions. Classroom Management and Student Support Maintain an organized, consistent classroom management system in alignment with Lower School policies. Supervise students during group activities, lunch, recess, transition, and other duties as assigned, facilitating social skills and problem-solving when appropriate. Collaboration and Communication Engage in collaborative planning with all members of the instructional team, emphasizing the individual needs of learners (assessments, homework, lessons, accommodations, and supports). Communicate regularly and professionally with colleagues to ensure alignment across content areas and student support services. Initiate and maintain ongoing communication with families regarding student progress, concerns, and successes. Attend relevant staff meetings, professional development, and school events as required. Maintain accurate student records, including grading, report cards, conference notes, and attendance. Homeroom Responsibilities Lead daily homeroom meetings. Participate and supervise community building activities. Support the development of students’ executive functioning skills. Schedule and facilitate three parent conference days per year. Coordinate required materials for and attend CSE meetings, when appropriate. Mentorship and Professional Support of the Assistant Teacher Create and sustain an atmosphere of teamwork and shared responsibility within the classroom. Hold regular planning meetings with the Assistant Teacher(s). Offer timely, constructive feedback following lessons and model effective teaching practices and classroom management strategies Ensure Assistant Teacher(s) have opportunities for growth to advance their classroom skills. *Other duties as assigned. Qualifications The ideal candidate will have... BA or BS Degree in Elementary Education or Special Education; MA or MS preferred NYS Teacher Certification in relevant content preferred Familiarity with Singapore Approach and multi-sensory instruction 3 or more years of classroom experience building positive and appropriate relationships with students Knowledge of, or willingness to continue higher levels of education to obtain knowledge of effective service strategies and methodologies for working with children with language-based learning disabilities High degree of technology proficiency, including comfort with educational platforms and student information systems. Patience, flexibility, good organization skills, and a sense of humor Strong leadership, communication, interpersonal, and organizational skills.. Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices. Compensation  This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $60K - $85K. Benefits package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment. How to Apply Interested applicants should send: Current resume; Cover letter and; references  in PDF format to: lsresume@churchillschoolnyc.org . Candidates should make sure to outline all experiences relative to the position. Furthermore, Churchill works to be a diverse, equitable, and inclusive community. Please include your thoughts and experiences on the importance of diversity, equity, and inclusion in a school setting and offer an example of your work with students through an equity lens. The Churchill School and Center is an equal opportunity employer and does not discriminate on the basis of race, religion, creed, color, gender identity, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. Churchill is committed to building a diverse staff and strongly encourages applications from candidates of color, as well as candidates from under-represented groups. Churchill’s Vision A world where students with language-based learning disabilities embrace their learning differences and see limitless possibilities. Churchill Mission To provide an innovative and transformational K-12 learning community that empowers students with language-based learning disabilities. Benefits package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment. Tue, 12 May 2026 22:20:09 -0400 https://careers.nais.org/jobs/rss/22267673/elementary-lead-teacher-fall-2026 https://careers.nais.org/jobs/rss/22267673/elementary-lead-teacher-fall-2026 Brooklyn, New York, The Senesh School, an open and inclusive, independent K-8 Jewish school in Carroll Gardens, Brooklyn, is hiring an elementary lead teacher to join our 2026-27 faculty. Successful candidates will be creative, nurturing, and reflective educators who possess a growth mindset. The salary for this position is $70,000-80,000 commensurate with experience. Interested applicants should submit a cover letter and resume to Sara Keen, Lower School Director, Hannah Senesh Community Day School at skeen@hannahsenesh.org . About the School The Senesh School is an open and inclusive Jewish day school where students grow into curious, kind, and confident people. Senesh cultivates intellectual curiosity in a rigorous and joyful academic environment that teaches the whole child. Students are guided by Jewish values and challenged to be agents of change toward a more just world. Students, parents, and staff together create a welcoming and vibrant home at Senesh, offering a place of belonging for diverse Jewish families. To learn more about the school visit our website at www.hannahsenesh.org. Responsibilities include: Developing a warm, inclusive, and supportive classroom environment Teaching ELA, math, and social studies Differentiating instruction and materials to meet the diverse needs of learners Helping students to develop social and emotional competencies Keeping accurate documentation of curriculum and student progress Working collaboratively with the grade-level team members on special programs and student support. Building partnerships with parents to support student progress Attending a weekly faculty meeting, grade level meeting, and other professional development opportunities Fulfilling duties and other out of classroom responsibilities Qualifications and Dispositions include: MA degree in education Three or more years experience working as a lead teacher in an elementary setting Experience with structured literacy and Singapore math preferred Commitment to a “whole child” approach to teaching and learning that focuses on growth in academic, social, and emotional domains Collaborates and works successfully as an integral part of a team Excellent written and verbal communication skills Demonstrates cultural competency and a commitment to diversity and belonging Hannah Senesh Community Day School is an Equal Opportunity Employer and welcomes candidates who will add to the diversity of our school community including, but not limited to staff of any race, color, nationality, ethnic origin, religion, gender, gender identity, and sexual orientation.   Mon, 11 May 2026 10:47:43 -0400 https://careers.nais.org/jobs/rss/22267882/learning-specialist-grades-k-8 https://careers.nais.org/jobs/rss/22267882/learning-specialist-grades-k-8 San Francisco, California, Job Description La Scuola seeks a Learning Specialist for the upcoming academic year to support students in grades 4 - 8 and who will be an integral part of our Student Support Group. The specialist will report to our Director of Student Support & Counseling with a dotted line to Division Heads, collaborating closely with teachers, educational specialists, pedagogical leadership and administrative team members who work closely with linguists to ensure we are meeting each student’s individual needs. Primary Responsibilities  Work one-on-one, in pairs, or in small groups with students who have diagnosed learning differences or other diagnoses that impact achievement. Address reading, math, and/or writing skills based on information from teachers and/or testing. Develop and/or implement specific curriculum, charts, forms, digital tools and games, or other aids to help assigned students learn classroom material in alternate forms. Address learning strategies, study skills, developmental issues, executive function systems, social and emotional wellness, and other identified problem areas. Convey to teachers and parents pertinent educational recommendations made in the psycho-educational reports of individual students. Serve as a liaison between parents, external service providers, and the school. Organize meetings and maintain strong communication. Create and maintain Student Success Plans for students with learning diagnoses, outlining accommodations and support plans. Work with teachers to support the implementation of the success plans in a variety of contexts. Other duties as noted by the school. School Community  Fully embrace and embody La Scuola’s mission, vision, and values and promote. them to students, staff, other faculty,  parents, and members of the outside community.   Deep belief in La Scuola’s mission, values, and commitment to diversity and inclusion.  Be part of the orientation of new and returning parents before the start of the school year to emphasize the responsibilities of parents, teachers, and students.   Maintain positive, constructive and professional relationships with students, their families, and colleagues.   Counsel students and their families through social challenges as referred by faculty, with the collaboration and support of the Division Head. Communicate regularly with families and develop a supportive home-school relationship.  Qualifications Required Master’s degree in Special Education, Learning Disabilities, Reading & Literacy, School Psychology, or a related field. Certification in Educational Therapy, Special Education, or equivalent advanced training in learning differences (including ADHD and emotional disorders) required. 4–7 years of relevant experience; independent or charter school experience preferred. Strong working knowledge of the IEP, 504, and ISP processes. Training in structured literacy programs such as Orton-Gillingham, Wilson, or Lindamood-Bell preferred. Fluency in Spanish and English required. Core Competencies Deep understanding of learning differences and evidence-based intervention strategies. Ability to design and deliver targeted instruction for elementary and middle school students. Experience collaborating with multidisciplinary teams and outside service providers (e.g., speech and language, occupational therapy). Strong organizational skills and attention to detail; ability to manage multiple priorities in a dynamic school environment. Proactive and professional communication with families and school leadership. Demonstrated leadership, program development, and problem-solving skills. High emotional intelligence, sound judgment, and the ability to remain calm under pressure. Commitment to collaboration, continuous professional growth, and student-centered practice. $80,000 - $100,000 annual salary for this full time role based on qualifications and experience. Wed, 13 May 2026 15:58:09 -0400 https://careers.nais.org/jobs/rss/22267760/lower-school-5th-grade-team-teacher https://careers.nais.org/jobs/rss/22267760/lower-school-5th-grade-team-teacher Town and Country, Missouri, Title: ? Lower School 5th Grade Team Teacher Department/Location : Lower School Faculty, St. Louis Position Type : Full-Time, 39-week Summary The 5th Grade Team Teacher is a collaborative educator who shares ownership of the 5th grade program with a teaching partner through joint planning, coordinated instruction, and a deep commitment to student growth. This role is part of a team-teaching model in which educators share responsibility for a class of students while each bringing particular strengths to key areas of instruction. One teacher leads reading and writing, while the other leads mathematics and ConnectEd (science and social studies). Both teachers working closely together to create a cohesive, integrated student experience. The 5th grade team plans and delivers instruction in reading, writing, word study, mathematics, science, and social studies within an integrated learning environment. Instruction is grounded in inquiry-based and project-based learning, creating meaningful and engaging experiences that promote deep understanding and transfer of knowledge. Strong collaboration, communication, flexibility, and a team-oriented mindset are essential for success in this full-time, school-year position. Primary Responsibilities   Displays a strong interest and love for working with elementary-age students and possesses strong content knowledge of curriculum areas and application of best practices  Plans and delivers engaging, developmentally appropriate lessons in reading, writing, math, science, and social studies in accordance with Principia’s curriculum and differentiates instruction to meet diverse needs Effectively integrates critical thinking, problem-solving, collaboration, and communication skills into classroom learning Uses formative and summative assessments to effectively inform instruction Demonstrates ability to use a variety of technology tools to enhance curriculum and student learning (e.g. iPad, interactive display tv, various apps, etc.) Knowledge of or experience with the Responsive Classroom framework Creates a classroom environment that reflects an environment where every student feels a sense of belonging  Engages and supports diverse learners, helping each student build confidence and realize their full potential Approaches discipline situations in an effective manner that supports character growth Pursues ongoing professional development and applies best practices in the classroom while contributing to a professional learning community committed to continuous improvement Actively participates in school-wide Continuing Professional Development (CPD) and parent meetings Actively collaborates with colleagues across levels and departments to support the implementation of school-wide initiatives Supports Lower School activities and chaperones trips Demonstrates a genuine love for working with Lower School students and establishes and maintains mutual respect and a strong rapport Participates in yearly goal-setting and regular one-on-one meetings with supervisor Reflects on teaching and learning regularly and improves practice Completes the required portfolio, including walkthroughs, school visits, reflections, and goal-setting Recognizes that spiritually-based character education is as important as the subject matter being taught Other duties as assigned Core  Competencies Principia values the unique strengths each employee brings to their role. The following competencies are especially important for success at Principia:  Continuous Learning & Expertise:  Demonstrates mastery in your area of responsibility and seeks opportunities for professional growth and development.  Accountability & Results Orientation:  Manages time and priorities effectively, meets commitments, and consistently delivers high-quality outcomes.   Problem Solving & Judgment:  Approaches challenges thoughtfully, considers multiple perspectives, and makes sound, timely decisions that support institutional goals.   Proactivity & Ownership:  Takes initiative, anticipates needs, and drives projects forward with minimal supervision while taking responsibility for outcomes.   Excellence & Attention to Detail:  Produces accurate, polished, and high-quality work; continuously looks for ways to improve systems, processes, and results.   Service Orientation:  Builds positive, supportive relationships and responds promptly and professionally to the needs of students, colleagues, and other stakeholders.  Collaboration & Collegiality:  Works cooperatively across departments and teams; values input from others and contributes to a positive, respectful environment.   Communication:  Shares information clearly and concisely; listens carefully to others and adjusts communication style for different audiences and situations.   Inclusion & Belonging:  Demonstrates respect for all people; values diverse perspectives and fosters a culture of inclusion, belonging, and mutual respect.   Culture & Team Building:  Fosters a culture of trust, collaboration, and open communication; demonstrates genuine care for team members’ well-being and development. Minimum Qualifications Student of Christian Science preferred  Supportive of Principia’s guiding statements as articulated here  https://www.principia.edu/about/guiding-statements Bachelor’s degree in education; Master’s degree preferred MO teaching certification preferred; ability to obtain certification within 2 years required The statements above describe the general nature and level of work, but are not a complete list of responsibilities and are subject to change at the discretion of Principia.  Compensation and Benefits We offer a competitive salary range for this position, starting at $51,000 annually for candidates with a Bachelor’s degree and no prior teaching experience. Salary is commensurate with degree and years of teaching experience. In addition to salary, our comprehensive total rewards package includes: -Generous Employee Tuition Discount: Enjoy a 90% discount on tuition (pro-rated for part-time staff) for your eligible children enrolled from Pre-K3 through College (infant and acorn programs excluded). -Relocation: Principia provides a relocation reimbursement of up to 12% of your annual salary when moving from outside a radius of more than 50 miles. -Professional Development: Access to learning opportunities, training programs, and career growth support. Comprehensive Benefits: Learn more about all our benefits here, including comprehensive health, dental, and vision plans, paid time off, a 403(b) retirement plan with Principia matching, and more. Equal Opportunity Principia, a mission-driven institution, believes every person has the right to an equitable and respectful educational environment and workplace. Principia does not discriminate on the basis of race, color, national origin, ethnicity, gender (identity or expression), sexual orientation, family status, disability, age, or military or veteran status. In hiring, admissions, and related decisions, Principia—as an institution with a religious mission—gives preference, wher Mon, 11 May 2026 13:04:53 -0400 https://careers.nais.org/jobs/rss/22267587/26-27-afterschool-clubhouse-lead-instructor-pt https://careers.nais.org/jobs/rss/22267587/26-27-afterschool-clubhouse-lead-instructor-pt Richmond, Virginia, POSITION DESCRIPTION St. Catherine's School is an Episcopal day school in Richmond, Virginia, founded in 1890 enrolling roughly 950 girls age 3 through grade 12. Located on a 16-acre campus in the western part of the city, St. Catherine's core values include pursuing academic excellence, developing character, nurturing spiritual growth, celebrating individuals, and building community.  St. Catherine's School provides a rigorous education that prepares girls with diverse perspectives for a lifetime of learning, leadership, and service in a global community. POSITION OVERVIEW The Lower School Afterschool Program runs daily and is for Lower School students in Junior Kindergarten through Grade 4. Afterschool instructors must be able to create enrichment classes for the different age groups from 3:30-4:30 p.m. and then supervise students who stay till 6 p.m. including help with homework. Afterschool instructors are expected to stay current with best practices in elementary education, particularly with girls’ education. Establishing and maintaining positive relationships with parents and other faculty/staff members is essential. Afterschool instructors are expected to collaborate effectively with other faculty/staff members, as well as support the school’s mission and core values. Supervisor : Director of Afterschool Programming and Enrichment for Lower School Supervisory Responsibilities :  N/A Position Status : Hourly, non-exempt, part-time, 9-month schedule Hours of Work : 2:15-6:15 pm Monday-Thursday; 2:00-6:15 on Fridays   ESSENTIAL RESPONSIBILITIES Plan and execute creative, age-appropriate enrichment activities for students in JK-grade 4 Supervise and ensure the safety of students at all times. Provide homework assistance and academic support. Maintain a clean and organized classroom environment Collaborate with other staff members to ensure a cohesive and effective program Maintain a positive and disciplined classroom environment, following school protocols Build positive relationships with parents/guardians, providing updates on their child's day   PHYSICAL DEMANDS AND WORK ENVIRONMENT While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch and crawl; talk and hear; engage in moderately strenuous physical activity both indoors and out; and smell. The employee may occasionally lift or move up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Ability to become CPR and First Aid Certified.   TRAVEL Travel is not a requirement for this role.   EQUAL EMPLOYMENT OPPORTUNITY STATEMENT St. Catherine’s School does not discriminate on the basis of race, gender, sexual orientation, or national and ethnic origin in the administration of its hiring practices. St. Catherine’s School is committed to providing an inclusive educational environment. We actively engage students, families, faculty and staff from diverse backgrounds and experiences. Our School community respects the differences in ethnicity, race, religion, sexual orientation and socioeconomic status. Consistent with the School’s mission, St. Catherine’s fosters in our students, and experts from all others, respect for the dignity and wholeness of every person. For more information on St. Catherine’s Access, Equity and Belonging please follow this link   CONDITIONAL OFFERS An offer of employment for this position is contingent upon the applicant’s right to work in the United States, authorization for and completion of successful background checks as may be requested by the school or required by law.     Note:  This position description has been designed to indicate the general nature and level of work to be performed by employees within this classification.  This position description should not be interpreted as a comprehensive inventory of all duties and responsibilities required or assigned to an employee in this position.  Nothing contained in this position description restricts St. Catherine’s School’s right to assign or reassign duties and responsibilities to this position at any time. REQUIREMENTS AND QUALIFICATIONS  Bachelor’s degree in related field from accredited university, or equivalent  Experience is preferred but not necessary for hiring Demonstrate adaptability to new and evolving technology, and the ability to show innovation and vision related to the efficient processing of information related to this role  Demonstrate proficiency with oral and written communication Mon, 11 May 2026 09:17:44 -0400 https://careers.nais.org/jobs/rss/22267681/part-time-lower-school-k-4-music-teacher-jewish-song-leader-fall-2026 https://careers.nais.org/jobs/rss/22267681/part-time-lower-school-k-4-music-teacher-jewish-song-leader-fall-2026 Brooklyn, New York, The Senesh School, a progressive, independent K–8 Jewish day school in Carroll Gardens, Brooklyn, is seeking a Lower School (K–4) Music Teacher and Jewish Song Leader to teach two days a week for the 2026–27 school year. The ideal candidate is a warm, joyful, and skilled music educator and dynamic song leader who can weave Israeli and Jewish music through song and instrumental exploration into an elementary music program. Salary range $28,000-$32,000 commensurate with experience. Interested applicants should submit a cover letter and resume to Sara Keen, Lower School Director, Hannah Senesh Community Day School at skeen@hannahsenesh.org. About the School The Senesh School is an open and inclusive Jewish day school where students grow into curious, kind, and confident people. Senesh cultivates intellectual curiosity in a rigorous and joyful academic environment that teaches the whole child. Students are guided by Jewish values and challenged to be agents of change toward a more just world. Students, parents, and staff together create a welcoming and vibrant home at Senesh, offering a place of belonging for diverse Jewish families. To learn more about the school, visit www.hannahsenesh.org. Key Responsibilities: Teach general music to students in grades K–4; designing an engaging, hands-on music curriculum incorporating singing, rhythm, and Orff instruments Serve as a Jewish song leader, infusing Israeli and Jewish content and culture through song and music Collaborate with classroom teachers and Jewish studies faculty to integrate music into classroom learning and school life Support Jewish holidays, tefillah, assemblies, and school-wide celebrations through music Creating a warm and supportive learning environment where all students feel confident expressing themselves musically Participate in faculty meetings and professional development Qualifications & Dispositions: Degree in music education or a related field Experience teaching music to elementary-aged children Strong vocal and group song-leading skills and competency in piano and guitar Familiarity with Orff or similar methodology Comfort incorporating Hebrew language and Jewish content into instruction Commitment to educating the whole child—socially, emotionally, and creatively Collaborative, flexible, and reflective teaching practice Excellent communication skills with students, colleagues, and families Demonstrated cultural competency and a commitment to diversity, equity, belonging, and inclusive Jewish community Hannah Senesh Community Day School is an Equal Opportunity Employer and welcomes candidates who will add to the diversity of our school community including, but not limited to staff of any race, color, nationality, ethnic origin, religion, gender, gender identity, and sexual orientation.   Mon, 11 May 2026 10:52:23 -0400 https://careers.nais.org/jobs/rss/22267866/lower-school-learning-specialist https://careers.nais.org/jobs/rss/22267866/lower-school-learning-specialist Jacksonville, Florida, Position Overview: Episcopal School of Jacksonville is seeking a collaborative, innovative, and collegial Learning Specialist for the 2026-2027 school year. The purpose of the Learning Specialist is to work in concert with teachers and families to maximize student growth and achievement, preparing students to reach their full potential. The Learning Specialist Team (LST) supports professional development for new and veteran teachers regarding learning styles and classroom instruction. One of the most important functions of the LST is to help teachers provide differentiated instruction within the classroom. The team members and classroom teachers work in small groups on various levels with distinct goals in mind. These goals are established by the teacher and reviewed with the LST member, considering the students’ academic abilities and needs. The primary role is to support and enhance the educational process of our students; this can look different year to year, contingent upon grade level needs.    The most competitive candidates will have experience and a demonstrated interest in learning support. As part of the collegial culture of our faculty, a willing investment in collaborative efforts, professional growth, and the broader life of the school is an expectation of working at Episcopal.    Qualifications: Bachelor's Degree from a four-year college or university, or post-graduate work in elementary education; an advanced degree is preferred. Experience as an interventionist. Three years of experience in an independent school setting is preferred. Experienced educators with a strong desire to teach in a learner-centered independent school will also be considered.   Knowledge, Skills, and Abilities:  Mastery of the content and skills central to teaching and learner-centered practices. Passion for teaching and an enthusiasm for working with elementary students in a mission-centered learning environment. Adapt teaching methods and instructional materials to accommodate students' varying needs and interests. Collaborate with teachers and administrators to help adjust and enrich curricular approaches and improve pedagogy. Compile and analyze data to determine the effectiveness of curriculum design and informal and formal assessment. Assist in the coordination of school-wide standardized testing. Provide a variety of materials and resources for students to explore, manipulate, and use in both learning activities and imaginative play. Instruct students individually and in groups using various teaching methods. Work with students in grade-level classrooms, providing instruction in all subject areas. Build relationships with families and engage them in their child's education. Meet with teachers, parents, and guardians to discuss students' progress and identify their priorities and resource needs. Consult with families, staff, educational psychologists, etc. Commitment to and engagement in collaborative work to achieve school-wide goals. A growth mindset in seeking and taking advantage of opportunities for continued learning and professional growth at Episcopal. Desire to contribute to our community beyond the classroom, including attendance at community events and participation in off-campus and overnight trips. Proficiency in using learning technology. Ability to stand, walk, and move around the classroom or school campus for extended periods. Ability to lift and carry up to 20 pounds, such as books, classroom materials, or equipment. Ability to bend, stoop, kneel, and crouch as needed for classroom activities or assisting students. Ability to use classroom technology, including interactive boards and other multimedia tools.   Episcopal School of Jacksonville’s approach to our balanced education (academics, fine arts, athletics, and spiritual development) is sustained by heightened expectations in all aspects of campus life. Since its founding almost 60 years ago, the school has remained true to its mission to develop “leaders and doers of good.” Each student is prepared for college by a liberal arts curriculum that focuses on the development of effective expression and critical thinking in a learner-centered environment. Episcopal enrolls more than 1,500 students from age 1 to grade 12 across three campuses. Episcopal is a caring community by design, with faculty who are outstanding in their field, all of whom are dedicated to helping our students develop their creative talents, discover their passions, and deepen their faith and commitment to service for others.  Episcopal is committed to a school culture that is safe and positive for all members of our community. We work intentionally to create a community of people who respect and support each other. We recognize the value of diversity, and we actively seek to welcome and include underrepresented groups. Episcopal strongly supports professional development and training opportunities for faculty and staff, ensuring that best practices and innovative, learner-centered teaching methods are continually incorporated into our pedagogy. The academic environment is achievement-oriented with a standard of excellence. The school’s faculty display outstanding academic backgrounds, exceptional character, and dedication to our students across three academic campuses, spanning from an Early Learning Program (age one) through Grade 12. Episcopal does not discriminate on the basis of age, gender, religion, race, color, sexual orientation, gender identity, or disability in its hiring and employment practices. The above information is not a completely comprehensive inventory of all duties, responsibilities, or qualifications required of employees assigned to this position.  Interested candidates are requested to submit a cover letter, current resume, and a pedagogical statement alongside a completed application through the Careers at Episcopal page on our school website. Applications will be considered on a rolling basis until the position has been filled and the search closed.  Mon, 11 May 2026 16:00:27 -0400 https://careers.nais.org/jobs/rss/22267807/science-teacher-grades-k-3 https://careers.nais.org/jobs/rss/22267807/science-teacher-grades-k-3 California, Established in 1939, Carlthorp School is the oldest independent, coeducational day school for grades K-6 located in Santa Monica, California. Carlthorp School provides a strong academic foundation in a diverse and nurturing school community that emphasizes respectful values, responsible work habits, and excellence to prepare our students to achieve their highest potential in education and life. We are dedicated to supporting faculty growth and development through ongoing professional development and training. We have 280 students with two lead teachers per classroom of 20 students and two classes per grade level. Our science department has two full-time teachers, one each for grades K-3 and grades 4-6. Science teachers have the support of grade-level TAs during instructional periods. Job Overview: The successful candidate must enjoy working with children and be devoted to building a nurturing and safe learning environment. To excel in this role, the Science Teacher must demonstrate excellent written and verbal communication skills and in-depth knowledge of classroom activities and teaching methods.  Primary Functions: Understands and can implement a STEAM-based approach to science learning with current methods and materials. Teaches science to Kindergarten through 3rd-grade classes with concept lessons and lab-based experiences aligned with Next Generation Science Standards. Establishes positive and supportive relationships with each student and family. Understands and applies assessment-based instruction. Communicates science goals, student learning, and classroom activities to parents. Is a contributing member of the Lower School faculty through curriculum committee work and the ongoing work of the division. Is a contributing member of the K-6 science content team through planning and implementing an aligned science program for the school. Assists in planning and implementation of the all-school STEM day, occurring once every three years, partnering with the 4-6 science teacher. Required Skills and Experience: Bachelor’s or higher degree in Science, Early Childhood, or Elementary Education. A deep understanding of educating the whole child. A passion for teaching and learning. A collaborative spirit. A personal commitment to professional growth. A minimum of three years of teaching science as a grade-level teacher or as a science specialist. Genuine affinity for working with children and families in a highly engaged community. Knowledge and experience of working in an independent school are preferred. Salary : $80,000 - $120,000, commensurate with experience How to Apply : Interested candidates should send a resume and cover letter in a single document PDF format to resume@carlthorp.org . Commensurate with experience Mon, 11 May 2026 14:19:18 -0400 https://careers.nais.org/jobs/rss/22267789/6th-grade-math-teacher https://careers.nais.org/jobs/rss/22267789/6th-grade-math-teacher Los Angeles, California, Curtis is seeking a 6th Grade Math Teacher to join a team-oriented, inclusive, and professional learning community. Curtis School is a DK-6 co-ed elementary school whose mission is to “develop, in every child, a sound mind in a sound body, governed by a compassionate heart.”  We place an equal emphasis on academic, physical, social-emotional, and character education and instill a growth mindset modeled by faculty and staff who are the best in their craft. The 6th Grade Math Teacher will be responsible for maintaining a positive learning environment in their classroom and creating a program that meets the intellectual and emotional needs of each child.  The successful candidate will work closely with colleagues in their grade level, under the supervision of the Director of 6th Grade and Secondary School Outplacement, to implement an engaging math curriculum that fulfills Curtis’s mission and values. The candidate must have excellent time-management, organizational, and communication skills, be innovative and creative in instructional planning, dynamic and adaptable to shifting work conditions, and open to feedback. A collegial personality and responsiveness to direction are essential traits, as is a love of working with elementary school-aged children. Curtis School is fully committed to a diverse faculty and student body. The candidate should possess an abundance of respect and sensitivity around racial, ethnic, gender, socio-economic, and all differences.  Duties and Responsibilities Include, but are not limited to:  Embracing Curtis School’s Vision, Purpose, Values , and Diversity, Equity, and Inclusion statement Collaborating with the math curriculum coordinator, grade-level team, and division colleagues to plan and implement an appropriately challenging 6th grade math curriculum for three sections of students  Facilitating a 6th grade homebase (equivalent of advisory)   Promoting academic, social-emotional, and physical development of children in individual, small-group, and whole-class settings Assessing students using current strategies and tools to inform instruction and give feedback  Completing checklists and narrative reports and participating in twice-yearly parent-teacher conferences  Writing outplacement recommendations for students in math classes Supervising children during morning break, lunch, recess, and afternoon dismissal Integrating meaningful and appropriate use of technology within the curriculum and as a communication tool Attending Back-to-School Night, Open House, outdoor and experiential education trips, faculty workshop days, grade-l evel and division meetings, relevant all-school events, and all mandatory professional development  Non-Discrimination Policy:  Curtis School is an Equal Opportunity Employer and does not discriminate on the basis of race, color, creed, national or ethnic origin, age, gender, gender identity, gender expression, sexual orientation, disability, veteran or marital status, or any other legally protected status in its employment practices. Qualifications:  A successful candidate will: Have a bachelor’s degree (master’s degree and teaching credential preferred) Ideally have 3-5 years’ teaching experience  Have familiarity with the following teaching approaches: Singapore Math, backward design, and Responsive Classroom  Have experience teaching in a departmentalized setting (preferably in math)  Have strong writing skills and the ability to effectively communicate student progress via report card narratives and recommendation letters  Be cognizant of current trends, pedagogy, research, and topics of importance in education and be willing to apply them in the classroom and share with other teachers Continually seek professional growth and development  Possess excellent interpersonal skills and the ability to collaborate with students, colleagues, and parents Participate actively in student and community life inside and outside the classroom Understand and believe in the importance of diversity, equity, and inclusion in education and act in accordance with those values Have excellent technology skills and experience integrating technology in instruction  Provide a portfolio of teaching with examples of innovative lessons or projects that demonstrate creative and critical thinking and/or teach a demo lesson  Be flexible about working in outdoor weather conditions and able to regularly sit, stand, walk, use hands, reach with arms, talk and hear, and occasionally lift up to 10-25 pounds   Salary At Curtis School, salaries are one component of a compensation package that includes a generous benefit package, retirement matching, lunch credits, health and life, AD & LTD insurance. The anticipated annual base salary range the school reasonably expects to pay candidates for this position is $60,000 to $115,000, depending on factors such as years of experience. Mon, 11 May 2026 13:49:45 -0400 https://careers.nais.org/jobs/rss/22262302/early-learning-lead-teacher https://careers.nais.org/jobs/rss/22262302/early-learning-lead-teacher Saugerties, New York, Overview  Middle Way School is pioneering a new model of education based on the best in education research and enhanced by the wisdom and compassion of Buddhist traditions. Master teachers with a deep understanding of childhood development are the pillars of this education. Lead teachers are responsible for co-creating, evaluating, implementing and documenting curricula in cooperation with the Head of School, division heads, curriculum coordinators, and other teachers in the school. Lead teachers are responsible for supporting students’ development in all areas including social-emotional, physical, and academic. They also work with the Dharma Education Liaison to integrate Buddhist wisdom and practice into the classroom. Lead teachers assess students’ progress and report to parents regularly.  MWS school culture relies on daily meditation and ample professional support. We expect our teachers to meet conventional outcomes in unconventional ways and use skillful means to differentiate in ways that help meet students academically and socially. Teachers are expected to explore the Middle Way model of development and actively engage in its creation. Being a practicing Buddhist is not necessary, however, an understanding of Buddhist principles and terminology is expected. In addition, we ask that all staff develop a personal contemplative practice of some kind.   Responsibilities Create a positive, nurturing classroom community Set up and maintain an organized and inviting classroom environment Develop and document curriculum including unit and lesson plans Work collaboratively and individually (with guidance from the Academic Curriculum Liaison) on curriculum development, instructional methods, assessment, and differentiation in all academic areas Offer differentiated instruction to support all students Provide developmentally-appropriate interdisciplinary curriculum Implement a daily, productive, intentional, and engaging choice time Maintain frequent contact with parents including a weekly newsletter Write narrative reports twice per year and lead parent-teacher conferences with benchmarks documentation twice per year Provide day-to-day guidance for assistants, substitutes and other classroom supports Develop, planning and supervising field trips Conduct home visits for new students (under the age of 5) Plan and participate in seasonal celebrations and events Supervise up to one lunch or recess period each day Participate in the admissions process Explore and maintain a contemplative practice and occasional dharma study Pursue ongoing professional development Participate in summer curriculum development and classroom setup Other duties and responsibilities may be assigned from time to time as business needs require Core Competencies Knowledge of current best practices in  early childhood education, including play-based learning, outdoor education,  early childhood development, mindfulness, and social-emotional learning  Background in progressive education and constructivist theory and ability to put it into practice Knowledge, understanding, and use of active learning strategies to support a range of learners Ability to creatively integrate and adapt curriculum to engage learners A creative and rigorous approach to information gathering and analysis, ability to understand broad ideas and synthesize Ability to implement effective classroom management strategies Demonstration of personal and professional commitment to diversity,  equity , inclusion, justice and belonging. Clear communication – excellent command of written and spoken English  Ability to work collaboratively as part of a team – especially when it is necessary to facilitate change, overcome an impasse, face an issue, or ensure that decisions are made. Ability to write and speak in depth about the tenets of Progressive education. Training in a systematic, multi-sensory approach to reading instruction  Qualities A passion for education and carrying out the vision and mission of Middle Way A love and understanding of children and early childhood development An interest in personal and professional growth, Open to the teachings of the Buddhadharma  Flexible, open-minded, adaptable, patient with change Able to work independently and in teams Practical and resourceful  Able to see the merits of perspectives other than their own; openness to different and new ways of doing things Reliable and respectful of deadlines Humor! Required Education/Experience Master’s degree required. 3-5 years of experience in early childhood  teaching preferred Familiarity with Responsive Classroom preferred Working Conditions Ability to position oneself to work with young children and remain in a stationary position for periods of time. Ability to observe details at close range and communicate information and ideas so others will understand. Must be able to exchange accurate information to ensure children’s health and safety. Ability to work in outdoor weather conditions. May require moving items weighing up to 30 lbs. Some supports are available to assist with this.  Terms On-site at Middle Way School in Saugerties, NY Full-time, exempt position Schedule is 7:55 AM - 3:30 PM plus one weekly staff meeting from 3:30 - 5:00 PM for the entirety of the 2026-2027 academic year All school breaks paid  Group health insurance eligibility 75% tuition reduction benefit All employees must pass a New York State background check Salary range of $46,500 to $53,000 How to Apply Please send a cover letter explaining why you are interested in a position at Middle Way along with a resume to careers@middlewayschool.org .  We hire and enroll without discriminating against any identifying factor which may include race, age, national or ethnic origin,  religion, sex, sexual orientation, gender identity, or socioeconomic background. We will make accessibility accommodations for individuals with disabilities to the fullest extent possible. As an institution and as individuals we recognize that we have the responsibility to actively change the power differences that perpetuate biases against historically underrepresented groups. Our inclusion efforts are a dynamic process. We welcome your experience and invite your input on how our school community can continue to evolve. Fri, 08 May 2026 14:49:31 -0400 https://careers.nais.org/jobs/rss/22262130/lead-co-teacher-kindergarten-homeroom https://careers.nais.org/jobs/rss/22262130/lead-co-teacher-kindergarten-homeroom Washington, D.C., Position: Lead CO-Teacher for Kindergarten Homeroom Please visit: https://canva.link/1elr16xi5vay301 St. Patrick’s seeks an enthusiastic, collaborative, and student-centered teacher to join our vibrant PK3–Grade 8 community of 465 learners in the heart of Washington, DC. At St. Patrick’s, students shine infinitely brighter as they discover their talents and stretch toward their full potential, grow infinitely stronger by developing their values, spirituality, and character, and care infinitely more as they gain confidence in their roles as compassionate global citizens. Kindergarten classrooms at St. Patrick’s use a co-teaching model. Co-Teachers collaborate to work with alignment on all matters to create a classroom that meets the developmental realities of Kindergarten students. Co-Homeroom Teachers play a central role in fostering a love of learning, building a strong sense of community within their classrooms, and instilling the skills and competencies in students to help them thrive in a range of school settings. Co-Homeroom Teachers cultivate a warm, inclusive classroom environment where students feel valued, supported, and empowered to grow academically, socially, and emotionally through the teaching team’s planning and collaborative structures. Acting as the primary point of contacts for their students, Co-Homeroom Teachers collaborate closely with Special-Subject Teachers, Learning Specialists, School Counselors and families to ensure the success of each child. They teach core subjects such as language arts (reading, writing, grammar, and vocabulary), social studies, and math, while integrating social-emotional learning and equity, diversity, and inclusion principles into daily instruction. In partnership with Learning Specialists, who provide additional academic support and extension, and Special-Subject Teachers in religion, science, art, music, Spanish, library, technology, and physical education, Co-Homeroom Teachers create an enriching experience for every student. At St. Patrick’s, strong partnerships with families are key to student success. Co-Homeroom Teachers collaborate to foster open, proactive communication with parents through: Presentations at Back-to-School Night and parent events; Scheduled Parent-Teacher Conferences and detailed narrative reports each trimester; Regular updates on student progress, including the timely return of assignments with feedback; Interim reports for students requiring additional attention or support; and, Maintaining regular communications including announcements, curricular updates, and, when appropriate, photos of student engagement and experiences. Beyond instruction, Co-Homeroom Teachers manage and share essential daily tasks such as taking attendance, posting schedules, setting-up lessons, and supervising lunch and recess. Teachers proactively address academic, behavioral, or social challenges, working in partnership with parents and the Head of Lower School and School Counselors to recommend interventions or additional support as needed. The school day begins with Homeroom Teachers arriving at 7:45 am to prepare classrooms, plan activities, and connect with colleagues. Teachers welcome students at 8:00 am, with classes beginning promptly at 8:05 am. The day concludes with teachers overseeing carpool at 2:50 pm, assisting students as needed until 3:45 pm. A typical lower school classroom has between 15 and 18 students. See this sample schedule to better understand the planning periods available to teachers and the typical flow of our six-day rotation. The ideal candidate for the Homeroom Teacher position will possess: A bachelor’s degree in education or a related field (master’s degree preferred); Three to five years of successful teaching experience; A deep understanding of elementary-age child development and diverse learning needs; Expertise in reading and mathematics instruction; Strong communication skills, both written and verbal; A collaborative, collegial approach to working with others; and, Successful completion of the ongoing background checks and maintenance of Safeguarding God’s Children Certification (one day course every couple years). In addition to these qualifications, candidates can learn more about the qualities of a St. Patrick’s Educator by looking at our pilot Faculty Competencies Document. The program:  The St. Patrick’s student experience is joyful and intentional. Here, students spend their formative school years discovering new strengths and stretching their skills.  Dynamic opportunities, purposeful programming, differentiated instruction, and masterful teaching across subject areas build students into compassionate collaborators, flexible thinkers, and adept problem solvers. Early Childhood is intentional and play-based, Lower School challenges and engages, and Middle School is a launching pad for success.  We encourage our educators to bring their unique ideas and teaching approaches to life, broadening existing areas of study and introducing new methods to enrich the learning experience. Faculty use a range of instructional frameworks for classroom instruction to reflect the mission of fostering academic excellence, character development and SEL, and lifelong learning. Through team meetings and collaboration, teachers build curriculum using a variety of resources. We maximize the power of our professional educators, who know their students best. Additionally, we research the best curriculum commercially available and include it as one of the resources available to teachers. The classroom community, cultivated by the Homeroom Teacher, respects the diverse needs, abilities, and interests of each student, encouraging creativity, critical thinking, and innovation.  Students graduate with a strong foundation, deep curiosity, and an enthusiasm for learning, developing integrity, empathy, and a sense of purpose in order to make their mark on the world.  Our school is rooted in the Episcopal tradition as expressed through our values. We recognize the infinite value of all community members as children of God. As such, the belief in the power of relationships and our continued work in equity, diversity, inclusion, justice, and belonging, reflects our Episcopal Identity. We are proud to be an Episcopal School. That also means families of all faiths—and those who do not practice a faith tradition—are warmly welcomed here. Our chapels are inclusive, supporting students in standing in their own faith or beliefs while being open to others’ experiences and traditions. Chapels seek to build community, recognize significant cultural traditions and holidays, and develop moral character through liturgy, children’s books, and community speakers. Each of our chapels is designed to ensure feelings of inclusion and belonging—a hallmark of Episcopal Schools. “I love being in DC. It offers so many great options for field trips that bring our studies to life. I also love being in the city for my personal life as it is a hub of culture from the Kennedy Center, to Union Market, to amazing restaurants and the broad range of free opportunities.” --Middle School Teacher “St. Patrick’s is an amazing place to work. Every single one of my colleagues is an amazing teacher who really cares about each child. The students love coming to school everyday and are so happy and eager to learn.”--Lower School Homeroom Teacher St. Patrick’s values professional growth as an integral part of a teacher’s journey. Faculty members set annual goals in collaboration with growth coaches, engage in regular faculty meetings, and participate in schoolwide initiatives and committees. With generous resources and opportunities for development, teachers are encouraged to stay current with best practices and bring new ideas to their classrooms. In addition to workshops, courses, and conferences, St. Patrick’s offers innovation grants to teams or individuals to pursue the development of signature programs for the school. Our faculty regularly present at conferences, sharing their curriculum and expertise. Each year, we send Faculty and Staff to NAIS PoCC and NAIS Annual Conference. We are active members of NAES, AIMS, and ISM. Our teachers are trained in Positive Discipline and Responsive Classroom. We enjoy new learning opportunities through Project Zero, Teachers College, GOA, and Leadership + Design. As part of professional growth, St. Patrick’s seeks to create opportunities to develop leadership skills, from running in-house courses to appointing grade-level team leaders. We strive to create spaces for building new skills. Some examples of leadership opportunities include faculty growth coaching, participating in the faculty onboarding team, supporting task force work, representing the faculty on the Board of Trustees, or running one of our many affinity groups.   The school contributes 7.5% of employees’ base salaries to the TIAA/CREF Retirement Annuity program, and employees contribute 2.5% of their base salaries. Health insurance is provided through CareFirst BlueChoice. The premium is split between the school and the employee, with each paying 50%. Employees can select between HMO and Point of Service (POS) plans. Parental Leave for both birthing and non-birthing parents, up to 14 and 6 week respectively. Two times your salary in life insurance. Onsite parking, reduced lunch fees, free extended day for enrolled students, and three faculty & staff parties a year are just some examples of the way we care for faculty & staff. View our Benefits Guide Here . The ideal candidate for the Homeroom Teacher position will possess: A bachelor’s degree in education or a related field (master’s degree preferred); Three to five years of successful teaching experience; A deep understanding of elementary-age child development and diverse learning needs; Expertise in reading and mathematics instruction; Strong communication skills, both written and verbal; A collaborative, collegial approach to working with others; and, Successful completion of the ongoing background checks and maintenance of Safeguarding God’s Children Certification (one day course every couple years). In addition to these qualifications, candidates can learn more about the qualities of a St. Patrick’s Educator by looking at our pilot Faculty Competencies Document. Commensurate with Experience and Education Level Fri, 08 May 2026 11:10:30 -0400 https://careers.nais.org/jobs/rss/22262440/primary-teaching-fellow https://careers.nais.org/jobs/rss/22262440/primary-teaching-fellow Brooklyn, New York, BASIS Independent Brooklyn Lower is seeking qualified candidates for a Primary School Teaching Fellow for the 2026-27 school year! What We're Looking For The Teaching Fellow will float between classes and assist the lead teacher to create an environment where learning is a joyful and rewarding experience that maintains the integrity of each child’s imagination and natural curiosity. The environment fosters an exposure to a thematic, hands-on, comprehensive, and content-rich curriculum. Ultimately, the goal of the program is to foster a sense of wonder while engaging in the world that surrounds us, equipping students with a foundation for future success.   The Teaching Fellow's role is to assist the lead teacher while learning the BASIS Independent Schools model with opportunities for growth and a successful transition into Lead Teacher roles. Teaching Fellows have the opportunity to learn all aspects of the school preparing them for the classroom or administration in the future. Teaching Fellows help in the efforts to build and maintain a strong, positive achievement-oriented school culture. This position is a visible presence in all areas of the school and can assist with any issues relating to the well-being of the students during their time at the school.   The Teaching Fellows will be required to attend all staff meetings and any training required of Teachers. Primary Job Responsibilities include, but are not limited to:    Assisting teachers with classroom management    Student academic support and tutoring    Assisting classroom teachers with events, labs, and testing    Working with teachers in evaluating student progress and gains    Proctoring assessments    Monitoring and managing student's non-scheduled time, to include Early Bird and Late Bird supervision and Lunch Monitor responsibilities    Monitoring and managing study groups   Coordinating homework and assignments for absent students    Assisting Directors of Student Affairs and Deans with managing behavior and discipline   Assisting Directors of Academic Programs with execution of key programs  Essential Teacher Qualifications    Strong belief in and adherence to the BASIS Independent Schools model    Excellent oral and written communication skills    Ability to exercise excellent judgment and decision making    Ability to work with diverse constituents while maintaining high professional standards    Exemplary organizational skills; ability to establish and manage multiple priorities; ability to work under pressure Outstanding attention to detail and accuracy    Additional Qualifications    Minimum Qualifications: Bachelor's Degree is required (early education preferred). Candidates must possess the willingness to keep current in both subject matter knowledge and BASIS Independent Schools teaching methodologies.   Preferred Qualifications: A successful applicant will demonstrate strong communication skills and be open to new ideas in teaching methods. Benefits:   BASIS Independent Schools offers a comprehensive benefits package which includes:   Competitive salary dependent on education and experience.   Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools.   Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred.   Three PPO medical plans to choose from, as well as dental and vision insurance.   An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit.   Student tuition remission for your children to attend our schools.   Fri, 08 May 2026 18:07:24 -0400 https://careers.nais.org/jobs/rss/22262287/upper-division-elementary-teacher https://careers.nais.org/jobs/rss/22262287/upper-division-elementary-teacher Van Nuys, California, Laurence School Description : Laurence School was founded in 1953 by educators with a visionary educational philosophy focused on teaching the "Total Child." Our founders recognized the importance of social, emotional and physical development in children's ability to learn, as well as the need to engage children in interactive learning experiences. Rooted in this tradition, we provide children with a challenging, integrated academic curriculum, character-based education, and diverse enrichment and athletic opportunities in a nurturing environment. At Laurence, we value curiosity, aiming to develop creative thinkers, future leaders, and lifelong learners.   Our Kindergarten through 6th Grade school pours the entirety of its resources and passion into elementary education. Everything from our STEAM program to our performing arts program is geared towards teaching students beginning at age five, and the skills and lessons are designed to spiral up through the grades, building our students into confident, well-rounded, young adults who matriculate to select middle schools in the Los Angeles area   Laurence School is currently seeking a full time Upper Division Elementary Teacher for the 2026-2027 school year who is an energetic, creative and skillful educator, responsible for developing curriculum to enhance students’ skills and knowledge in various subjects and concepts, encourage students’ social/emotional skills and promote thoughtful student participation. ESSENTIAL JOB RESPONSIBILITIES : An elementary teacher at Laurence School is responsible for delivering curriculum to a classroom of students. Working within the faculty team, this instructor works to develop students’ understanding of both academic content while also fostering crucial social-emotional learning. The essential job responsibilities shall include, but not be limited to, the following: Cultivate and model a respectful, safe, creative, and engaging classroom Utilize best instructional practices, methods, materials and technology Plan and implement appropriately challenging curriculum in both large and small groups. Work collaboratively and communicate effectively. Relate to and communicate well with all members of the school community. Guide and develop students to become confident and successful in their classroom experience. Employ effective teaching methods and student management skills. Communicate student progress with the administration and parents. Perform other duties as assigned. Note: Senate Bill (SB) 848 Requirement Effective January 1, 2026, Senate Bill 848 (SB848) requires all applicants to disclose all prior school employment. Laurence School complies with SB 848 and will contact each listed school. Please list all prior school employment on the employment application.     Job Qualifications : Minimum of 5 years experience with teaching/working with children in a school setting. Multiple Subject Teaching Credential or Master’s Degree in Education. Able to pass state and federal background checks Wed, 13 May 2026 18:28:25 -0400 https://careers.nais.org/jobs/rss/22262219/2nd-grade-literacy-classroom-teacher https://careers.nais.org/jobs/rss/22262219/2nd-grade-literacy-classroom-teacher Vail, Colorado, Purpose:  A Lower School Teacher is responsible for carrying out the mission of VMS through curriculum development, classroom teaching, assessment, differentiation, classroom management, outdoor education, character development, and building rapport with students in and out of the classroom. This position acts as a homebase for a 2nd grade class and will also deliver instruction in reading and writing to all second-grade students. Our teachers understand that knowing their students is a prerequisite to becoming a great teacher.  What You Will Do: Teach Lower School reading and writing curriculum, develop lesson plans, and map the curriculum within the lower school Plan curriculum and teach in your classroom, including relevant and differentiated instruction and assessments Collaborate with all colleagues to provide the best possible experience for our students and community members.  Provide general supervision of students at all times in the building (including lunch and recess) Communicate in a timely and professional manner with students, parents, and colleagues Participate in orientation, field trips, student activities, and Ski Days Demonstrate knowledge of students and how they learn, and implement new teaching models to match student needs Participate in peer review through observation and coaching following the VMS professional growth plan Advocate for and ensure that diversity, inclusion, and social justice permeate the school's programs and drive its culture. Who You Are: A “raise your hand” type of person. You’re interested in participating in school events like after school academy, field trips, sitting at lunch tables, assisting with carpool, hut trips, and Ski Fridays. You are ready to participate fully in the life of the school. Willing to provide general supervision of students Able to communicate in a timely and professional manner with students, parents, colleagues, and volunteers Ready to attend related meetings and assist with afternoon/evening programs, some of which may occur outside of the school day Actively promoting the mission of the school Deeply knowledgeable in reading and writing for elementary-aged students; displaying dedication, passion, inspiration, the ability to individualize learning, and the capacity to help all students succeed. Committed to pursuing professional development and are life-long learners. You hold a Bachelor's Degree (B.A.) from a four-year college or university; an advanced degree is preferred You have been trained in Orton-Gillingham and Responsive Classroom If you are not trained, you are willing and eager to earn these certifications in your first year! You have an understanding of differentiated instruction to meet the needs of your students You have three or more years of teaching elementary-aged students Proficiency in designing effective lessons, teaching diverse learning styles, and managing elementary school-age students You are passionate about diversity, equity, and inclusion and their integration into our school. You consider yourself culturally competent, and so do your co-worker Who We Are: We are a rapport-based independent school that is proud of our roots in the Vail Valley. As a group, we are made up of active people who are committed to instilling the value of our natural surroundings to the next generation through education, responsibility, and kindness. VMS is a caring and thoughtful organization committed to the lives of our employees. We offer a competitive benefit package including medical, dental, and vision insurance plans designed to fit the needs of our faculty and staff. We offer a monthly wellness benefit reimbursement as well as FSA and HSA options depending on your health insurance elections. We focus on the professional development of our faculty and staff through individual professional development opportunities. Vail Mountain School is proud to offer compensation based on experience and education (see below). VMS is an Equal Opportunity Employer, intentionally committed to fostering a diverse, equitable, and inclusive community. We welcome candidates representing a full spectrum of race, ability, gender, national origin, religion, and sexual orientation. A VMS education embraces both the open exchange of ideas and learning from differing perspectives, inclusive of the beliefs and identities reflected within the community. Qualifications for employment include a demonstrated commitment to these principles. Vail Mountain School has a competitive pay scale based on years of classroom experience and education. Our starting salary begins at $52,530 with transparent pay information based on education and experience. All full-time roles are eligible for medical, dental, and vision benefits as well as matching 403(b) contributions. Fri, 08 May 2026 12:45:37 -0400 https://careers.nais.org/jobs/rss/22262324/literacy-teacher-for-1st-to-3rd-grade https://careers.nais.org/jobs/rss/22262324/literacy-teacher-for-1st-to-3rd-grade Jersey CIty , New Jersey, We have an opening for a Literacy Teacher to join our Lower Elementary program (1st–3rd grade). The ideal candidate is a warm, collaborative educator with a strong foundation in literacy instruction and a passion for supporting children’s growth as readers and writers within a child-centered environment. Experience with the following is preferred: Conducting literacy assessments such as Teachers College Reading Assessments, DRA, running records, or similar benchmark tools Organizing and leading Guided Reading groups based on student needs and progress monitoring Planning and teaching Writing Workshop lessons, including experience with the Teachers College/Lucy Calkins approach or similar workshop models Providing after-school tutoring or intervention support in reading and/or writing Differentiating instruction to support a range of learners and literacy development needs Collaborating closely with classroom teachers, specialists, and families to support student progress Maintaining thoughtful documentation, student records, and communication regarding literacy growth Teacher Certification and/or a Bachelor’s or Master’s degree in Literacy, Reading, Elementary Education, or a related field is strongly preferred. Knowledge of Montessori philosophy and practices is a plus, though not required. Candidates should demonstrate a willingness to learn and embrace a respectful, child-centered approach to education rooted in curiosity, independence, and joyful learning. 65,000-70,000 based on experience and education Fri, 08 May 2026 15:27:18 -0400 https://careers.nais.org/jobs/rss/22262353/second-grade-teacher https://careers.nais.org/jobs/rss/22262353/second-grade-teacher Washington, D.C., Capitol Hill Day School seeks a full-time Second Grade teacher for the 2026-2027 academic year. At Capitol Hill Day School, learning is challenging, engaging, playful, and relevant to the real world. Students learn across subjects with an experiential curriculum that integrates academic subjects and the arts, physical education, service learning, and technology. Through an extensive field education program, students take part in experiences beyond the classroom related to topics of study. Teachers collaborate in developing, planning, and implementing curriculum; school-wide, they create a spirit of camaraderie through their interactions with students, parents, and other members of the staff. Also essential to the School’s program is its commitment to diversity, ensuring that students from varying backgrounds, cultures, and learning styles learn from and with each other. Emphasis is placed on building a classroom community that respects each individual while teaching children how to become caring, engaged members of the group.   Elementary teachers create integrated thematic units of study that draw out children’s natural curiosity and sense of wonder while helping them to develop schema and skills to understand their world. The elementary curriculum promotes inquiry and is rooted in progressive practice. More explicit instruction in areas of math, science, social studies, and language arts is balanced with project-based learning. This role is a co-teaching position with teachers collaborating in planning and implementing curriculum along with reflecting on their practice. Requirements Master’s degree and/or extensive teaching experience at the elementary grade level; understanding of child development and experience working with a range of needs and abilities; interest in creating curriculum that balances socio-emotional, cognitive, and physical development; experience with Responsive Classroom, instructional methods aligned with the Science of Reading, math curriculum development and pedagogy along with project-based learning is a plus.  Differences in religion, socio-economic status, racial and cultural heritage, sexual orientation, and gender identity and expression create the opportunity for people to learn from each other as they learn with each other. As such, Capitol Hill Day School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, termination, compensation, and training.   Salary range for this position is $66,000-$95,000 annually, based on experience and qualifications. Fri, 08 May 2026 15:41:48 -0400 https://careers.nais.org/jobs/rss/22259457/third-grade-teacher https://careers.nais.org/jobs/rss/22259457/third-grade-teacher Austin, Texas, Austin Jewish Academy (Austin, TX) An innovative, K-8 Pluralistic Jewish Day School focused on Project-Based Learning   Position: Grade 3 Teacher (Reports to Assistant Head of School) AJA is seeking a talented, motivated teacher to join our exceptional team of educators. The Grade 3 Teacher is responsible for planning, organizing, and implementing an outstanding instructional program aligned with AJA core values ( Integrity. Tradition. Empowerment. Community. Excellence. Tikkun Olam ) to help students develop and fulfill their academic potential. The main goal of our elementary program is for children to develop foundational literacy (Houghton-Mifflin) and math (Savvas enVision) skills, self-confidence, an enthusiasm for learning, respect and appreciation for one another, as well as Jewish values and character.   **Candidate must already be living in Austin or already have plans to relocate.   Teaching Responsibilities:  Prepare classroom for optimal learning by using a variety of learning materials and resources, and ensure effective student use of materials and equipment. Plan, prepare, and deliver lesson plans with clear objectives and instructional materials that facilitate active and project-based learning. Develop and manage clear student assessments, including rubrics, tests, assignments, homework, and other ways to evaluate student progress, and use the data to adjust teaching strategies. Use technology to support and differentiate instruction. Maintain accurate, complete records of students’ progress and development, including report cards and comments. Communicate necessary information regularly to students, colleagues, and parents regarding student progress and student needs. Demonstrate and maintain excellent classroom management skills consistent with school rules while emphasizing Conscious Discipline. Participate in department, school, and parent meetings.   Leadership and Professional Development Responsibilities: Develop and maintain positive relationships with families by communicating regularly, encouraging parent and community involvement, and sending out classroom newsletters. Participate in professional development activities that include positive and constructive feedback, as well as reflection activities. Participate in extracurricular activities (social/sporting activities, clubs, and student organizations).   Qualifications: Bachelor’s Degree, education or related field preferred. Minimum three years teaching experience. Collaborates well with others. Strong interpersonal and communication skills with children and adults. Adept with technology. Willing to perform other duties as needed to benefit the total school program. Most important, excited about Project-Based Learning, and eager to have a positive impact on an evolving school.   How To Apply: Interested candidates should send a cover letter, resume, and two references to Mr. Kari Loya, Interim Head of School, at kari.loya@ajaschool.org Start Date The position would begin August 10 for the 2026-27 school year.   About Austin Jewish Academy Founded in 1997, Austin Jewish Academy is a 115-student, K-8, co-ed, pluralistic Jewish Day School located on the beautiful 40-acre campus of the Dell Jewish Community Center. Our graduates are currently attending top colleges and universities including Harvard, Stanford, UT Austin, Rice, Duke, and many others. Through Project-Based Learning, timeless Jewish values, and a tight-knit community, AJA prepares and inspires students to transform the world. Learn more at www.ajaschool.org. Bachelor’s Degree, education or related field preferred. Minimum three years teaching experience. Collaborates well with others. Strong interpersonal and communication skills with children and adults. Adept with technology. Willing to perform other duties as needed to benefit the total school program. Most important, excited about Project-Based Learning, and eager to have a positive impact on an evolving school. Thu, 07 May 2026 12:43:44 -0400 https://careers.nais.org/jobs/rss/22259538/lower-school-teaching-assistant-2026-2027 https://careers.nais.org/jobs/rss/22259538/lower-school-teaching-assistant-2026-2027 Philadelphia, Pennsylvania, Germantown Friends School is seeking full and part-time Teaching Assistants for the 2026-27 school year in Kindergarten through Grade 5. Teaching Assistants support the mission of our school, including its commitment to diversity, equity, and inclusion, as well as our Quaker identity. Candidates should enjoy engaging with curious, thoughtful children and collaborating with creative and intellectual colleagues. At GFS, to help guide us, students and faculty use the acronym “SPICES” to remember the individual testimonies of Simplicity, Peace, Integrity, Community, Equality, and Stewardship. Responsibilities: Instructional Support & Classroom Engagement Assist lead teachers in the planning, preparation, and implementation of lessons. Work with individual students or small groups to reinforce lessons, guide independent study, and support enrichment or intervention goals. Engage in all aspects of the learning process, including contributing to language development through storytelling, song, and oral communication. Collect objective student data at the teacher’s discretion and keep lead teachers informed of any social, academic, or personal issues that arise. Assume lead teacher duties and responsibilities when necessary. Student Supervision, Health, & Safety Supervise student entry, dismissal, transitions, recess, and lunch. Assist students with nutrition, hygiene, and clothing needs. Support the health, safety, and welfare of students by maintaining a secure and watchful presence in all learning environments. Help maintain a positive discipline approach both inside and outside the classroom. Classroom Management & Operations Prepare classroom materials, set up learning spaces, and keep classroom displays current, tidy, and organized. Assist lead teachers with necessary clerical work to ensure smooth daily operations. Professionalism & Community Alignment Foster professional relationships with students and colleagues based on trust and respect. Participate in the school community and adhere to all professional standards as defined by Germantown Friends School. Participate in scheduled professional development workshops and strictly maintain the confidentiality of all student information. Perform other duties as assigned by the Director of the Lower School. Attributes of a Successful Candidate : High-quality interpersonal skills that build rapport and trust with all staff members Energetic, enthusiastic, team player, flexible thinker High visibility with staff and accessibility to students Thoughtful decision-making and problem-solving skills Empathetic, patient, collaborative, flexible Strong written and verbal English communication skills Excellent organizational skills Lifelong learning role model Minimum Qualifications: Bachelor’s Degree Experience with children in a learning environment Demonstrated desire to grow as an educator Work Hours: Depending on the role, teaching hours vary. Full-time TA and Afterschool Program (ASPire) Team Member (Grades 1-5): 10:00 a.m. to 6:00 p.m. Full-time TA (Kindergarten) : 7:45 a.m. to 3:45 p.m. Part-time TA: 8:00 a.m. to 12:30 p.m. Work Environment:  While performing the duties of this position, the employee regularly works indoors and outdoors. TAs are directly responsible for the safety, well-being, and work output of students. TAs work under the direction of the Lower School Division Director, Lead Teachers, and the Lower School office staff. This person is evaluated by the Lower School Director with input from the teaching staff. Interested candidates should send a cover letter, resume, and the names and contact information for three references, all as attachments, to resumes@germantownfriends.org . Please include “LS Teacher Assistant” in the subject line. Germantown Friends School is an equal-opportunity employer committed to diversity in its student body, faculty, and staff. The school does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, creed, national or ethnic origin, citizenship status, age, disability, veteran status, or any other legally protected class status. People demonstrating a commitment to diversity and multiculturalism in education are encouraged to apply. For more information about the school, please visit our website at www.germantownfriends.org . Germantown Friends School is a Quaker, independent, coeducational day school, serving early childhood?12 th grade. Located in northwest Philadelphia, the school is home to a vibrant intellectual community, located in a historic neighborhood, serving a diverse school community, with a robust educational program that is grounded in Quaker principles. For more information about the school, visit  www.germantownfriends.org . Thu, 07 May 2026 14:34:50 -0400 https://careers.nais.org/jobs/rss/22259554/teacher-in-residence-2026-2027-manhattan-white-plains-ny https://careers.nais.org/jobs/rss/22259554/teacher-in-residence-2026-2027-manhattan-white-plains-ny White Plains, New York, The Windward School is seeking dedicated and enthusiastic Teachers-in-Residence to join our community across multiple campuses for the 2026-2027 school year. Each role is based at one specific campus and candidates are encouraged to express their preference for placement during the hiring process. As integral members of our vibrant educational community, Teachers-in-Residence cultivate strong and trusting relationships with students and collaborative relationships with faculty. While participating in a structured teacher training program, Teachers-in-Residence are in pursuit of pedagogical knowledge and instructional expertise. This effort is achieved through rich professional development and opportunities for reflection.    As a Teacher-in-Residence at The Windward School you would have the following responsibilities including but not limited to: Becoming knowledgeable about the elements and structure of spoken and written language Participating in the Windward Teacher Training Program (WTTP) and Windward Institute (WI) workshops and courses Developing formal lesson plans and teaching such lessons under the observation of coordinators and administrators Attending and actively participating in weekly staff development sessions Assisting mentor teachers with the instructional classroom program as appropriate Meeting frequently with mentor teachers and a Staff Developer to discuss teacher training progress, educational/instructional strategies, and overall performance Providing supervision for students during lunch, recess, arrival, and dismissal Actively contributing and supporting the DEIB (Diversity, Equity, Inclusion & Belonging) initiatives of The School Becoming familiar with The Windward School culture by attending school activities and programs Gaining knowledge in the research and strategies that support the multisensory instructional program Developing an understanding of the emotional and social needs of our students and techniques used to support those needs   Embodying Windward’s core competencies of commitment, growth, impact, and community in order to support these goals, Teachers-in-Residence are required to enroll in Windward Institute (WI) core courses: Multisensory Reading Instruction ( PAF), Teaching Basic Writing Skills and Language, Learning and Literacy . These courses reflect the research base of the Windward program and provide the foundation of knowledge about language. Teachers-in-Residence are also required to read selected articles that describe the body of research that supports the Windward program. Specific Requirements BA/BS degree required Excellent oral and written communication skills Strong technology skills A passion for learning and growth and an ability to thrive in a rigorous training program Open to constructive feedback and reflection Commitment to DEIB (Diversity, Equity, Inclusion & Belonging) work and creating an inclusive environment Previous experience working with school-aged children preferred   Our Vision A world where every child with a language-based learning disability is empowered to achieve unlimited success.   Our Mission The School is an independent, coeducational day school dedicated to providing an excellent instructional program for children with language-based learning disabilities. The multisensory curriculum is designed for students of average to superior intelligence who can benefit from the unique educational experience provided. Through direct instruction in small class settings, a trained staff assists students to improve their language skills. Academic success, combined with opportunities for social and emotional growth, enables students to understand their learning styles, build confidence, and develop self-advocacy skills. Windward is committed to helping students achieve their full potential in preparation for a successful return to the mainstream educational environment. To meet these goals, the School provides ongoing training to its faculty based on the most current research and also shares its expertise with the parent body, other educators, and the broader community.   Salary Range: $53,000-$56,420 (According to CBA and Years of Experience) Manhattan Stipend: $3,000 annually   To Apply: https://www.thewindwardschool.org/about/employment/ Specific Requirements BA/BS degree required Excellent oral and written communication skills Strong technology skills A passion for learning and growth and an ability to thrive in a rigorous training program Open to constructive feedback and reflection Commitment to DEIB (Diversity, Equity, Inclusion & Belonging) work and creating an inclusive environment Previous experience working with school-aged children preferred +$3,000 for Manhattan Campus Thu, 07 May 2026 14:51:54 -0400 https://careers.nais.org/jobs/rss/22259305/intermediate-grades-coding-robotics-teacher-lower-school https://careers.nais.org/jobs/rss/22259305/intermediate-grades-coding-robotics-teacher-lower-school Orlando, Florida, Job Summary: Lake Highland's Lower School seeks an Intermediate Coding & Robotics Teacher to develop and deliver engaging, project-based instruction in computer science and robotics. This role collaborates with the Primary and Middle School Coding & Robotics Teachers to align the curriculum, build on foundational knowledge from the primary grades, and focus on the design thinking process through collaborative and empathetic strategies. They are responsible for managing the specialized laboratory environment, including maintaining robotics equipment and 3D printers, and assessing student growth in STEM through authentic project-based strategies. This is a full-time, fully benefited, 10-month position. We encourage applicants from underrepresented groups to apply. Education/Experience: Bachelor’s degree in Elementary Education, Computer Science, or related field required. Prior related teaching experience preferred; intermediate grades teaching experience preferred. Current Florida teaching certification (Elementary Education and/or Computer Science) preferred. Level 1 or higher Google Classroom Suite Certification preferred. Apple Teacher Certification preferred.  This position announcement is intended to describe the general nature and level of work being performed by employees assigned to this job title and the education and skills required. This is not intended to be a complete list of all responsibilities, duties, and skills that are required or may be required in the future. LHP conducts background checks, including fingerprinting (https://info.flclearinghouse.com/) and drug testing, and may use a third-party administrator. Background checks will be performed in compliance with the Fair Credit Reporting Act. Lake Highland Preparatory School is an Equal Opportunity Employer. Thu, 07 May 2026 07:27:08 -0400 https://careers.nais.org/jobs/rss/22259323/spanish-teacher-lower-school-one-year-position-part-time-75 https://careers.nais.org/jobs/rss/22259323/spanish-teacher-lower-school-one-year-position-part-time-75 New York, New York, Friends Seminary educates students from kindergarten through twelfth grade, adhering to the values of the Religious Society of Friends. We strive to build a diverse school where students exercise their curiosity and imagination as they develop as scholars, artists and athletes. In a community that cultivates the practices of keen observation, unhurried reflection, critical thinking, and coherent expression, we listen for the single voice as we seek unity. The disciplines of silence, study, and service provide the matrix for growth: silence opens us to change; study helps us to know the world; service challenges us to put our values into practice. At Friends Seminary, education is rooted in the Quaker belief in the Inner Light – that of God in every person. Guided by the testimonies of integrity, peace, equality, and simplicity, we prepare students to engage in the world that is and to help bring about a world that ought to be. Founded in 1786, Friends Seminary, the oldest continually operating coeducational, independent Quaker school in New York City, seeks a responsible, experienced elementary school Spanish teacher for the 2026-2027 school year. Qualified candidates will demonstrate strong organizational skills, flexibility, and a passion for working with Lower School students. Additionally, solid collaboration skills are critical as this position requires working closely with grade level colleagues and content area specialists. Fostering a classroom with a focus on inquiry-based learning and the active exchange of ideas is central to our Lower School program. This is a position that requires a deep love and appreciation for Spanish language, Latin cultures, and the learning needs and styles of our youngest learners at Friends Seminary. Warmth, patience, and a sense of humor are key elements to being successful in this role. The community of Friends Seminary celebrates the uniqueness of each child. In the Lower School, we encourage our children to “follow their curiosity and exercise their imaginations… to bring about a world that ought to be.” We help children cultivate a strong sense of their identity and academic talent through joy, structure and play in a child-centered environment. The Lower School Spanish teacher reports to the Head of Lower School and World Languages Department Chair. Responsibilities Teach grade 3 and 4 Spanish classes  Foster community, social emotional development, and academic learning for Lower School students View curriculum as well as classroom and School culture through a lens focused on the core values of equality, diversity, and community engagement Collaborate with the World Languages teachers on curriculum development, stewardship of curricular materials, and annual documentation Collaborate with Lower School colleagues to foster curricular integration and student support Utilize assessment to foster knowledge of students and inform instruction Partner with learning specialists and Lower School Psychologist to support individual learning and emotional needs of students Communicate with families through curriculum evenings, newsletters, informal email and conversation, family visiting, progress reports, and conferences Attend faculty meetings weekly on Monday after school Support the mission and philosophy of the School Perform additional responsibilities as assigned Qualifications   Native level proficiency in Spanish Proficiency with the use of technology for teaching and learning Familiarity with or training in Responsive Classroom 3+ years of teaching experience with elementary school-aged children Strong communication skills, both verbal and written Required Education Bachelor's degree in relevant field or elementary education required; master’s degree preferred Compensation Annual salary range for 2026-2027 based on years of teaching experience and level of degrees earned:  $84,000-$169,000. The salary for this position will be pro-rated based on the part-time nature of the role.  Benefits Friends Seminary offers excellent benefits including paid time off, health, dental, vision, 403(b) with a School-paid match; wide-ranging opportunities for professional development, including tuition support and summer grants; and a talented and dedicated team of teaching colleagues and supportive administrators. Successful candidates will join a dynamic and forward-thinking teaching community of over 150 educators. To apply, please submit the following: Completed Friends Seminary employment application Cover letter Resume Statement of educational philosophy Contact information for three personal references When submitting your materials, kindly be sure to reference your first and last name, the position for which you are applying, and where you heard about the position in the subject line. i.e. [last name], [first name] - LS Spanish Teacher - Friends Seminary website . You will receive a confirmation email when you submit your application. No phone calls, please. Submit all materials to: lowerschooljobs@friendsseminary.org Friends Seminary actively promotes diversity, equity, inclusion, and anti-racism in all its programs and operations, including admissions, financial aid, hiring, and all facets of the educational experience. To form a community which strives to reflect the world’s diversity, we do not discriminate on the basis of race or color, religion, nationality, ethnicity, economic background, physical ability, sex, gender identity or expression, or sexual orientation. Friends Seminary is an equal opportunity employer. Candidates of color and members of other underrepresented groups are strongly encouraged to apply. We urge all applicants to identify and express their individuality and the ways in which they might enrich and diversify the School community. Moreover, all successful applicants, whether for a faculty or administrative staff post, must demonstrate an ongoing commitment to diversity, equity, inclusion, and anti-racism in their professional lives. Applicants for a faculty position should highlight ways their curriculum, pedagogy, and classroom culture may advance these goals. Applicants for an administrative staff position should highlight ways they seek to promote these goals in their office work, programming, or operational endeavors. The salary for this position will be pro-rated based on the part-time nature of the role. Thu, 07 May 2026 09:05:14 -0400 https://careers.nais.org/jobs/rss/22259489/k-4-homeroom-teacher https://careers.nais.org/jobs/rss/22259489/k-4-homeroom-teacher Charlottesville, Virginia, About the School Since 1910, St. Anne’s-Belfield School has been committed to nurturing the whole student: body, heart, mind, and soul. As the  largest independent school  in the college town of Charlottesville, Va., our 900+ students, age 2 through Grade 12, inspire us each day as we aspire to educate the next generation of exemplary citizens and visionary leaders.  As a member of our school community, you'd be joining a team of people who are passionate about their roles and contributing to a community of purpose and belonging. Those who thrive at St. Anne’s-Belfield are people who, as outlined in our  Portrait of a Graduate , pursue knowledge to generate impact, seek to engage diverse perspectives and practices, engage in reflection, demonstrate moral character and integrity, and work to understand and meet the needs of the community.  Our  two beautiful campuses  on 55 acres serve as vibrant hubs for curiosity, creativity, and academic excellence. This is perfectly complemented by our location in Charlottesville, one of the top 5 happiest cities in the U.S., as recognized by National Geographic and Outside Magazine. Opportunities abound to connect with nature, enjoy arts and culture, engage with the University of Virginia, only one mile away, and explore American history both within our region or Richmond (one hour by car) and Washington, D.C. (two hours by car). If you're looking for a  dynamic learning environment  where your contributions help spark each child’s potential, we invite you to consider a career with St. Anne’s-Belfield. We at St. Anne's-Belfield School believe it is the quality and passion of our people that set us apart. We seek to hire the best teachers,  administrators , staff members, and coaches to support our student body by offering a competitive benefits package and providing a wonderful working environment. About the Position St. Anne’s-Belfield School seeks a full-time Lower School teacher for a homeroom class for the 2026-2027 school year. A homeroom teacher is responsible for planning and delivering curriculum, including morning meetings in the philosophy of Responsive Classroom and academic subjects, including reading and language arts, writing workshops, social studies, and Illustrative Mathematics instruction. A successful candidate for this position is a growth-minded relational educator who seeks to develop foundational skills and learning habits and stimulate critical thinking and creativity. We seek a collaborative and innovative colleague with experience in curriculum design, student-initiated and inquiry-based learning, and standards-based assessment. Full-time elementary school teaching experience, strong classroom management skills, and a love for teaching young children are required. A master’s degree in reading instruction or elementary education is preferred. St. Anne’s-Belfield affirms the enduring value of educating the whole child. Through all aspects of their work with children, our faculty endeavor to deliver on the School's mission of guiding children to become strong in body, broad of mind, tender of heart, and responsive in soul. Responsibilities Curriculum Delivery/ Lesson Planning and Instruction : Design and deliver instruction in core subjects, including reading, language arts, writing, social studies, and Illustrative Mathematics. Responsive Classroom Implementation : Lead morning meetings and build classroom culture and relationships with students following the Responsive Classroom approach to foster a positive, inclusive environment and build students' social-emotional skills. Student Engagement : Promote student-initiated and inquiry-based learning to encourage active participation, critical thinking, and creativity. Assessment and Evaluation : Use standards-based assessment practices to evaluate student progress and provide feedback to students and families to support student growth. Collaboration and Innovation : Work closely with other educators to develop, enhance, and integrate curricula, contributing to a collaborative Lower School environment. Classroom Management : Maintain an organized and respectful classroom environment that promotes the well-being and academic success of all students. Qualifications Bachelor’s degree in Elementary Education, Early Childhood Education, or a related field (Master’s degree in Reading Instruction or Elementary Education preferred). Minimum of 2 years of full-time elementary teaching experience. Strong classroom management skills and a demonstrated ability to inspire and engage young learners. Knowledge of and experience with Responsive Classroom philosophy, curriculum design, and inquiry-based learning approaches. Proficiency in implementing standards-based assessment. Dedication to fostering a diverse, equitable, and inclusive environment. Preferred Skills Growth mindset with a passion for professional development and lifelong learning. Experience with or commitment to student-centered teaching methods. Strong interpersonal skills and a commitment to building supportive relationships with students, families, and colleagues. St. Anne’s-Belfield Mission : Our faculty embody the School’s mission of cultivating students who are “strong in body, broad of mind, tender of heart, and responsive in soul.” Through an approach focused on educating the whole child, our teachers strive to create an environment where students can grow intellectually, emotionally, and socially, while instilling a love of learning that lasts a lifetime.   What we offer Competitive annual salary Paid time off Shared cost Medical, Dental, and Vision Insurance Employer paid Short and Long-term Disability and Life Insurance Retirement plan with match Supplemental insurance policies Flexible Spending Account / Health Savings Account Discounted Gym Membership Employee Assistance Program Tuition remission and program discounts for children enrolled at the school Free lunch when school is in session Free after-care for children enrolled at the school Free admission to the Virginia Discovery Museum 20% discount at St. Anne's-Belfield School store   Position Type : Full-Time, Academic Year 2026-2027 Reports to:  Head of Lower School To Apply : please submit a resume, cover letter, and respond to the application questions on our Career Opportunities website . St. Anne's-Belfield is an Equal Opportunity Employer. We encourage applications from candidates with diverse backgrounds and experiences Thu, 07 May 2026 13:36:31 -0400 https://careers.nais.org/jobs/rss/22256758/grammar-school-classroom-assistant-pre-k https://careers.nais.org/jobs/rss/22256758/grammar-school-classroom-assistant-pre-k New York, New York, Grammar School Classroom Assistant - Pre-K   The Grammar School Classroom Assistant has a key support role in and out of the classroom to help students succeed. The Classroom Assistant will assist in building a nurturing and safe learning environment for children by being responsible for supervising students in various settings such as during recess, lunch, and other unstructured times. Under the direction of the classroom teachers and GS Assistant Director, the Classroom Assistant is responsible for ensuring safety by enforcing school and classroom rules. The ideal candidate must enjoy working with children and treat all children with dignity and respect. To excel in this role, the candidate must be flexible, attentive, and be willing to fulfill responsibilities in accordance with the CGPS’s program and philosophy.    DUTIES AND RESPONSIBILITIES: Assist Pre-K students in and out of the classroom Supervise lunchroom and recesses and other duties  Participate or provide data on students and document observations about student behavior Communicate proactively and professionally about students with teaching and non-teaching staff bearing in mind the impact of confidentiality regarding vulnerable persons   Support the school’s culture and practices for inclusion Conduct all work activities in a professional manner Demonstrate commitment to working in a school community    QUALIFICATIONS: Strong commitment to, belief in, and alignment with CGPS’s mission and values  Flexible to assist the teachers in their duties Strong time management skills; ability to manage multiple tasks simultaneously Possesses strong organizational skills, communication skills (particularly with children), and problem-solving skills  Is hard-working, energetic, reflective, and willing to learn and adapt WORK HOURS: Hourly: 7:30-3:30, Monday-Friday  COMPENSATION:   The salary for this position is $40,000.   CGPS MISSION STATEMENT:   CGPS nurtures each student’s unique passions and talents inside and outside the classroom, unifying and inspiring members of its community in a rigorous but relaxed learning environment, preparing them for the finest colleges and instilling in them the confidence, ethical values and sense of purpose to embrace challenges, to achieve their dreams and to improve the world. Columbia Grammar & Preparatory School is an equal employment opportunity employer. Employment on the basis of race (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”). Wed, 06 May 2026 15:54:56 -0400 https://careers.nais.org/jobs/rss/22256607/lower-elementary-co-head-teacher https://careers.nais.org/jobs/rss/22256607/lower-elementary-co-head-teacher Chicago, Illinois, Position Summary Currently, we are seeking a motivated Co-Head Teacher for a Lower Elementary Montessori classroom with strong organization and communication skills who values working as part of a dynamic, creative team to join our school community. This role is for the 2026-2027 academic year. The Head Teacher is a teacher and guide who helps direct the children’s activities academically, emotionally, and physically in a prepared Montessori environment that challenges each child to reach his/her fullest potential. The Head Teacher is a union bargaining member who is responsible for upholding the purpose, standards, and policies of RPMS as outlined in the Parent and Employee Handbooks under the supervision and evaluation of the Principal and Program Directors. The Head Teacher is expected to conduct himself/herself in an ethical and professional manner at all times. The Head Teacher must maintain all personal information about children, families, organizational issues and other school matters as confidential. About Rogers Park Montessori School: Nestled in the Bowmanville neighborhood just 10 miles north of Downtown Chicago, Rogers Park Montessori School, established in 1966, serves children ages 2-14. We have a proud tradition of teacher collaboration and support. The students, teaching faculty, and parents of our toddler classrooms, 3-6 classrooms, 6-9 classrooms, 9-12 classrooms, and Middle School classrooms comprise a close-knit school community.   Essential Functions/Responsibilities: Teaching Direct the children’s activities academically, emotionally, and physically in a prepared Montessori environment that challenges each child to reach his/her fullest potential.  Develop a positive rapport with children.  Oversee the safety and physical well-being of the children at all times.  Demonstrate realistic expectations of children based on age and abilities.  Protect the privacy and working atmosphere of the class at all times.  Participate in the development and implementation of new curricula.  Train and supervise children in the execution of fire drills, including the routing and building exits. Classroom Prepare an environment where furnishings and materials are complete and correspond to the needs of the group.  Oversee, care, and maintain classroom materials and yearly inventory.  Maintain an orderly environment, keeping it safe, clean, and sanitary, and in good aesthetic shape, allowing the children to share this responsibility when possible.  Supervisory  Supervise the classroom Teaching Assistant or Teaching Intern. Provide guidance, training, and coaching to the Assistant/Intern by meeting with the Assistant/Intern as necessary and conducting regular performance evaluations.  Assist the Program Coordinator and Education Director in interviewing for the assistant position as needed. Record Keeping and Reporting  Maintain curriculum planning, observational and academic records, including progress reports. Plan, prepare, submit and share lesson plans as required by Program Directors, which may vary depending on Elementary, Middle School and Extended Day, or Children’s House requirements. Maintain written record of all parent meetings, phone calls and emails.  Maintain current attendance reports.  Submit academic records and other required records during the year.  Report all accidents immediately including preparing a written report and notifying parents. Report all unusual or significant incidents immediately, including preparing a written report stating the date, time and nature of incident, including action taken.  Complete monthly class summary reports.  Communication  Prepare a monthly newsletter for parents.  Hold two parent conferences during the school year and provide on-going communication to parents as needed.  Proactively initiate discussions with parents in the early stages of issues.  Communicate and cooperate with the Administration on program changes.  Communicate effectively with children.  Communicate effectively with parents.  Child Assessment  Work with Program Coordinator, Education Director and Learning Specialist on difficulties with children, parents and staff.  Provide input to the Admissions Director and Education Director and Program Coordinator on recommendations regarding re-enrollment, rejection or dismissal of any child as required.  Make recommendations for testing or special needs services to the Education  Director and Program Coordinator.  General Administration  Assist the Education Director and Program Coordinator in developing and implementing school policies and procedures, adult orientation and educational design as requested.  Attend staff meetings and other school meetings as required.  Prepare annual goals, participate in peer consultations and self-evaluations, and consult with the Education Director and Program Coordinator regarding professional growth and development.  Assist with other projects, programs and planning as assigned. Comply with all policies and procedures outlined in the Staff Handbook.  Adhere to AMS guidelines and professional standards.  Competencies Strong communication skills. High ethical standards.  Professional and courteous.  Strong organizational skills.  Ability to work effectively as a member of a diverse team.  Flexibility and openness to new ideas.   Position Details and Compensation: Position is full-time and salaried. Salary is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. For the 2026-2027 school year, the salary range for this position is $53,003-$79,480. Position is fully in-person. Position Benefits: Medical insurance is provided by BlueCross BlueShield of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual premium. Plans for spouses/partners and families are also available. Dental and vision insurance is provided by Delta Dental of Illinois with both PPO and HMO plan options. RPMS pays 65% of the employee’s individual dental premium and 100% of the employee’s individual vision premium. Plans for spouses/partners and families are also available. Medical, dental, and vision insurance are offered as full 12-month coverage even for 10-month employees with payroll deductions being adjusted accordingly. RPMS offers life insurance, Accidental Death and Dismemberment Insurance, and Short-Term and Long-Term Disability Insurance at no charge to the employee. These policies have a 90 day waiting period after start date to take effect. AFLAC insurance policies are available if interested. RPMS is dedicated to following compliance with federal FMLA laws and Illinois’s VESSA law. RPMS offers a 401(k) retirement saving option managed by Vanguard that employees are eligible to contribute to after 30 days. RPMS will match $0.50 for every dollar contributed up to 3% of your pay. Employee contributions are always 100% vested and employer contributions are 100% vested after 3 years of service. Teaching faculty have 10 paid sick leave days, 2 personal leave days, and 1 professional development leave day. In addition to federally observed holidays, the RPMS calendar includes a 3-day Thanksgiving Break, a 2-week Winter Break, and a 1-week Spring Break. All faculty and staff receive a 50% tuition discount for any children attending RPMS.   RPMS is committed to ensuring our employees represent our diverse school community and to creating an inclusive workplace environment welcoming to people of all backgrounds. RPMS strongly encourages applications from people of color, people of all genders and sexual orientations, people with disabilities, and provides equal employment opportunities to all employees and applicants for employment. RPMS prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Qualifications  Bachelor’s degree and Montessori certification (either AMS or AMI).  Experience with and understanding of the development of children.  Ability to fulfill requirements of all state and local licensing agencies affecting RPMS. Salary is based on years of experience using pre-determined salary bands in coordination with our Union’s Collective Bargaining Agreement. Wed, 06 May 2026 12:37:19 -0400 https://careers.nais.org/jobs/rss/22256521/part-time-learning-support-executive-functioning-educator-upper-west-side-nyc https://careers.nais.org/jobs/rss/22256521/part-time-learning-support-executive-functioning-educator-upper-west-side-nyc new york, New York, Your Learning Toolbox is seeking a warm, collaborative, and experienced educator to support a wonderful 5 ½-year-old student on the Upper West Side who attends the Gillen Brewer School. The student is expected to transition to a half-day school schedule beginning in July and continuing into the 2026–2027 school year. The family is seeking afternoon support focused on pre-academic learning, executive functioning, play-based engagement, and communication support for approximately 5–10 hours per week. The student is nonverbal and communicates using an AAC device with the LAMP approach. Experience working with AAC users is strongly preferred, and familiarity with LAMP is a significant plus. The student is very sweet, highly self-directed, and does not present with behavioral challenges. This role is ideal for an educator who values collaboration and enjoys working as part of a larger support team. The provider will communicate regularly with the family as well as outside therapists and school staff to ensure continuity across settings. The incoming educator will also have the opportunity to collaborate with the student’s current provider to support a smooth transition this summer. About Your Learning Toolbox: Your Learning Toolbox is an educational support company providing individualized tutoring, executive functioning coaching, parent-school liaison support, and collaborative educational services for students and families throughout NYC and Fairfield County, CT. To apply or learn more, please complete the application via the company's website . Background in special education, speech/language support, early childhood, or related field Experience supporting neurodivergent learners AAC experience required; LAMP experience strongly preferred Strong communication and collaboration skills Warm, flexible, and child-centered approach Wed, 06 May 2026 10:23:17 -0400 https://careers.nais.org/jobs/rss/22256795/math-specialist https://careers.nais.org/jobs/rss/22256795/math-specialist Menlo Park, California, Math Specialist Overview of Position The Math Specialist plays a pivotal role in elevating the quality of our math program, fostering exceptional pedagogy, and enriching the overall educational experience for students in Kindergarten through Second Grade. Reporting to the Associate Head of School for Academics, the Math Specialist collaborates with teams to plan, adapt, re-imagine, and implement the Bridges in Mathematics program in innovative and differentiated ways. This position requires a strong commitment to curiosity, creativity, and a collaborative spirit. The Math Specialist position is an exempt, full-time, 10-month in person position reporting to the Associate Head of School for Academics. The start date is August 3, 2026. Primary Responsibilities Instructional Responsibilities ? Provide direct instructional support to teachers, including co-teaching whole group and small group lessons, modeling effective teaching strategies, working with both small and large groups of students, and offering individualized guidance. ? Observe classroom instruction, provide constructive feedback, and offer support in addressing individual student learning needs. ? Collaborate with the Math Specialist for Grades Third-Fifth. ? Collaborate with homeroom teachers to develop and implement differentiated learning plans for students requiring additional support or enrichment. ? Extend mathematical instruction beyond the classroom through additional programming, including math circles, math club, math recreation and enrichment offerings. Curriculum Development ? Collaborate with teachers, the Associate Head of School for Academics, and the Director of Teaching and Learning to ensure the effective implementation of a rigorous and engaging math curriculum aligned with best practices, school values or initiatives, and research-based standards. ? Analyze student data and utilize findings to inform curriculum development, identify areas for improvement, and drive data-driven instruction. ? Develop and deliver professional development workshops for teachers on effective math instruction, including differentiated instruction, small group strategies, and the use of technology and manipulatives. ? Engage with parents through presentations and meetings to discuss the benefits of a math program that prioritizes critical thinking, differentiated instruction, and a focus on conceptual understanding over simply accelerating through the curriculum Equity and Inclusion ? Champion equity in math education by ensuring all students have access to high-quality instruction and opportunities to succeed. ? Ensure engagement, appropriate challenge, and support for a wide range of students, both those in need of support and those in need of extension. ? Foster a positive and inclusive classroom environment that celebrates diverse learning styles, fosters a growth mindset, and encourages mathematical thinking for all students. Personal Qualities and Attributes ? Strong Work Ethic: Highly organized, detail-oriented, and able to effectively prioritize tasks and manage multiple demands. ? Passion for Mathematics Instruction: A deep understanding of best practices in creating developmentally appropriate mathematical challenges that foster critical thinking and problem-solving skills across diverse age groups. A genuine passion for working with children and a profound respect for the cultivation of mathematical habits of mind. ? Growth Mindset: A strong sense of curiosity and a commitment to continuous learning and professional growth. ? Exceptional Communication: Excellent written and verbal communication skills with the ability to effectively communicate with diverse audiences, including children, families, colleagues, and administrators. This includes the ability to listen empathetically, address concerns constructively, and build strong relationships. ? Commitment to Diversity, Equity, Inclusion, and Belonging: A strong commitment to creating a diverse, equitable, and inclusive learning environment for all children, families, and faculty/staff. Qualifications Essential ? Bachelor’s degree in Mathematics or a related field, Master’s degree in Elementary Education, Mathematics or a related field ? 5+ years of teaching experience ? Strong communication and interpersonal skills  ? Proven ability to build and maintain strong relationships with children, families, and colleagues ? Commitment to diversity, equity, inclusion, and belonging ? Passion for mathematics education and a deep understanding of child development Desired ? Previous experience as a math specialist in the elementary education setting ? Experience in an independent school setting ? Experience with data-driven decision-making and program evaluation ? Demonstrated history of elementary mathematics professional development and experience Compensation and Benefits The full-time salary range for this position is $90,000 to $120,000. The starting salary depends on factors that include background, years of experience, education level, and skill level. PBS offers an employee benefit package that includes fully paid medical, dental, vision, life insurance plans, long-term disability insurance, flexible spending account and a generous retirement plan match. Eligibility rules apply. To Apply Qualified, interested candidates may apply for the position through the online Phillips Brooks Employment Website. Please submit your application information - letter of interest, a CV/resume with your relevant experience and expertise, and contact information for three professional references (include supervisors). Phillips Brooks School is an Equal Opportunity Employer committed to creating a diverse and inclusive workplace. All aspects of employment at PBS are governed on the basis of competence, merit, and qualifications. We do not discriminate in employment on the basis of race, color, religion, creed, sex, gender, gender identity or expression, sexual orientation, marital status, pregnancy, national origin, ancestry, age, physical or mental disability, medical condition, genetic information, veteran status, or any other characteristic protected by applicable law. We welcome and encourage applicants from diverse backgrounds, cultures, and identities and are committed to an inclusive work environment. You'll have an opportunity to contribute to an upbeat, growth-oriented professional learning community that appreciates collaboration, creativity, and an innovative approach to all aspects of school life. We strive daily to uphold our mission and core values of kindness, courage, community, and love of learning. About Phillips Brooks School Phillips Brooks School is a vibrant and innovative Early Learning Center (ELC) to 5th grade school committed to fostering a love of learning in a supportive and inclusive environment. Located on a beautiful campus in Menlo Park, California and serving 300 students, we instill values of courage, kindness, community, and a passion for lifelong learning. For more information about Phillips Brooks School, visit our website at Phillips BrooksSchool. Wed, 06 May 2026 16:59:40 -0400 https://careers.nais.org/jobs/rss/22256857/upper-elementary-teacher-grades-4-6-1-yr-leave-replacement https://careers.nais.org/jobs/rss/22256857/upper-elementary-teacher-grades-4-6-1-yr-leave-replacement Brooklyn, New York, Brooklyn Heights Montessori School offers a challenging and comprehensive curriculum built on the philosophy of Maria Montessori to children aged two years through eighth grade. Students work and learn in mixed-age classes led by teaching teams of thoughtful and well-trained professionals. The students have exposure to a full range of academic and artistic courses. BHMS also offers an after-school program and a summer day camp. The School is housed in a beautiful facility in the Cobble Hill section of Brooklyn and is ideally located for convenient access to all parts of Manhattan and Brooklyn.   Brooklyn Heights Montessori School is an equal opportunity employer seeking candidates who will embrace the tenets of Montessori Education, including the principles of community, educational and professional excellence, social justice, and equity. Job Description: Upper Elementary Leave Replacement Teacher (grades 4-6) Start Date:            Late August 2025 Reports to: Head of Elementary Programs Brief Description: The Upper Elementary Leave Replacement Associate Teacher is a one year, full-time, ten-month position . The Upper Elementary Associate Teacher will work in conjunction with the Head Teacher , Head of Elementary Programs, the Upper Elementary teaching team, the Learning Support Team, the Assistant Head of School, and the Head of School to educate Upper Elementary students in accordance with the BHMS mission, the Statement of Diversity, the principles of Montessori educational philosophy and practices, the curriculum, and BHMS policies. They will lead the classroom team in developing a warm, safe, and caring environment in which children may grow and flourish socially, emotionally, physically, and cognitively.   RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO: Guided by the Head Teacher, plan and teach curriculum for the classroom in accordance with the curriculum of Brooklyn Heights Montessori School, its mission, and Montessori philosophy Learn the Upper Elementary curriculum in partnership with the Head Teacher Maintain a prepared classroom environment Facilitate the intellectual, emotional, physical, and social growth of each child Maintain student record-keeping Plan and execute student field trips Build relationships and partner with families Prepare reports for parents and other schools in accordance with the established policies of Brooklyn Heights Montessori School Prepare for and participate in regular parent-teacher conferences as set forth on the school calendar Actively participate in scheduled program level and faculty and staff meetings Attend and participate in various evening meetings, such as Back-to-School Night Parent Education, as well as Community events Establish and maintain a positive and professional relationship with students, parents, and other teachers and school personnel Prepare annual statement of goals, and objectives for professional development Seek and act on feedback Stay abreast of educational trends and developments Know and comply with the established policies and procedures of Brooklyn Heights Montessori School as stated in the Faculty & Staff Handbook Perform various reasonable tasks from time to time as requested by the Head of School or the Head of Elementary Programs or the Assistant Head of School. Brooklyn Heights Montessori School has an institutional commitment to the principles of diversity, social justice and equity. In that spirit, BHMS does not discriminate in violation of the law on the basis of race, religion, creed, color, gender identity or expression, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. SKILLS AND REQUIREMENTS: Two years elementary teaching experience, Montessori teaching experience preferred Montessori Elementary II Credential preferred Bachelor’s Degree Required Master’s Degree preferred The salary range is commensurate with experience, qualifications and aligned with the school’s financial landscape. Wed, 06 May 2026 22:59:21 -0400 https://careers.nais.org/jobs/rss/22256660/spanish-head-elementary-teacher https://careers.nais.org/jobs/rss/22256660/spanish-head-elementary-teacher Stirling, New Jersey, HudsonWay Immersion School (HWIS) is a progressive pre-K through Grade 8 Mandarin and Spanish Immersion School founded 20 years ago in the NJ/NY area. The school’s mission is to prepare students with the knowledge, skills and character to become global contributors and citizens of the world. Our values are excellence, respect, teamwork, integrity, communication, innovation, transparency, customer service, and accountability. HWIS has a strong academic reputation. Students perform well above average and are accepted at top tier independent schools. We are searching for qualified and compassionate Spanish Head teachers for different grades with an understanding and commitment to the vision of the language immersion model to join our talented team at NJ location for 2026-27 school year. S/He must possess an excellent command of the language of instruction (Spanish) in order to model, instruct and maintain high academic standards as well as adhere to the language policy of the classroom. Responsibilities: Plans and instructs assigned classes to meet students' needs. Utilizes a variety of instructional strategies, innovating techniques that enhance the immersion model and incorporates social-emotional learning strategies in the classroom. Collaborates daily with colleagues to plan units of study and discuss student development. Guides the learning process toward achieving curriculum goals. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. Encourages students to set and maintain standards of classroom behavior. Builds classroom community by partnering with families to facilitate children's academic success and personal development. Assesses students' accomplishments, including linguistic benchmarks in the target language, and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Other responsibilities: Maintains accurate and correct records as required by law, school policy, and administrative regulations. Assists the administration in implementing all policies and rules governing student life and conducts them in the classroom. Strives to maintain and improve professional competence. Attends professional development, curriculum development sessions, and staff meetings and serves on committees as required.   We regret that we can not respond to every applicant. Only those of interest will be contacted. The final pay offered to a successful candidate will be dependent on several factors that may include but are not limited to the type and years of experience within the job, the type of years and experience within the industry, education etc. HudsonWay Immersion School is an equal opportunity employer and does not discriminate against any individuals on the basis of race, color, gender, age, national origin, marital status, sexual preference, or disability www.hwis.org       Qualifications: Highly proficient speaker of Spanish At least three years of teaching experience in elementary/ Middle preferred Degree in early childhood or elementary education Dedication to learning and growing as an educator Excellent written and oral communication skills High level of personal organization, planning, and classroom management skills Vigorous technology usage preferred Job Type: Full-time Benefits: 401(k) Dental insurance Employee assistance program Flexible spending account Health insurance Life insurance Paid time off Referral program Retirement plan Tuition reimbursement Vision insurance Language: Spanish (Required) Ability to Commute: Stirling, NJ 07980 (Required) Work Location: In person Wed, 06 May 2026 13:49:18 -0400 https://careers.nais.org/jobs/rss/22256624/lower-school-3rd-grade-teacher https://careers.nais.org/jobs/rss/22256624/lower-school-3rd-grade-teacher Austin, Texas, St. Andrew’s Episcopal School seeks a dedicated and enthusiastic Third Grade Teacher for the 2026-2027 school year at our 31st Street campus in Austin, Texas. The ideal candidate will be a passionate educator who prioritizes fostering a positive, inclusive classroom environment that encourages student engagement, self-confidence, and academic curiosity. We are looking for an individual who has a strong background in elementary educational pedagogy, is committed to growing professionally, and thrives in a collaborative setting St. Andrew’s Lower School teachers plan and deliver engaging lessons in core subjects, which may include Math, English Language Arts, Science, and Social Studies, while using differentiated instruction to meet the diverse learning styles and needs of students. Our teaching teams collaborate closely to ensure a consistent, cohesive approach to instruction, utilizing the Responsive Classroom method to foster a positive, respectful, and inclusive classroom environment. Teachers regularly assess student progress through a variety of methods and provide ongoing feedback to students and families.   ALL ST. ANDREW’S LOWER SCHOOL FACULTY MEMBERS… Support the mission and Episcopal Identity of the school Attend Responsive Classroom Training and provide consistent social and emotional development for students in a positive and collaborative learning environment Attend daily chapel  Understand that they are more than just a classroom teacher & approach situations with a “student-first” mindset Prioritize student relationships & foster a safe and predictable environment Attend weekly meetings to facilitate growth & learning: full faculty, grade/department-level, & other faculty meetings as needed Utilize professional development opportunities to continue growth in their craft Strive to connect & collaborate  Are team players & open to serve the community in other ways that arise throughout a school year Are skilled communicators with the ability to clearly convey information, engage students, and build relationships to foster positive learning environments   OUR SCHOOL St. Andrew’s is a co-educational Episcopal K-12 day school, enrolling approximately 990 students on two campuses in Austin, Texas. The school strives to help young people from diverse racial, religious, ethnic, and socioeconomic backgrounds to achieve their potential not only in intellectual understanding but also in aesthetic sensitivity, physical well-being, and moral decisiveness so that they may lead productive, responsible lives, not only for themselves but also for their community.  For more information about St. Andrew’s School in Austin, please access our website: www.sasaustin.org . OUR MISSION St. Andrew's develops exemplary scholars, artists, athletes, and servants in a loving Episcopal community who are curious, courageous, and compassionate global citizens. TO APPLY Please submit your resume and letter of interest to Kathy Quisenberry, Human Resources Manager, at hr@sasaustin.org . Candidates who contribute to the cultural and ethnic diversity of the community are encouraged to apply. St. Andrew's is committed to providing equal opportunity in all personnel actions and in the administration of all policies and programs. St. Andrew's employs individuals without regard to race, color, nationality, ethnicity, religion, disability, sex, gender identity, or sexual orientation as protected by federal, state, or local law. Qualifications : A bachelor's or master’s degree in elementary education is required Prior teaching experience is required A teaching certificate is strongly preferred Understanding of the developmental needs of elementary-aged children   Finalists will be confident and experienced in designing and implementing curricula, adept with transformative technology integration skills and strategies, and have experience with social-emotional learning skills, strategies, and philosophies     Wed, 06 May 2026 13:07:19 -0400 https://careers.nais.org/jobs/rss/22256640/lower-school-teacher https://careers.nais.org/jobs/rss/22256640/lower-school-teacher Daphne, Alabama, We are seeking an  enthusiastic and dedicated Lower School Teacher for the 2026/2027 academic year  who will bring energy and heart to our students to join our vibrant faculty. The ideal candidate is passionate about fostering curiosity, creativity, and a lifelong love of learning in young children while upholding Bayside’s strong academic and character-based traditions. Key Responsibilities Create a warm, engaging, and inclusive classroom environment that supports the intellectual, social, and emotional growth of each student. Develop and implement lessons that are dynamic, student-centered, and aligned with Bayside’s curriculum and mission. Collaborate with colleagues, specialists, and families to ensure each child’s success with proactive communication. Integrate technology and hands-on learning experiences that make the most of Bayside’s unique coastal setting. Contribute to the life of the school community through participation in events, committees, and professional development. Bachelor’s degree in Elementary Education or a related field (Master’s preferred). 3-5 years teaching experience in a lower school classroom (preferred). A passion for working with lower school students and a commitment to differentiated instruction. Excellent communication, organization, collaboration skills, a dedication to continuous professional improvement, and a genuine love for working with children. Wed, 06 May 2026 13:25:51 -0400 https://careers.nais.org/jobs/rss/22256745/grammar-school-classroom-after-school-assistant https://careers.nais.org/jobs/rss/22256745/grammar-school-classroom-after-school-assistant New York, New York, Classroom and After-School Assistant A Classroom and After-School Assistant has a key support role in and out of the classroom to help students succeed. The Assistant will assist in building a nurturing and safe learning environment for children by being responsible for supervising students in various settings such as during recess, lunch, and other unstructured times. Under the direction of the classroom teachers and the supervision of the Grammar School Assistant Director and Grammar School Extended Day Program Coordinator, the Assistant is also responsible for enforcing classroom rules, setting up materials, supporting lessons, and supervising after school groups. The ideal candidate must enjoy working with children and treat all children with dignity and respect. To excel in this role, the candidate must be flexible, attentive, and willing to fulfill responsibilities in accordance with the CGPS’s program and philosophy. SPECIFIC RESPONSIBILITIES  Assist students in and out of the classroom Supervise lunchroom and recesses and other duties  Oversee and supervise unstructured play during after school hours Provide data on students and document observations about student behavior Communicate proactively and professionally about students with teaching and non-teaching staff bearing in mind the impact of confidentiality regarding vulnerable persons   Support the school’s culture and practices for inclusion Conduct all work activities in a professional manner Demonstrate commitment to working in a school community    QUALIFICATIONS  Strong commitment to, belief in, and alignment with CGPS’s mission and values  Flexibility to assist the teachers in their duties Strong time management skills; ability to manage multiple tasks simultaneously Strong organizational skills, communication skills (particularly with children), and problem-solving skills  Hard-working, energetic, reflective, and willing to learn and adapt WORK HOURS Monday - Friday: 9:45-5:45  Start Date: Late August 2026 COMPENSATION Salary range for this position: $40,000.00. We also a warm and supportive culture as well as exceptional benefits including but not limited to: Comprehensive medical, dental & vision plans with a free medical coverage option for employee only coverage Free vision coverage Flexible Spending Accounts for Medical, Dependent Care, Parking & Transit 8% Annual Employer Contribution to retirement after one year of full time service Basic Life Insurance Enhanced Short Term Disability Coverage Long Term Disability Coverage Low cost additional benefits including voluntary life insurance, critical illness coverage and pet insurance Additional Aflac policies Free breakfast & lunch when school is in session Discounted parking Generous holiday schedule, sick and personal time CGPS MISSION STATEMENT:   CGPS nurtures each student’s unique passions and talents inside and outside the classroom, unifying and inspiring members of its community in a rigorous but relaxed learning environment, preparing them for the finest colleges and instilling in them the confidence, ethical values and sense of purpose to embrace challenges, to achieve their dreams and to improve the world. Columbia Grammar & Preparatory School is an equal employment opportunity employer. Employment on the basis of race (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”). Wed, 06 May 2026 15:39:17 -0400 https://careers.nais.org/jobs/rss/22256771/lower-school-teacher-grade-5 https://careers.nais.org/jobs/rss/22256771/lower-school-teacher-grade-5 Hamden, Connecticut, Hamden Hall Country Day School (Hamden, CT), a PS - Grade 12 private school serving 700 students, is seeking a full-time 5th Grade teacher. This teacher will be responsible for planning, teaching, and monitoring the success of all learners in their classroom, with a focus on Math and Language Arts instruction.    Responsibilities Provide a nurturing, student-centered, and inclusive environment for students Build a strong classroom community Work collaboratively with a co-teacher to support and extend the objectives of the curriculum Able to differentiate instruction in Math and Language Arts for a wide range of student's abilities and interests Communicate regularly with parents via phone call, Zoom, and/or e-mail Create written narrative reports twice during the school year Create written conference reports twice during the school year Embrace technology and new ways of extending students' learning and creative capacities Knowledge of and experience with the cognitive, social, and emotional issues of elementary grade students Willingness to learn and grow professionally   Qualifications: Bachelor's Degree in Elementary Education or a related field. Advanced degree preferred 2 years classroom experience Additional Skills/Qualifications: Strong Classroom Management, Verbal Communication, Conflict Resolution, Self-Motivation, Motivating Others, Listening, High Energy Level, Confidentiality, Emotional Control, Handles Pressure, Responsive Classroom, Being a Writer & Envision 2024 experience is a plus.    Wed, 06 May 2026 16:10:31 -0400 https://careers.nais.org/jobs/rss/22256590/6th-grade-homeroom-teacher https://careers.nais.org/jobs/rss/22256590/6th-grade-homeroom-teacher Washington, D.C., National Presbyterian School, an independent, co-educational elementary school (Pre-Kindergarten 3 through 6 th Grade) in Washington, DC, is seeking a full-time Sixth Grade Homeroom Teacher for the 2026-2027 school year. The ideal candidate will have demonstrated success in teaching elementary age students, preferably at the 6th Grade level. The 6 th Grade Homeroom Teacher collaborates with the other 6 th Grade Homeroom Teacher and Teaching Associate to plan and implement whole group and small group instruction in the areas of reading and language arts, as well as support students and families throughout the outplacement process. As part of the outplacement process, the 6th Grade homeroom teacher will be responsible for writing reading/language arts recommendations for each student in 6 th grade. In prospective candidates, NPS is looking for educators who possess the skills and passion necessary to inspire learning and enhance the overall educational experience by fostering students’ academic, ethical, social, and emotional development in accordance with the National Presbyterian School mission, philosophy, and Core Values. Homeroom teachers participate fully in the life of the school. These duties and responsibilities include observing and assessing student progress, preparing written report card comments, facilitating parent-teacher conferences, attending grade level and full faculty meetings, serving on content area or school life committees, and duties related to the supervision of lunch, recess, and dismissal. In their first year of employment at NPS, all teachers also meet regularly with an assigned New Faculty Mentor.  NPS faculty and staff are committed to providing an engaging academic program in a caring environment. Throughout the year, teachers are provided opportunities to participate in both school-based and off-site professional development. They also take part in ongoing Faculty Growth & Development by meeting with administration to set long and short-term goals, participating in observations, and reflecting on their progress and overall instructional practice. A bachelor’s degree is required; advanced degree preferred. Interested applicants may Apply Now by submitting a resume, cover letter, and three references. Salary is commensurate with experience with a range of $60,000–$90,000, in addition to comprehensive benefits plans and an allotment of paid leave. Please contact Executive Assistant to the Head of School Sarah Weinhardt at sweinhardt@nps-dc.org with any questions. As a condition of employment, all candidates offered a position at National Presbyterian School must successfully complete a comprehensive background screening. This includes a national criminal history check and fingerprinting submitted to the Criminal Justice Information Services (CJIS) for processing. These screenings are required to ensure the safety and security of our school community and comply with applicable laws and regulations. Wed, 06 May 2026 12:07:47 -0400