https://careers.nais.org Latest NAIS Career Center Jobs Fri, 15 May 2026 03:24:00 Z https://careers.nais.org/jobs/rss/22251033/lower-school-teacher-librarian https://careers.nais.org/jobs/rss/22251033/lower-school-teacher-librarian Portland, Oregon, Oregon Episcopal School seeks a Teacher Librarian to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to David Lowell (Head of Lower School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.  OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.    JOB SUMMARY:  The Lower School Teacher Librarian empowers Pre-kindergarten through 5th grade students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information. The librarian instills a love of learning in all students and promotes curiosity and the exploration of ideas and concepts. The Lower School Teacher Librarian collaborates with classroom teachers and specialists to design and implement learning experiences while demonstrating a commitment to maintaining intellectual freedom. The librarian also provides the leadership and expertise necessary to ensure that the Lower School library program is aligned with the OES mission, vision and identity.    In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association (for the Upper School), or coaching (in the Middle and Upper Schools) are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES: Teacher Librarian and Instructional Partner Develop an intellectually challenging and creative library and information technology program with developmentally appropriate research-based practices Implement a strong, inquiry-based and differentiated research curriculum; work with educators to build and strengthen connections between student information and research needs, curricular content, learning outcomes, and information resources  Participate in the curriculum development process at both the grade and Lower School wide level to ensure that the curricula include the full range of literacy skills (information, media, visual, digital, and technological literacy) necessary to develop lifelong learners  Teach library and information technology skills to students from Pre-kindergarten through 5th grade. Collaborate with librarians in the other divisions to support a strong PreK-12 library and information technology program Promote the ethical use of information  Ensure equitable access to and responsible use of information Join teachers and others to plan and implement meaningful experiences that will promote a love of reading and lifelong learning; match quality books to readers Work collaboratively with colleagues in a spirit of openness and cooperation. Utilize a variety of instructional and assessment methods. Integrate technology to support student learning. Develop familiarity with a framework for understanding students’ individual strengths, affinities, and challenges.   Library Program Administrator and Information Specialist Provide leadership and expertise in the selection, acquisition, evaluation, and organization of information resources and information technologies in all formats Develop and maintain a diverse collection of resources appropriate to the curriculum, the learners, and the teaching styles and instructional strategies used within the school community  Cooperate and network with other libraries, librarians, and agencies to provide access to resources outside the school  Model effective strategies for developing multiple literacies  Evaluate, promote, and use existing and emerging information technologies to support teaching and learning, connect the school with the global learning community Understand copyright, fair use, and licensing of intellectual property, and assisting users with their understanding and observance of the same  Use effective management principles, including the supervision and evaluation of personnel, resources, and facilities, in developing and implementing program goals and objectives  Prepare, justify, and administer the school library program budget to support specific program goals  Establish processes and procedures for selection, acquisition, circulation and resource sharing that assure appropriate resources are available when needed  Create and maintain a teaching and learning environment in the Lower School Library that is inviting, safe, flexible, and conducive to student learning  Arrange for flexible scheduling of the school library to provide student accessibility to staff and resources at point of need  MINIMUM QUALIFICATIONS:   A master’s degree from a program accredited by the American Library Association (or equivalent)  Three years of elementary teaching or library experience Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check   PREFERRED QUALIFICATIONS:  MA/MS in relevant discipline Five years of experience leading a school library Experience teaching in an independent school setting Knowledge of Reggio-inspired schools, social constructivist teaching and learning and the integration of the arts Oregon Central Background Registry qualifications   KNOWLEDGE, SKILLS, AND ABILITIES:   Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice  Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams  Ability to grow professionally and to stay abreast of changes in the field of education Interpersonal skills, ability to collaborate and maintain collegial relations with colleagues Knowledge of educational technology; openness to innovation, willingness to learn, ability to integrate evolving IT into curriculum Organizational skills, ability to work well on teams   PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis    COMPENSATION: This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   APPLICATION INSTRUCTIONS: Visit www.oes.edu/careers to learn more about OES and the faculty experience. Candidates should include a resume and cover letter addressed to David Lowell (Head of Lower School)   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.    Mon, 04 May 2026 14:14:18 -0400 https://careers.nais.org/jobs/rss/22251032/lower-school-kindergarten-teacher https://careers.nais.org/jobs/rss/22251032/lower-school-kindergarten-teacher Portland, Oregon, Oregon Episcopal School seeks a Kindergarten Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to David Lowell (Head of Lower School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.  OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.    JOB SUMMARY:  Oregon Episcopal School is seeking a skilled, passionate, and culturally competent individual to teach an inquiry-based, project-rich curriculum to kindergarten students in a positive, collaborative, child-centered environment. The teacher will provide classroom instruction following OES standards and methods. In addition to the qualifications detailed below, the successful kindergarten teacher candidate will possess excellent communication and interpersonal skills, strong organizational skills, and the ability to support the OES mission, vision, and identity. This is a full-time, academic year position that starts in August 2026 and comes with a competitive salary and benefits package.   In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association (for the Upper School), or coaching (in the Middle and Upper Schools) are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES: Develop an intellectually challenging and creative program with developmentally appropriate and research-based practices. Implement an academically strong, inquiry-based and differentiated curriculum. Individualize instruction and educate the whole child. Be responsible for teaching in a self-contained classroom. Work collaboratively with colleagues in a spirit of openness and cooperation. Use a variety of best curricular approaches including reading workshop, writing process, experiential learning, cycle of inquiry, and conceptual and manipulative-based math approaches. Utilize a variety of instructional and assessment methods. Integrate technology to support student learning. Develop familiarity with a framework for understanding students’ individual strengths, affinities, and challenges. MINIMUM QUALIFICATIONS:   BA/BS or equivalent in relevant discipline  3 years of classroom teaching experience  Strong background in differentiated literacy, math instruction, and child development  Previous team teaching experience  Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check   PREFERRED QUALIFICATIONS:  5 years of classroom teaching experience  MA/MS or equivalent in relevant discipline  Experience developing curriculum with clear learning outcomes, assessments, and means for feedback using a proficiency grading scale. Training through IMSE, OG, LETRS or a similar evidence-based reading approach Familiarity with social constructivism and playful inquiry Knowledge of Reggio-inspired schools, social constructivist teaching and learning and the integration of the arts Oregon Central Background Registry qualifications   KNOWLEDGE, SKILLS, AND ABILITIES:   Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice  Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams  Ability to grow professionally and to stay abreast of changes in the field of education Interpersonal skills, ability to collaborate and maintain collegial relations with colleagues Knowledge of educational technology; openness to innovation, willingness to learn, ability to integrate evolving IT into curriculum Organizational skills, ability to work well on teams   PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis    COMPENSATION: This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   APPLICATION INSTRUCTIONS: Visit www.oes.edu/careers to learn more about OES and the faculty experience. Candidates should include a resume and cover letter addressed to David Lowell (Head of Lower School)   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.    Mon, 04 May 2026 14:13:24 -0400 https://careers.nais.org/jobs/rss/22233644/vocal-music-teacher-ms-hs-and-director-music-director-of-hs-musical https://careers.nais.org/jobs/rss/22233644/vocal-music-teacher-ms-hs-and-director-music-director-of-hs-musical Portland, Oregon, Vocal Music Teacher (middle & high school) and Director/Music Director of HS Musical   Northwest Academy is seeking a Vocal Music teacher for middle & high school who will also be the Director /Music Director of the high school musical for the 2026-27 school year and beyond.   About Northwest Academy: Northwest Academy is an independent middle and high school located in downtown Portland. We offer our community of learners a progressive, arts-integrated, and place-based curriculum that is student-centered, rich with rigor, creativity and self-expression, and civically and culturally relevant. We value an inclusive, caring culture that supports and challenges all students appropriately; that is guided by their unique developmental needs and challenges; that develops their curiosity, responsibility, and resilience; and celebrates their burgeoning independence and individuality.   Benefits And Advantages of Becoming an Educator with Our Community: Northwest Academy encourages and supports our educators in having a meaningful work and life balance. Teachers enjoy a low student-to-teacher ratio, have approximately 4 out of 9 classes for prep time scheduled per week, and take part in an inclusive and collaborative community of colleagues, staff, and administrators.   Employees receive several different medical plans to choose from, a dental and vision plan, identity theft protection, a non-matching 403b retirement option is available immediately upon hire along with a 3% matching 403b account after working 1200 hours. Northwest Academy also offers opportunities for Creative Production Grants to support individual artistic endeavors.   Position Details: The Vocal Music Teacher and Director/Music Director of the high school musical teaches: two daytime middle school courses (Vocal Music Foundations and Vocal Music Explorations) two daytime high school courses (Vocal Music and Advanced Vocal Music)   Each course has three, 65 min. class meetings per week.   Additional responsibilities include serving as the Director and Music Director of the high school musical in the Arts After Hours program.   Qualified candidates will have extensive experience in vocal music direction and teaching music theory at the middle and high School levels, as well as experience in teaching using safe, progressive practices to students with developing, changing voices. Candidates should have a desire to become part of a close-knit community in downtown Portland with interest in contributing to the school outside of scheduled class times.   The Vocal Music Teacher and Director/Music Director will model exemplary musicianship and instructional practices, create a nurturing learning environment, and maintain clear and organized communications with other faculty, students, families, and administration.     Full-time equiv.:           1.0 Position Title:                 Vocal Music Teacher & Director/Music Director Department:                    Performing Arts Reports To:                       Deans of Studies   Responsibilities: Teach students to sing with well-formed vowels and a clear, free, focused, in-tune sound while demonstrating understanding of differences of instruction among various types of learners Conduct rehearsals and performances using music of high quality that varies in style and genre Develop a scope and sequence that is appropriate to developmental milestones and capabilities of students, including music theory and vocal health and safety Create a safe and respectful classroom community by encouraging positive classroom behavior for an optimal learning environment Supervise students in out-of-classroom activities such as any field trips or site visits as related to the job, such as performances as part of community service and outreach Collaborate with other faculty to create smooth running music and theatrical productions. This includes the Director, Technical Director, Choreographer, and Light and Sound Designer of the High School musical Organize best use of time with provided accompanist, if applicable, and ensure communication and dissemination of music and schedules they may need Teach all classes as assigned—providing effective and inclusive classroom instruction and management through evidenced-backed practices such as positive discipline or culturally sensitive pedagogy If unavailable for a class, communicate clearly with the school to make adequate substitute plans Design and implement high-quality curriculum consistent with the school’s mission and values (progressive, arts-integrated, and place-based) and with standards established with the department’s program through collaboration with colleagues Differentiate and accommodate within the classroom to meet the needs of all students, as well as provide additional out-of-class instruction and/or resources when necessary for remedial or accelerated work Provide students with formative assessments and feedback in a timely manner with a focus on student learning and growth—as well as on developing students’ growth mindsets Have positive, supportive, and appropriate interactions with all students and effectively supervise them to promote a safe and healthy school environment Complete in a timely and professional manner required reports and forms—including grades, disciplinary matters, and health and safety issues—with a focus on fairness, equity, inclusion, honesty, and transparency Communicate professionally and maintain collaborative relationships with students and families, colleagues, and external stakeholders (tutors, colleges, community partners) to the benefit of students and the school Exhibit a growth mindset about teaching practices and work toward professional goals and development Actively participate in the following in-school activities: faculty and staff meetings (in-service and professional development, division meetings, department meetings, grade-level meetings, professional learning communities), student life (advisory, clubs, lunch events, dances, retreats), and additional academic enhancements (office hours, field trips, student conferences, mentoring student projects, college recommendations) Be available for substitute teaching during designated time periods Positively represent the school at community or public events, including: Board/faculty events, Back-to-School Night, Open Houses and other faculty/parent events, and chaperoning overnight class trips/retreats and/or evening/weekend student events Uphold all school policies, regulations, and expectations Fulfill other responsibilities as assigned in support of the work of the administrative/leadership team, the Head of School, and the Board of Trustees     Other Job Functions: This position requires non-daytime hours for performances and after-school rehearsals Usually conducts at least 6–8 concerts or shows per year Participate in various meetings (e.g. conferences, in-service training, retreats, Back-to-School Night etc.)   Qualifications: Bachelor’s Degree or higher in Music Education and/or significant professional teaching experience Basic piano playing skills as an accompanist is a plus   Skills, Knowledge and/or Abilities Required: Working knowledge of the voice for Middle School and High School singers Conduct music accurately and expressively with self-confidence Sing unself-consciously to illustrate and to demonstrate correct technique, pronunciation, and style   Physical Demands: Physical requirements are consistent with light physical duties required of teachers generally. The school is spread out across five buildings, covering multiple blocks in downtown Portland, so teachers may have to move between buildings during five-minute passing periods or attend meetings around campus. The school does not provide parking for staff members, so metered street or lot parking may be needed.   Interested candidates can find instructions for applying for this position on the Careers at Northwest Academy and reply to Careers@nwacademy.org.   Northwest Academy is an equal opportunity employer and is committed to welcoming and celebrating a diverse student and faculty population. We believe every employee has the right to work in an environment free from all forms of unlawful discrimination. It is the policy of the school that employment decisions for all applicants and employees will be made without regard to race, color, religion, sex, sexual orientation, gender identity, age, national origin, genetic information, marital status, veteran status, disability, or other characteristics protected under local, state, or federal law. No employee will be retaliated against for raising concerns under this policy. We seek each employee’s contribution and assistance in helping us maintain equal employment opportunity. Mon, 27 Apr 2026 15:34:27 -0400 https://careers.nais.org/jobs/rss/22227807/upper-school-humanities-teacher-26-27-ft https://careers.nais.org/jobs/rss/22227807/upper-school-humanities-teacher-26-27-ft Bend, Oregon, Upper School Humanities Teacher 2026-2027, FT About Cascades Academy Cascades Academy is an independent PK-12 day school with ~250 students located in the beautiful mountain town of Bend, Oregon.  The school was founded in 2003 and resides on an award-winning 45-acre campus located on the Deschutes River. The school’s unique mission weaves challenging academics with experiential learning within an engaged, vibrant community. Cascades Academy values employees who are committed to our mission, are prepared to engage fully in a learning community, and are excited to bring their authentic selves to work. Cascades Academy’s culture is highly collaborative and puts what is best for students at the center of the work. Regularly named one of the Best Nonprofits to Work for in Oregon , our faculty and staff see each other as teammates and feel motivated to do their best work here.  Cascades Academy strives to cultivate and maintain a supportive, inclusive community for all employees and actively promotes a commitment to diversity, equity, inclusion, and anti-racism.   Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in the job description. We are most interested in finding the best candidate for the job and are eager to consider applications from groups traditionally underrepresented in independent school communities. The Upper School The Cascades Academy Upper School is led by a collection of dedicated, dynamic educators working to support students seeking a different kind of high school experience.  As a member of the Mastery Transcript Consortium, the class of 2027 will be the first to graduate with this unique, personal portfolio instead of a standard transcript with a GPA.  A tight-knit community, the US faculty culture is characterized by humility, agility, innovation, and humor as each individual wears multiple hats in a given week.  Faculty benefit from the chance to leverage their unique passions and interests in shaping elements of the experiential education program.   Position Summary Cascades Academy seeks an experienced Upper School Humanities Teacher who would work closely with the upper school team to deliver on our commitments to challenging academics and experiential education.  Essential Duties Curriculum and Instruction: Teach 4 sections of upper school humanities (integrated social studies and ELA).  This includes one double block to 9th graders and 4 semester-long seminars to 11th and 12th graders including one section of the senior thesis. Serve as one of two core humanities teachers for the Upper School and work closely with the rest of the upper school team. Differentiate instruction and assignments to meet the needs of each learner while maintaining high standards for all students. Provide timely feedback and mastery-based grades to students via school LMS and update grades on a weekly basis. Communicate with families on a regular basis regarding student performance. Write narrative reports for students at the end of each semester that thoughtfully capture their successes and areas for growth. Teach one semester-long Elective course which meets 3 days/week. Co-lead weekly fall and spring Expedition field courses and the Winter Sports Program. Co-lead three overnight programs each academic year: Confluence (3 days), Fall Traveling School (5 days) and Spring Traveling School (10 days). Lead a club and/or elective that aligns with student interest. Leadership and Mentorship: Serve in the role of upper school Advisor; meet with advisees weekly and lead social-emotional learning and social responsibility lessons.  Be available to advisees and advisees’ families as needed to communicate and support each student’s academic and social-emotional progress.  Lead conferences with students and families twice annually. Uphold and enforce all school and US-specific policies, procedures, and practices. Institutional: Participate in all professional development days before, during, and after the school year. Pursue and execute additional professional development throughout the school year via conferences, school visits, books, webinars, etc.  Attend weekly faculty and division meetings. Attend school events and functions outside the normal school day, including fundraisers, presentations, board meetings, etc. (as indicated by the Head of School or Upper School Head). Assist in the fulfillment of Accreditation work (as per NWAIS Accreditation Report). Other duties as assigned by the Upper School Head or Head of School. Position Details Title Upper School Humanities Teacher Reports to Upper School Head Start Date August 2026 Schedule Full-Time Compensation $50,000-$80,000 yearly dependent on experience.     Application Instrtctions To apply, please complete the application on our website , including your resume, cover letter, and at least 1 letter of recommendation. No phone calls, please. It is the policy of Cascades Academy to provide equal employment opportunity, regardless of race, color, sex, age, national origin, religion, physical or mental impairment, sexual orientation, veteran’s status or any other status protected by applicable law. Specifically, employment opportunities are and shall be open to all qualified applicants solely on the basis of their experience, aptitudes, abilities and training; advancement is and shall be based on the individual’s achievement, performance, ability, attitude and potential for promotion.    Qualifications 3-5 years experience teaching upper school humanities. Experience as a middle school English, and/or history teacher would be considered, as well. Clean driving record and valid driver’s license   Knowledge, Skills, and Abilities Passion for teaching humanities Passion for teaching in a creative, integrated, and innovative way Ability to work collaboratively with other upper school teachers Strong relational skills and emotional intelligence Strong organizational skills Clear verbal and written communication skills Willingness to drive a 14-passenger bus Commitment to implementing culturally competent curriculum and instruction Appreciation and respect for diversity in all of its forms Advocacy around inclusion Commitment to experiential learning, outdoor education, and social-emotional learning Desire to be an active member of a vibrant community of students, families, and staff Knowledge of common tech platforms used in education, such as Blackbaud, Google Suite, Microsoft Office, etc. Integrity, sound judgment, self-confidence, collaborative spirit, and a sense of humor Though not required, certified Wilderness First Responders are advantageous.   Physical Requirements Requires mobility to traverse campus to accompany and assure the safety of children.  This may include moving between buildings multiple times throughout the workday and bending, squatting, stooping, and kneeling. Ability to occasionally lift up to 30 pounds. Must be able to consistently and clearly communicate with children, colleagues, and families. Cascades Academy offers the following benefits to all employees with a .75 or higher position: Medical, vision, and dental insurance for the employee 403b retirement plan with 4% employer match Optional pre-tax flexible spending health and child care accounts Paid vacation time 10 paid sick days per year Professional development opportunities Free salad bar Free after school care for faculty/staff children who are current students Faculty and staff social opportunities Fri, 24 Apr 2026 18:02:02 -0400 https://careers.nais.org/jobs/rss/22218223/upper-school-math-computer-science-teacher https://careers.nais.org/jobs/rss/22218223/upper-school-math-computer-science-teacher Portland, Oregon, Oregon Episcopal School seeks an Upper School Math and Computer Science Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Sarah Grenert-Funk (Head of Upper School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.   OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.   JOB SUMMARY: The Upper School Mathematics and Computer Science teacher will initially teach two math courses and one foundational computer science class, working in close collaboration with current faculty in computer science in preparation for teaching future advanced computer science electives. The teacher collaborates with colleagues to design and implement curriculum and learner-centered activities that emphasize analytical thinking, research, problem-solving, and collaboration, and ask students to think deeply and creatively about concepts and applications. The teacher structures 80-minute blocks by using a variety of full-class discussions, cooperative learning groups, pairs, and individuals, with students routinely presenting and sharing work. Teachers in the department use the "Explore Before Explain" methodology to engage students in the sense-making process and build an enduring understanding of new concepts. Successful candidates will have experience designing courses and assessments centered on clearly defined learning outcomes, ensuring alignment between instructional strategies and student achievement. Furthermore, they should understand and model the importance of involvement in the community, ongoing professional learning, and authentic collaboration with other faculty and staff to advance the School’s mission. Teachers are expected to bring an innovative, energetic spirit to the classroom, constantly seeking ways to make problem-solving essential to adolescents. The US Math and Computer Science teacher should have a strong facility with technology and a flexible mindset that enriches collaboration. Finally, the successful teacher will see students as budding scholars, creators, and engaged human beings. In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission. As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult- student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.   Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association or coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES: Create, communicate, and maintain clear, consistent, and appropriate learning outcomes and expectations aligned with the Mathematics and Computer Science Department’s goals and schoolwide strategic initiatives. Provide frequent, constructive, objective, and prompt feedback. Engage in professional growth and development. Design assessments and activities as tools for student learning and growth. Recognize, respect, and promote the cultural differences and diversity of the individuals in the classroom and community. Collaborate with colleagues in the Mathematics and Computer Science department. Communicate responsibly and professionally with colleagues, families, and students. Establish and sustain relationships with students and families that promote learning and community building. Seek to understand, value, and respond to each student. Differentiate instruction; experiment with teaching strategies. Establish and maintain appropriate standards for student behavior using Restorative Practice methods, which encourage reflection and problem-solving and support positive self-esteem and relationship building. Integrate technology in teaching and assessment. Attend division meetings, grade-level team meetings, and academic department meetings. Participate in the life of the school by attending school activities, events, meetings, and conferences. Engage fully in OES-sponsored Diversity, Equity, and Inclusion activities as assigned. Serve as an advisor to a small group of students. Attend an opening of school grade-level overnight trip. Design and implement an Activity (one hour a week co-curricular mini-course) and Winterim (week-long experiential education) course. MINIMUM QUALIFICATIONS: BA/BS or equivalent in Math, Computer Science, or related field Technical proficiency in core Python programming, data structures, and libraries Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities Digital literacy; intermediate to advanced proficiency in Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information Video-conferencing experience, as appropriate to job duties; flexibility and willingness to learn as digital tools evolve Ability to pass a criminal background check   PREFERRED QUALIFICATIONS: MA/MS or equivalent in Math, Computer Science, or related field Two to three years of experience teaching 9th through 12th grade Computer Science courses or completion of a teaching certification program Experience teaching Algorithms and Machine Learning elective courses Knowledge of statistics and R programming Demonstrated a successful history with innovation in the teaching of Computer Science, technology integration, curriculum design, and inquiry-based learning Experience in teaching English Language Learners (ELL), particularly international students Develop curriculum with clear learning outcomes, assessments, and means for feedback using a proficiency grading scale.   KNOWLEDGE, SKILLS, AND ABILITIES: Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams   PHYSICAL REQUIREMENTS: Ability to sit at computer and keyboard for moderate periods Mobility sufficient to move about the campus, to include climbing stairs Sight and hearing adequate to perform the duties of the job, ability to communicate clearly Ability to lift and carry up to 25 pounds on an occasional basis   SALARY: This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   Candidates should send both a cover letter and resume to the hiring committee at https://www.oes.edu/careers. Please address the cover letter to Sarah Grenert-Funk (Head of Upper School) when submitting your materials.   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position.    Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.   Tue, 21 Apr 2026 12:09:34 -0400 https://careers.nais.org/jobs/rss/22218221/lower-school-community-behavior-support-specialist https://careers.nais.org/jobs/rss/22218221/lower-school-community-behavior-support-specialist Portland, Oregon, Oregon Episcopal School seeks a Lower School Community and Behavior Support Specialist to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Tracy Hardister (Director of Student Support) and David Lowell (Head of Lower School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.    OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.   JOB SUMMARY: The Community and Behavior Support Specialist integrates behavioral expertise with strategic school-wide universal programming to foster a flourishing school community through the lens of a Multi-Tiered System of Supports (MTSS).  This position will move fluidly between collaborating with Lower School administrators, faculty, and staff to shape policy/procedures and to provide direct student support, ensuring that our Pre-k to 5 community is rooted in evidence-based practices such as social-emotional learning (SEL), restorative justice, and effective behavioral practices.  The Lower School Community and Behavior Support Specialist is an integral member of the Lower School Student Support Team and the all-school OES Student Support Team.   ESSENTIAL DUTIES: School Climate (Tier 1) Universal Programming: Lead the implementation of social-emotional learning (SEL) and school-wide behavior expectations across all grade levels. Teacher Consultation and Support: Partner with classroom teachers to refine classroom management, helping them create environments that are aligned with school-wide expectations, SEL curriculum, and trauma-informed practices. Professional Development: Facilitate professional development for faculty on a range of topics, such as neurodiversity, restorative justice, behavior data collection, trauma-informed practices, and the impact of executive functioning on behavior.   Restorative Justice & Community Repair (Tier 1 & 2) Restorative Frameworks: Partner with teachers and/or other student support team members to facilitate Restorative Circles for classrooms and formal Restorative Conferences to resolve conflicts between students, turning behavioral lapses into learning opportunities.   Behavioral Intervention & Support (Tier 2 & 3) Point Person (aka case manager):  Serve as the Point Person for identified Student Support Plans (SSPs). Design, implement, and progress monitor those SSPs, and ensure that all required documentation is current. Behavior Assessments (FBAs) and Intervention Plans (BIPs): Design, implement, and monitor data-driven BIPs that prioritize skill-building, self-regulation, student participation, and restorative practices. Conduct formal and informal FBAs to identify the "why" behind challenging behaviors. Direct Student Support: Provide small group or 1:1 skill-building intervention to support student executive functioning and self-regulation development.  Crisis Response: Provide immediate, de-escalation support for students in emotional distress, using trauma-informed techniques. Progress Monitoring: Maintain records of behavioral data to evaluate the effectiveness of interventions and supports.   Parent Engagement Parent Partnership: Act as a bridge between home and school, providing parents with resources, strategies and education to ensure consistency in behavioral support home and school.   Admissions Committee Member Participate in the annual Lower School admissions review process through participating in visit days and other admission events, reviewing applications, and attending application review meetings.    School-Wide Responsibilities Participate in Diversity, Equity, Inclusion, and Access (DEIA) initiatives. This engagement supports a more inclusive and equitable learning environment for all students. MINIMUM QUALIFICATIONS: BA/BS degree in Special Education, Counseling, Social Work,  Applied Behavioral Analysis (ABA) credentials, or related field. Minimum of 5 years working in an elementary school setting (Pre-K–5 experience is highly valued). General digital literacy, including experience with the Google suite. Intercultural competency, demonstrated experience and skill in working with students from diverse ethnic, gender, socioeconomic, and educational backgrounds and identities, and a demonstrated commitment to equity and inclusion. Willingness to work the school year schedule plus designated additional calendar days; occasional evening or Saturday events (5 or less per year). Evidence of a commitment to continued professional development. Ability to pass a criminal background check and drug screen.   PREFERRED QUALIFICATIONS: MA/MS in Special Education, School Psychology, Counseling, Social Work, or related field. Board Certified Behavior Analyst (BCBA). Experience with academic screenings and/or assessments. Knowledge of and/or experience of appropriate Assistive Technology to support students. Understanding of the MTSS framework and how to apply it in an independent school culture that values both academic rigor and student-centered care. Knowledge and experience with trauma-informed practices in schools. Training in alternatives to restraint and seclusion. Training or experience with Restorative Justice and Collaborative Proactive Solutions/Collaborative Problem Solving.   KNOWLEDGE, SKILLS, AND ABILITIES: Knowledge of legal standards in compliance with state and federal laws, ability to maintain appropriate confidentiality. Knowledge of educational technology; openness to innovation, flexibility to learn as tools evolve. Organizational skills, ability to juggle multiple and sometimes competing deadlines, attention to detail, ability to balance self-directed work with a strong collaborative approach. Interpersonal skills, ability to contribute to strong and positive connections with elementary school students, demonstrated ability to maintain collegial relationships with colleagues. Excellent verbal and written communication skills, ability to communicate complex information about students in a respectful and clear manner.   PHYSICAL REQUIREMENTS: Primarily classroom and office environment, some sitting at a computer and keyboarding. Mobility sufficient to move about the campus. Sight and hearing adequate to perform the duties of the job, ability to communicate clearly. Ability to lift and carry up to 20 pounds on a frequent basis. Ability to support students in both indoor and outdoor settings, on uneven surfaces, and to participate in crisis-management techniques like blocking or keeping pace with a student.   APPLICATION INSTRUCTIONS: Visit www.oes.edu/careers to learn more about OES and the faculty experience. Fill out the application and attach a resume and cover letter addressed to Tracy Hardister (Director of Student Support) and David Lowell (Head of Lower School).   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position.   Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status. Tue, 21 Apr 2026 12:08:43 -0400 https://careers.nais.org/jobs/rss/22218226/lower-school-pre-kindergarten-assistant-teacher https://careers.nais.org/jobs/rss/22218226/lower-school-pre-kindergarten-assistant-teacher Portland, Oregon, OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.    OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.    JOB SUMMARY: The Prekindergarten Assistant Teacher works actively with assigned students providing instruction or supervision of educational activities.  He/she/they may assume teacher responsibilities as required for the entire class for short intervals.  In addition to the qualifications detailed below, the successful assistant teacher will possess enthusiasm, creativity and an inclusive, cooperative spirit.     In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association (for the Upper School), or coaching (in the Middle and Upper Schools) are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES:  Support Classroom teachers in classroom planning, preparation, instruction and supervision. Work with students in various settings - large group, small group and individually. Document student learning. Assist Lead Teachers with production work. Attend to duties – lunch, recess, dismissal – as assigned. MINIMUM QUALIFICATIONS: Experience working in an early childhood educational setting Strong background in current social-emotional learning practices Current First Aid and CPR training Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check   PREFERRED QUALIFICATIONS:  BA/BS or equivalent four-year degree Knowledge of Reggio-inspired schools, social constructivist teaching and learning and the integration of the arts Oregon Central Background Registry qualifications   KNOWLEDGE, SKILLS, AND ABILITIES:   Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice  Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams    PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis    SALARY: This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   APPLICATION INSTRUCTIONS : Visit www.oes.edu/careers to learn more about OES and the faculty experience.   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.    Tue, 21 Apr 2026 12:11:11 -0400 https://careers.nais.org/jobs/rss/22218225/lower-school-fourth-grade-classroom-teacher https://careers.nais.org/jobs/rss/22218225/lower-school-fourth-grade-classroom-teacher Portland, Oregon, Oregon Episcopal School seeks a Fourth Grade Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to David Lowell (Head of Lower School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.  OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.    JOB SUMMARY:  In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association (for the Upper School), or coaching (in the Middle and Upper Schools) are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   The Fourth Grade Teacher provides classroom instruction to students following OES standards and methods for instruction. The teacher promotes curiosity and the exploration of ideas and concepts while fostering an appreciation for lifelong learning. The Fourth Grade Teacher cultivates in students the OES values of community, social responsibility, and respect for individual differences. The successful Fourth Grade Teacher will possess excellent communication and interpersonal skills, strong organizational skills, and the ability to support the School’s educational mission.   ESSENTIAL DUTIES: Develop an intellectually challenging and creative program with developmentally appropriate and research-based practices. Implement an academically strong, inquiry-based and differentiated curriculum. Individualize instruction and educate the whole child. Be responsible for teaching in a self-contained classroom. Work collaboratively with colleagues in a spirit of openness and cooperation. Use a variety of best curricular approaches including reading workshop, writing process, experiential learning, cycle of inquiry, and conceptual and manipulative-based math approaches. Utilize a variety of instructional and assessment methods. Integrate technology to support student learning. Develop familiarity with a framework for understanding students’ individual strengths, affinities, and challenges. MINIMUM QUALIFICATIONS:   BA/BS or equivalent in relevant discipline Two years of elementary classroom teaching experience; team teaching experience Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check   PREFERRED QUALIFICATIONS:  MA/MS in relevant discipline Experience teaching in an independent school setting Develop curriculum with clear learning outcomes, assessments, and means for feedback using a proficiency grading scale. Knowledge of Reggio-inspired schools, social constructivist teaching and learning and the integration of the arts Oregon Central Background Registry qualifications   KNOWLEDGE, SKILLS, AND ABILITIES:   Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice  Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams  Ability to grow professionally and to stay abreast of changes in the field of education Interpersonal skills, ability to collaborate and maintain collegial relations with colleagues Knowledge of educational technology; openness to innovation, willingness to learn, ability to integrate evolving IT into curriculum Organizational skills, ability to work well on teams   PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis    COMPENSATION: This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   APPLICATION INSTRUCTIONS: Visit www.oes.edu/careers to learn more about OES and the faculty experience. Candidates should include a resume and cover letter addressed to David Lowell (Head of Lower School)   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.    Tue, 21 Apr 2026 12:10:15 -0400 https://careers.nais.org/jobs/rss/22192230/athletic-director-pe-teacher-2026-2027-ft https://careers.nais.org/jobs/rss/22192230/athletic-director-pe-teacher-2026-2027-ft Bend, Oregon, About Cascades Academy Cascades Academy was founded in 2003 with a deep commitment to experiential learning, academic excellence, and community engagement. The school is a leader in innovative, 21st century education and will be the first school in Oregon to implement the Mastery Transcript (sending class of 2027). Now in its 23rd year, the school has grown to 240 students PreK-12 and has expanded its campus footprint to include 45 beautiful acres on the scenic Deschutes River. The school is actively considering its next phase of campus master planning to accommodate future enrollment growth and strategic initiatives. Cascades Academy strives to cultivate and maintain a supportive, inclusive community for all employees and actively promotes access and inclusion. Cascades Academy values employees who are committed to our mission, are prepared to engage fully in a learning community, and are excited to bring their authentic selves to work. Cascades Academy’s culture is highly collaborative and puts what is best for students at the center of the work.Regularly named one of the Best Nonprofits to Work for in Oregon , our faculty and staff see each other as teammates and feel motivated to do their best work here. Position Description The Athletic Director (AD) provides strategic leadership for Cascades Academy’s athletics and physical education programs, advancing the school’s mission while fostering student growth, well-being, and a strong sense of belonging. The AD oversees program vision and execution, including daily operations, staffing, supervision, risk management, scheduling, and the overall student-athlete experience. This role also includes teaching physical education across grades K–12. Cascades Academy’s athletics program features a dynamic blend of traditional sports—cross country, track & field, volleyball, and basketball—alongside distinctive offerings such as skiing, snowboarding, rock climbing, mountain biking, and ultimate frisbee. While the middle school program is well established, the school seeks a visionary leader to shape the next phase of athletics, particularly in the upper school. The Athletic Director will play a pivotal role in evolving and strengthening this diverse program, overseeing and assessing all aspects of intramural, interscholastic, and auxiliary athletics, and contributing to the development of summer athletic offerings. Position Details Title Athletic Director Reports to Director of Academic & Experiential Programs Start Date August 2026 Schedule Full-Time Compensation Dependent on experience. Benefits Cascades Academy offers the following benefits to all employees with a .75 or higher position: Medical, vision, and dental insurance for the employee  403b retirement plan with 4% employer match Optional pre-tax flexible spending health and child care accounts Paid vacation time  10 paid sick days per year Professional development opportunities Free salad bar  Free after school care for faculty/staff children who are current students Faculty and staff social opportunities Application Instructions To apply, please complete the application on our website , including your resume, cover letter, and at least 1 letter of recommendation. No phone calls, please. It is the policy of Cascades Academy to provide equal employment opportunity, regardless of race, color, sex, age, national origin, religion, physical or mental impairment, sexual orientation, veteran’s status or any other status protected by applicable law. Specifically, employment opportunities are and shall be open to all qualified applicants solely on the basis of their experience, aptitudes, abilities and training; advancement is and shall be based on the individual’s achievement, performance, ability, attitude and potential for promotion.  Program Leadership and Vision Provide programmatic vision and long-range planning for PK–12 athletics and physical education programs in partnership with the leadership team Articulate and implement a developmentally appropriate and mission-aligned philosophy for athletics and PE that prioritizes character, teamwork, resilience, sportsmanship, and  healthy competition Build a positive, inclusive athletics culture where participation is encouraged, and students feel known, challenged, and supported. Collaborate with faculty, advisors, and student-support colleagues to promote a healthy balance among academics and athletics. Establish and maintain consistent expectations for conduct, citizenship, and community standards across all teams. Physical Education Teaching Teach developmentally appropriate physical education courses aligned with the school’s goals for health, fitness, skill development, teamwork, and lifelong wellness. Support students with a range of prior experience and ability levels, ensuring access and meaningful participation. Demonstrate  thoughtful, respectful, and effective classroom management techniques which support active learning and promote responsibility, self-management, and positive relationships Assess  and write reports of student progress twice a year. Write progress reports and participate in parent/teacher conferences (as needed) Attend all faculty meetings, community meetings, and student support meetings Coach Supervision, Hiring, and Development Supervise, support, and evaluate all coaches (faculty coaches, stipended coaches, and any external/seasonal coaches). Recruit, hire, onboard, and manage external coaches as needed, ensuring alignment with Cascades Academy’s mission, school policies, and expectations for working with adolescents. Establish clear systems for coach communication, preseason meetings, practice planning, and end-of-season reflection. Provide ongoing coaching development and feedback, including expectations for sportsmanship, student safety, communication with families, and collaboration with faculty. Ensure all coaches complete required clearances and training (e.g., background checks, concussion education, CPR/First Aid/AED expectations, etc., as applicable). Maintain and revise the coaches’ manual each year Operations, Scheduling, and Game Management Serve as the school’s primary representative to local and regional athletic leagues and attend meetings to coordinate schedule, registration and ensure compliance with applicable rules and policies Coordinate with Bend Parks and Recreation to promote, organize, and register sports teams Build and manage athletics schedules, including practices, games, officials, transportation, and facility use. Maintain league and conference relationships. Oversee home event logistics and safety (supervision, officials, table/scorekeeping, athletic spaces, and emergency preparedness). Manage athletics systems and communications (calendar platforms, team pages, transportation notes, and family updates). Budget, Equipment, and Facilities Develop and manage the athletics budget in coordination with the Head of School and Business Office, with responsibility for planning, forecasting, purchasing, and stewardship of resources Coordinate with Director of Finance & Operations on scheduling field and gym rentals Coordinate with Business Office on athletic coaching stipends; amounts and timing Oversee purchasing and inventory of equipment, uniforms, supplies, and program needs; maintain orderly storage systems and replacement cycles. Coordinate facility readiness and needs with appropriate campus staff (fields, gym spaces, weight/fitness areas, storage, and safety checks). Identify strategic program investments and cost-saving opportunities consistent with program goals. Partner with the Director of Marketing & Communications to order on brand athletics wear  Communication Serve as the primary athletics contact for families, faculty, students and external partners. Distribute clear, timely communications including season welcome emails, schedules, logistics and expectations. Recognize and celebrate student-athletes, coaches and volunteers throughout the school year.  Risk Management, Health, and Safety Ensure athletics and PE adhere to best practices for student health and safety, including concussion protocols, supervision standards, emergency action plans, and facility safety. Coordinate with the school health coordinator and administrators regarding injuries, return-to-play/return-to-learn considerations, and incident documentation. Maintain required documentation and reporting systems for participation, waivers, incidents, and compliance. Medical, vision, and dental insurance for the employee 403b retirement plan with 4% employer match Optional pre-tax flexible spending health and child care accounts Paid vacation time 10 paid sick days per year Professional development opportunities Free salad bar Free after school care for faculty/staff children who are current students Faculty and staff social opportunities Fri, 10 Apr 2026 18:00:57 -0400 https://careers.nais.org/jobs/rss/22188887/upper-school-spanish-teacher https://careers.nais.org/jobs/rss/22188887/upper-school-spanish-teacher Portland, Oregon, Oregon Episcopal School seeks an Upper School Spanish Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Sarah Grenert-Funk (Head of Upper School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.  OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice, and commitment beyond ourselves.    JOB SUMMARY: The Upper School Spanish teacher at OES teaches inquiry-based Spanish classes to students in grades nine through twelve. The teacher collaborates with colleagues to design and implement curriculum and learner-centered activities that emphasize analytical thinking, research, problem-solving, and collaboration, and that ask students to think deeply and creatively about concepts and applications. Furthermore, they should understand and model the importance of community involvement, ongoing professional learning, and authentic collaboration with other faculty and staff to advance the School’s mission. Teachers are expected to bring an innovative, energetic spirit to the classroom, constantly seeking ways to make problem-solving essential to adolescents. The US Spanish teacher should have a strong facility with technology and a flexible mindset that enriches collaboration and design thinking. Finally, the successful teacher will see students as budding scholars, creators, and engaged human beings.    In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and have the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association or coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES:  Create, communicate, and maintain clear, consistent, and appropriate learning objectives and expectations aligned with the World Language Department’s goals and the schoolwide strategic initiatives.  Design and deliver engaging lessons that broaden students’ cultural awareness and develop proficiency skills in speaking, writing, reading, and comprehension across multiple levels.   Demonstrate strong expertise in Spanish grammar and design interactive learning experiences that maintain high academic rigor. Support students’ grammatical accuracy as a foundation for confident and effective oral and written communication. Provide frequent, constructive, objective, and prompt feedback.  Design assessments and learning activities that support student growth.  Recognize, respect, and promote the cultural differences and diversity of the individuals in the classroom and community.  Collaborate proactively and communicate responsibly and professionally with colleagues, families, and students.  Establish and maintain relationships with students and families that promote learning and community building.  Differentiate instruction and experiment with effective teaching strategies.  Establish and maintain appropriate standards for student behavior using Restorative Practices that promote reflection, problem solving, and support positive self-esteem and relationship building. Engage in our school-wide Learning and Teaching program, including seeking and constructively applying professional feedback.  Attend division meetings, grade-level team meetings, and academic department meetings.  Participate in the life of the school by attending school activities, events, meetings, and conferences.  Engage fully in OES-sponsored DEIA development activities as assigned. Serve as an advisor to a small group of students.  Chaperone an opening of school grade level overnight trip.  Design and implement an Activity and Winterim course.  MINIMUM QUALIFICATIONS:   BA/BS or equivalent in Spanish or related field   One to three years of experience teaching Spanish or completion of a teaching certification program  IT skills: general digital literacy, intermediate to advanced Google Suite, MS Office Suite, database, web applications, video conferencing, etc. as appropriate to job duties, experience with applicable educational technology Experience with and skill in responding to the needs of students of diverse racial,  ethnic, gender, socioeconomic, and religious identities and backgrounds Intercultural competence, ability to interact appropriately with persons, of all backgrounds, ability to work effectively on diverse teams, demonstrated commitment to equity, inclusion, and anti-racism Ability to pass a criminal background check and drug screen  Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities,  demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check   PREFERRED QUALIFICATIONS:  MA/MS or equivalent in Spanish or related field   Experience teaching courses from 9th through 12th grade Five years’ experience teaching at a secondary or post-secondary school Demonstrated and successful history with innovation in the teaching of Spanish, technology integration, curriculum design and inquiry-based learning   Experience in teaching English Language Learners (ELL), particularly international students  Experience developing curriculum with clear learning outcomes, assessments, and feedback systems using a proficiency grading scale.   KNOWLEDGE, SKILLS, AND ABILITIES:   Excellent verbal and written communication skills, ability to manage confidential  information in compliance with the law and best practices  Ability to contribute to strong and positive connections with high school students and to maintain collegial relationships with colleagues Ability to consistently apply principles of equity, inclusion, and anti-racism on a day to day basis in the classroom and  in the broader workplace community Ability to collaborate and work effectively on teams   Knowledge of educational technology, with an openness to innovation and willingness to learn as tools evolve    PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis    SALARY:   This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   Candidates should send both a cover letter and resume to the hiring committee at https://www.oes.edu/careers. Please address the cover letter to Sarah Grenert-Funk (Head of Upper School) when submitting your materials.   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.  Thu, 09 Apr 2026 11:28:02 -0400 https://careers.nais.org/jobs/rss/22186061/director-of-experiential-education https://careers.nais.org/jobs/rss/22186061/director-of-experiential-education Portland, Oregon, Oregon Episcopal School seeks a Director of Experiential Education to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Sarah Grenert-Funk (Head of Upper School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.    OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.    JOB SUMMARY: The Director of Experiential Education provides strategic leadership and oversight for OES’s PK–12 experiential learning programs, including outdoor education, grade level trips, weekend excursions, Winterim, and signature divisional experiences. Grounded in OES’s mission and risk philosophy, the Director designs and sustains a comprehensive, developmentally aligned program that promotes meaningful challenge, environmental stewardship, student well-being, and inclusive access. This role is responsible for building and maintaining robust institutional systems for risk management, program quality, and staff hiring, onboarding, supervision, and evaluation. The Director ensures that all experiential programming meets the highest standards of safety, compliance, and educational impact, and leads the school’s response to internal audits and external reviews, translating findings into actionable plans that strengthen systems and practice.   The Director collaborates closely with Division Heads, Health and Safety staff, HR, and faculty leaders across the school and serves as the primary institutional leader for experiential education. In addition to the qualifications detailed below, the successful Director will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association or coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered. ESSENTIAL DUTIES:  Vision & Program Leadership Articulate and steward a cohesive, mission-aligned PK–12 experiential education philosophy Design and maintain a developmentally sequenced PK–12 scope and sequence, with clearly defined outcomes for student growth, challenge, and safety. Lead long-range planning for experiential and outdoor programming, including program expansion and innovation. Ensure experiential learning advances equity, access, sustainability, and student belonging. Oversee signature Upper School experiences, including the junior backpacking trip and senior trip. Supervise the design, implementation, and evaluation of divisional trips and weekend programs. Partner with the Assistant Director of Upper School in overseeing Winterim Lead the recruitment, hiring, selection, onboarding, coaching, and supervision of experiential education staff, including seasonal instructors and trip leaders, in partnership with HR.  Foster a culture of safety, professionalism, reflection, and continuous improvement for experiential education staff Manage the experiential education budget, vendor selection, insurance, and certification Ensure consistent equipment management, inspection protocols, and replacement planning. Build and maintain systems that support efficient, consistent, and scalable program operations. Represent experiential education to families, trustees, and prospective families.   Risk Management & Student Safety Serve as the school’s lead for experiential risk management, establishing a comprehensive system that includes prevention, preparedness, response, and post-incident policies and practices, including decision-making frameworks, ongoing audits, learning, communication and documentation. Serve as a senior advisor during emergency response situations.   Faculty Partnership & Professional Development Collaborate with faculty to integrate experiential learning into academic programs and student life. Design and deliver professional development programs to build faculty capacity in experiential education and risk management. Promote and oversee the use of the challenge course and team-building initiatives. Partner with Upper School Division Head and HR on performance management, contract decisions, and personnel concerns. Serve as a key institutional leader contributing to cross-divisional collaboration and strategic initiatives. REQUIRED QUALIFICATIONS:   Bachelor’s degree in a related field  Minimum of five years of leadership experience in experiential or outdoor education. Demonstrated experience designing and leading risk management systems. Experience with staff hiring, onboarding, supervision, and evaluation across multiple employee types. Teaching or youth development experience with adolescents. Wilderness First Responder (or higher) certification. Advanced Challenge Course certification (or willingness to obtain). Experience managing budgets, vendors, and program operations. Familiarity with industry standards and best practices in experiential education. Commitment to inclusive, mission-driven education and student-centered learning. Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check Oregon Central Background Registry qualifications   KNOWLEDGE, SKILLS, AND ABILITIES:   Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice  Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams    PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis  SALARY:  This is a full-time, 11-month position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package. Candidates should send both a cover letter and resume to the hiring committee at https://www.oes.edu/careers. Please address the cover letter to Sarah Grenert-Funk (Head of Upper School) when submitting your materials. Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.  Wed, 08 Apr 2026 12:45:09 -0400 https://careers.nais.org/jobs/rss/22180697/lower-school-third-grade-classroom-teacher https://careers.nais.org/jobs/rss/22180697/lower-school-third-grade-classroom-teacher Portland, Oregon, Oregon Episcopal School seeks a Third Grade Classroom Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to David Lowell (Head of Lower School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.    OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and  justice , and commitment beyond ourselves.    JOB SUMMARY: The Third Grade Teacher provides classroom instruction to students following OES standards and methods for instruction.  The teacher promotes curiosity and the exploration of ideas and concepts while fostering an appreciation for lifelong learning. The Third Grade Teacher cultivates in students the OES values of community, social responsibility, and respect for individual differences. In addition to the qualifications detailed below, the successful Third Grade Teacher will possess excellent communication and interpersonal skills, strong organizational skills, and the ability to support the School’s educational mission.    As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging a diverse student body and strengthening the inclusive community of OES.    In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association (for the Upper School), or coaching (in the Middle and Upper Schools) are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES:  Develop an intellectually challenging and creative program with developmentally appropriate and research-based practices. Implement an academically strong, inquiry-based and differentiated curriculum. Individualize instruction and educate the whole child. Be responsible for teaching in a self-contained classroom. Work collaboratively with colleagues in a spirit of openness and cooperation. Use a variety of best curricular approaches including reading workshop, writing process, experiential learning, cycle of inquiry, and conceptual and manipulative-based math approaches. Utilize a variety of instructional and assessment methods. Integrate technology to support student learning. Develop familiarity with a framework for understanding students’ individual strengths, affinities, and challenges. MINIMUM QUALIFICATIONS:   BA/BS or equivalent in relevant discipline Two  years of elementary classroom teaching experience; team teaching experience  Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check   PREFERRED QUALIFICATIONS:  MA/MS in relevant discipline Experience teaching in an independent school setting Knowledge of Reggio-inspired schools, social constructivist teaching and learning and the integration of the arts Oregon Central Background Registry qualifications   KNOWLEDGE, SKILLS, AND ABILITIES:   Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice  Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams  Ability to grow professionally and to stay abreast of changes in the field of education Interpersonal skills, ability to collaborate and maintain collegial relations with colleagues Knowledge of educational technology; openness to innovation, willingness to learn, ability to integrate evolving IT into curriculum Organizational skills, ability to work well on teams    PHYSICAL REQUIREMENTS:   Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis  SALARY:   This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package. Candidates should send both a cover letter and resume to the hiring committee at https://www.oes.edu/careers. Please address the cover letter to David Lowell (Head of Lower School) when submitting your materials. Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.  Mon, 06 Apr 2026 14:32:54 -0400 https://careers.nais.org/jobs/rss/22175073/beginning-school-music-teacher-ps-and-k https://careers.nais.org/jobs/rss/22175073/beginning-school-music-teacher-ps-and-k Portland, Oregon, Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations. The School believes that each employee makes a significant contribution to the school’s success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.   POSITION SUMMARY The Music Teacher is responsible for inspiring a foundational love for music in our youngest learners, teaching music to Preschool and Kindergarten students. This role involves creating a joyful, active classroom where students develop early musical skills through singing, movement, and instrumental play. Pay Range: Based on Faculty Scale according to education and teaching experience Offered at 0.50 FTE/10 month salary: $29,065 - $52,495/year   ESSENTIAL DUTIES Core Instructional Duties Implement a developmentally appropriate music program for Preschool and Kindergarten, focusing on tuneful singing, steady beat competency, and exploration of instruments. Utilize multi-sensory instructional methods (visual aids, tactile props, and kinesthetic games) to engage diverse learners and support early childhood social-emotional development. Cultivate a "joy-first" environment that inspires a lifelong love of music and encourages every child to find their "singing voice." Community Building Through Music Lead musical elements for early childhood gatherings, including simplified singing and movement for community sings in the Beehive (PS/K building). Facilitate age-appropriate "informances" or seasonal gatherings that showcase classroom learning in a low-pressure environment, providing an authentic audience for young learners. Collaborate with PS/K homeroom teachers to integrate musical concepts with foundational literacy, numeracy, and thematic units (e.g., seasons, animals, community). Collaborate with Lower School, Middle School, and Upper School music teachers to support music sharing and community events.  Environment & Management Foster a "brave space" classroom where young children feel safe to experiment with sound, move their bodies freely, and express curiosity. Practice gentle, consistent classroom management to support transitions, self-regulation, and positive peer relationships. Communication & Professionalism Maintain consistent contact with families via Seesaw journals and newsletters to "make learning visible," sharing photos or videos of musical milestones. Complete progress reports and attend parent/teacher conferences as required for the PS/K grade levels. Participate in faculty meetings weekly ensuring alignment with the early childhood department’s goals. Supervise students during designated non-class times (recess or snack) as coordinated within the part-time schedule.   WORKING CONDITIONS The music classroom is located in separate space from the main Lower School building and is well-supplied with materials and instruments. This is a part-time, 0.5 FTE teaching position with an academic year schedule. This teaching role is expected to be on campus 20 hours a week. Part-time faculty members expected to travel to retreats, conferences and workshops as well as to accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments. The BS Music teacher also joins 12 full days at key points during the year including opening meetings, professional learning days, fall and spring conferences, and Wonder Week.These dates are identified a year in advance.    INTERPERSONAL CONTACTS The music teacher has daily contact with children, parents, teachers, and administrators. Some interactions include confidential information.   MINIMUM QUALIFICATIONS Bachelor’s Degree (in Education or Music) 3 Years of Early Childhood Music teaching experience Instrument proficiency for classroom instruction and community sings Cultural competence, particularly in relation to curriculum development, and a strong commitment to diversity and inclusion PREFERRED QUALIFICATIONS Masters Degree (in Education or Music) Teaching credential or graduate degree Orff or Kod?ly training preferred Music Together Certification preferred   PHYSICAL REQUIREMENTS Mobility sufficient to move about the campus on uneven terrain and assure the safety of children Ability to communicate with children, colleagues, and families The ability to occasionally lift 30-50 pounds and to accomplish frequent bending, squatting, stooping and kneeling MINIMUM QUALIFICATIONS Bachelor’s Degree (in Education or Music) 3 Years of Early Childhood Music teaching experience Instrument proficiency for classroom instruction and community sings Cultural competence, particularly in relation to curriculum development, and a strong commitment to diversity and inclusion Offered at 0.50 FTE/10 month salary: $29,065 - $52,495/year Fri, 03 Apr 2026 20:45:12 -0400 https://careers.nais.org/jobs/rss/22169135/upper-school-learning-support-specialist https://careers.nais.org/jobs/rss/22169135/upper-school-learning-support-specialist Portland, Oregon, Oregon Episcopal School seeks an Upper School Learning Support Specialist to begin duties in August 2026. Interested candidates should submit a resume and cover letter addressed to Tracy Hardister (Director of Student Support) and Sarah Grenert-Funk (Head of Upper School) when submitting resumes. OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community. OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice, and commitment beyond ourselves.   JOB SUMMARY: The Upper School Learning Support Specialist provides support for the development of differentiated curricula, effective instructional methods, and student support plans for Upper School students in collaboration with teachers, students, parents, and outside resources. The Learning Support Specialist will have significant knowledge of and experience with implementing best practices for teaching diverse learners; the skills to contribute to student learning and facilitate faculty professional development; and a strong desire to work with high school students. The Learning Support Specialist will work as a collaborative and proactive member of the All School Student Support Team. This team includes the Counselors and Learning Support Specialists from the Lower School, Middle School, and Upper School divisions. In addition, this position will work directly with US students, faculty, administration, and parents/guardians to help ensure the learning and academic success of students. This position reports directly to the Director of Student Support. The all-school OES Student Support Team works alongside teachers, students, and parents to create inclusive, safe, and supportive learning environments where students can grow, learn, and thrive. We emphasize our students’ strengths while empowering them to be capable learners who take risks, self-monitor, self-advocate, and develop resiliency. Operating from a holistic perspective, we recognize that a positive and successful educational experience ensures that a student’s academic, social, and emotional needs are met. Through thoughtful collaboration and planning, the OES Student Support Team honors individual learning styles and differences, embracing a diverse learning community. The OES Student Support Team is composed of the Director of Student Support along with a Learning Support Specialist and a School Counselor for each Division.   ESSENTIAL DUTIES: Student Support Plans Develop, implement, and progress monitor individualized Student Support Plans in collaboration with students, faculty, and parents. Serve as the Point Person (i.e., case manager) for Student Support Plans and student support needs. Ensure that learning strategies, interventions, and accommodations are effectively communicated to students, teachers, advisors, parents, the Student Support Team (SST), and outside stakeholders as needed.   Ongoing Student Support Meet regularly with a caseload of students who require additional support, using tools to support data-informed instructional practices and/or interventions, such as academic screening measures, ELL assessments, Weekly Check-Ins and teacher feedback to monitor progress. Ensure timely updates and ongoing collaboration with advisors and faculty to respond to emerging student needs. Conduct classroom observations for student support referrals and Student Support Plans. Provide targeted academic support and skill development in small group or one-on-one meetings with students. Coordinate with the registrar on scheduling new and returning students and placement of ELL students. Support ELL students as indicated and assigned through administering and interpreting ELL assessments, progress monitoring English-language development, providing small group or one-on-one support, and teaching ELL Academic Skills Class, which intentionally develops learning language and academic skills necessary to grow and develop as students at OES.   Student Support Team (SST) Collaboration Lead, coordinate, and facilitate weekly US SST meetings to ensure identification of student support needs and services, progress monitoring, and continuity of interventions, accommodations, and supports. Liaise with Residential Life faculty to provide SST student updates and integration of the day and dorm communities specific to student support and academic programming. Collaborate with the All School Student Support Team, including attending regularly scheduled meetings and collaborating on initiatives. Testing Serve as the liaison for standardized testing accommodations, guiding families through the application process. Submit official documentation required by standardized testing companies to qualify for extended time and other accommodations on exams. Collaborate with teachers to organize, ensure, and proctor extended time testing for students with documented accommodations. Refer students for external Neuropsychological Evaluations as appropriate.   Admissions Committee Member Participate in the annual Upper School admissions review process through participating in visit days and other admission events, reviewing applications, interviewing students, and attending application review meetings.   Medical & Concussion-Related Accommodations Collaborate with school staff and healthcare professionals to implement appropriate learning accommodations for students with temporary medical conditions or concussions. Create Medical Leave Plans and monitor these plans, communicating with students, faculty, parents, and advisors to ensure student needs are met throughout recovery and that adjusted expectations, accommodations and deadlines are clear for students and faculty.   Faculty Professional Learning and Consultation Develop and provide professional learning opportunities specific to instructional practices and/or interventions that support diverse learning needs, including students with identified additional support needs (e.g., ELL, mental health diagnosis, Specific Learning Disorder, ADHD, ASD, etc.). Collaborate with teachers, which may include co-planning and time in classrooms, regarding a student, instructional practices and/or interventions to support diverse learning needs and to build teachers’ skills around teaching diverse learners.   School-Wide Responsibilities Participate in Diversity, Equity, Inclusion, and Access (DEIA) initiatives. This engagement supports a more inclusive and equitable learning environment for all students. MINIMUM QUALIFICATIONS: BA/BS or equivalent in education or a related field. Five years of experience as a learning specialist/classroom teacher or equivalent experience in a high school setting. General digital literacy, including experience with the Google suite. Intercultural competency, demonstrated experience and skill in working with students from diverse ethnic, gender, socioeconomic, and educational backgrounds and identities, and a demonstrated commitment to equity and inclusion. Evidence of a commitment to continued professional development. Ability to pass a criminal background check and drug screen.   PREFERRED QUALIFICATIONS: MA/MS or equivalent in special education, education or a related field. Experience with academic screenings and/or assessments. Experience working with students who are multilingual/ELL. Knowledge of and/or experience of appropriate Assistive Technology to support students. Knowledge of and/or experience with Multi-Tiered System of Supports (MTSS), including academic, social, emotional, and behavioral.   KNOWLEDGE, SKILLS, AND ABILITIES: Knowledge of legal standards in compliance with state and federal laws, ability to maintain appropriate confidentiality. Knowledge of educational technology; openness to innovation, flexibility to learn as tools evolve. Organizational skills, ability to juggle multiple and sometimes competing deadlines, attention to detail, ability to balance self-directed work with a strong collaborative approach. Interpersonal skills, ability to contribute to strong and positive connections with high school students, demonstrated ability to maintain collegial relationships with colleagues. Ability to generate and implement innovative ideas for engaging and working with students. Excellent verbal and written communication skills, ability to communicate complex information about students in a respectful and clear manner.   PHYSICAL REQUIREMENTS: Primarily classroom and office environment, some sitting at a computer and keyboarding. Mobility sufficient to move about the campus. Sight and hearing adequate to perform the duties of the job, ability to communicate clearly. Ability to lift and carry up to 20 pounds on a frequent basis. This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package. APPLICATION INSTRUCTIONS: Visit www.oes.edu/careers to learn more about OES and the faculty experience. Fill out the application and attach a resume and cover letter addressed to Tracy Hardister (Director of Student Support) and Sarah Grenert-Funk (Head of Upper School). Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status. Wed, 01 Apr 2026 17:46:28 -0400 https://careers.nais.org/jobs/rss/22169134/upper-school-history-social-studies-teacher https://careers.nais.org/jobs/rss/22169134/upper-school-history-social-studies-teacher Portland, Oregon, Oregon Episcopal School seeks an Upper School History and Social Studies Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Sarah Grenert-Funk (Head of Upper School) when submitting materials.   Please note: there may be an opportunity to serve as a department chair in conjunction with this role. If you are interested in being considered for this additional responsibility, we encourage you to indicate that in your cover letter. OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US:  Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.   OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice, and commitment beyond ourselves.   JOB SUMMARY:   The Upper School History and Social Studies Teacher teaches courses in grades 9–12 and designs engaging, learner-centered curriculum that helps students understand history as a dynamic force shaping the world today. Through the study of diverse perspectives, the teacher fosters curiosity, critical thinking, research skills, and collaboration while guiding students to analyze evidence, engage in thoughtful civil discourse, listen respectfully across differences, and develop a deeper understanding of both the past and the present. The teacher collaborates with colleagues to advance the school’s mission and serves as a model of community engagement and continuous professional learning. A successful candidate will bring innovation and energy to the classroom, making problem-solving an essential part of the student experience. They should view students as emerging scholars, creators, and engaged citizens, committed to their growth and development.   The ideal candidate will have strong technological proficiency, a flexible and creative mindset, and a collaborative approach to curriculum design and teaching. Teachers at OES are guided by the Learning and Teaching faculty growth model, which emphasizes professional development and reflective practice. This position reports directly to the Upper School Division Head.   In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission.  As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult-student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.    Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association or coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES: Create, communicate, and maintain clear and consistent learning objectives aligned with department goals and school-wide initiatives. Design assessments and activities that promote student learning and growth, and differentiate instruction to meet diverse student needs. Build strong relationships with students and families to foster learning and community. Promote cultural awareness and inclusivity while addressing individual student needs and maintaining appropriate student behavioral standards using Restorative Practices. Provide frequent, constructive feedback to students. Actively participate in professional development, including the school’s Learning and Teaching program and Equity and Inclusion activities, applying feedback to improve teaching practices. Work collaboratively with colleagues, grade-level teams, and families. Communicate responsibly and professionally within the school community. Participate in school activities, events, and meetings, including attending an opening-of-school overnight trip, leading an advisory group, and designing and implementing an Activity (one hour a week co-curricular mini-course) and Winterim (week-long experiential education) course.  Incorporate technology responsibly and effectively in teaching and assessment. Attend meetings, contribute to departmental and grade-level initiatives, and engage in broader school life. MINIMUM QUALIFICATIONS: BA/BS or equivalent in History and Social Studies or related field   One to three years of experience teaching History and Social Studies or completion of a teaching certification program  Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities  Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and  willingness to learn as digital tools evolve  Ability to pass a criminal background check PREFERRED QUALIFICATIONS:  MA/MS or equivalent in History and Social Studies or related field   Five years experience teaching students in grades 9-12 Demonstrated and successful history with innovation in the teaching of History and Social Studies, curriculum design Experience in teaching English Language Learners (ELL), particularly international students  Oregon Central Background Registry qualifications   KNOWLEDGE, SKILLS, AND ABILITIES:  Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice  Ability to consistently apply principles of equity and inclusion in day-to-day work and in the broader workplace community Organizational skills, ability to work well on teams    PHYSICAL REQUIREMENTS:  Ability to sit at computer and keyboard for moderate periods  Mobility sufficient to move about the campus, to include climbing stairs  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly  Ability to lift and carry up to 25 pounds on an occasional basis  SALARY:  This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package. Candidates should send both a cover letter and resume to the hiring committee at https://www.oes.edu/careers. Please address the cover letter to Sarah Grenert-Funk (Head of Upper School) when submitting your materials.   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.  Wed, 01 Apr 2026 17:44:50 -0400 https://careers.nais.org/jobs/rss/22138283/physical-education-teacher-wellness https://careers.nais.org/jobs/rss/22138283/physical-education-teacher-wellness Portland, Oregon, Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations.   The School believes that each employee makes a significant contribution to the school’s success. That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified. It is our expectation that each employee will offer their services wherever and whenever necessary to ensure the success of our endeavors.   POSITION SUMMARY The Beginning and Lower School Wellness Teacher designs and delivers a dynamic wellness curriculum for Preschool through 5th-grade students. This role includes developing and implementing engaging lesson plans, creating a supportive and inclusive learning environment, and assessing student progress. The teacher collaborates with faculty and staff to promote students' physical, emotional, and social well-being, fostering lifelong healthy habits.   PAY RANGE Based on Faculty Scale according to education and teaching experience $56,440-$101,930/ year ESSENTIAL DUTIES   Commitment to the tenets of progressive education including experiential learning, teaching to the whole child, education for democracy, and inquiry Implement a comprehensive Health and Wellness program based on best practices and national standards Plan and facilitate effective, differentiated lessons in physical education and health Assess student learning on an ongoing basis and use this information to inform instruction Work in a cooperative manner with teachers across the division and Wellness Department Work with other Wellness Department PS-grade 12 to plan and align Health and Wellness curriculum and instruction Foster a classroom environment where students feel comfortable to take risks, make mistakes, and be curious Practice thoughtful, respectful, and effective classroom management techniques which support active learning and promote responsibility, self-management, and positive relationships Work in partnership with students and their families Maintain frequent contact with families including newsletters, emails, meetings, and informal conversations Write progress reports and participate in parent/teacher conferences Attend all faculty meetings, community meetings, advisory groups, and student support meetings Supervise students during recess and other non-class times Provide guidance to students in the capacity of recess coach in both indoor and outdoor spaces Develop, plan, and supervise field trips (both local trips and overnights) Pursue professional learning opportunities, including 15 hours of professional development every year, and mandatory training to maintain ORO certification Maintain current Child Care Division Central Background Registry, CPR/First Aid certifications, professional development hours in Oregon Registry Online (ORO), and any trainings required by Catlin Gabel’s Human Resources Department Participate fully in the life of the school OTHER RESPONSIBILITIES As assigned by the Head of Beginning & Lower School   SUPERVISORY RESPONSIBILITIES This position does not supervise employees but would include supervising students.    INTERPERSONAL CONTACTS Interactions occur most routinely with students in the classroom and during other activities.   Many informal interactions with students for whom the teacher has no direct supervision or responsibility occur.   Daily contact ranges from direct teaching of curriculum, student advising, and to informal exchanges of a personal or social nature.  Frequent contact with parents either for scheduled conferences or casual conversation is a community norm.   Responsible and active collaboration with colleagues, in all divisions, is expected.    COMPETENCIES  Adaptability & Problem-Solving : Ability to adjust to new situations and challenges, analyze problems, and implement effective solutions in dynamic environments. Communication & Teamwork : Skilled in conveying information clearly and effectively, fostering collaboration, and working as part of a team to achieve shared goals. Organization & Time Management : Strong organizational skills with the ability to prioritize tasks, manage resources, and handle multiple responsibilities efficiently. Cultural Awareness & Crisis Management : Demonstrates sensitivity to diverse perspectives and backgrounds, while maintaining composure and effective leadership during emergencies. Technology Proficiency & Willingness to Learn : Leverages modern technology to improve operations, while staying open to continuous learning and personal development.   QUALIFICATIONS/EXPERIENCE BA/BS or equivalent four-year degree in education, required MA/MS in PE and/or Health Education, preferred At least three years of teaching PE/Health at the early/elementary education level   WORKING CONDITIONS AND PHYSICAL REQUIREMENTS The requirements listed below are representative of physical requirements and may not be all-encompassing.  Incumbents must be able to perform job duties with or without accommodations. Work is primarily performed in a classroom setting with occasional to frequent work leading students off campus activities. Requires ability to traverse campus to accompany and ensure the safety of children This may include moving up and down stairs or hill between facilities multiple times throughout the workday Frequent bending, squatting, stooping and kneeling Occasional lifting of 30-50 pounds  This position combines daily active movement in classroom and after school doing lesson preparation, directs attention to children (as necessary), and in stationary position participating collaborative meetings 30%-40% of the time Spend time outside with children each day in varying weather conditions.   SCHEDULE This is a full-time, 1.0 FTE teaching position with an academic year schedule. Teachers are expected to be on campus at least between 8:00 a.m. and 4:00 p.m. daily and to attend other functions as designated. Full-time faculty members expected to travel to retreats, conferences and workshops as well as to accompany students on various experiential activities throughout the year. There are some mandatory evening and weekend commitments. QUALIFICATIONS/EXPERIENCE BA/BS or equivalent four-year degree in education, required MA/MS in PE and/or Health Education, preferred At least three years of teaching PE/Health at the early/elementary education level $56,440-$101,930 / year Thu, 02 Apr 2026 18:24:48 -0400 https://careers.nais.org/jobs/rss/22138289/beginning-and-lower-school-teaching-assistant https://careers.nais.org/jobs/rss/22138289/beginning-and-lower-school-teaching-assistant Portland, Oregon, Catlin Gabel School seeks to employ the best qualified individuals from available applicants and to provide them with opportunity for advancement in a manner that does not discriminate because of race, color, religion, sex, national origin, age, disability, sexual orientation, gender identity or expression, veteran status, genetic information, or any other status protected under local, state, or federal equal employment opportunity laws or regulations. The School believes that each employee makes a significant contribution to the school’s success.  That contribution should not be limited by the assigned responsibilities. Therefore, this position description is designed to outline primary duties, qualifications, and job scope, but not limit the incumbent nor the organization to just the work identified.  It is our expectation that each employee will offer his or her services wherever and whenever necessary to ensure the success of our endeavors.   POSITION SUMMARY The BLS Teaching Assistant supports teachers and children in the classroom, outdoors, and in specialist classes and helps to create an inclusive learning environment for students. The Teaching Assistant provides supervision of children during times when teachers and other staff are meeting.   The Teaching Assistant also works in After School Programs before and after school and on days when regular classes are not in session, with scheduling and direction provided by the ASP Director.    PAY RANGE Based on experience $24/hour - $27/hour   COMPETENCIES Knowledge of developmentally appropriate activities for children and child development Ability to create positive, professional relationships with parents, caregivers, and colleagues and communicate effectively Strong conflict management skills Cultural competency, ability to interact with a diverse array of people and foster inclusivity within the classroom, with colleagues and parents Ability to work collaboratively and cooperatively as a team member  Ability to problem-solve, compromise, collaborate, be flexible, and take direction when necessary Strong organizational skills and time management Proficient with Word, Outlook, and Google Drive   ESSENTIAL RESPONSIBILITIES Supervise students in the classroom, lunchroom, outdoors, at recess, etc. Support the teaching team through material preparation, technology support, attention to classroom details, management of student work, and maintenance of the classroom environments Supervise and lead some activities in small groups, whole groups, and with individual children across all subject areas Demonstrate willingness to learn about and apply conflict resolution, differentiation, classroom/group management strategies, and child development Support school efforts in diversity, equity, and inclusion. Provide an inclusive, caring, and responsive environment with respect to children’s individual identities Provide care before and after school, on days when regular classes are not in session, and during Community Connections. Pursue professional learning opportunities, including 15 hours of professional development every year Attend orientations, staff meetings, and training sessions if assigned Maintain current certifications for Oregon Child Care Division Central Background Registry, Food Handler, CPR/First Aid certifications, and professional development hours in Oregon Registry Online (ORO)   OTHER RESPONSIBILITIES Other duties as assigned   EDUCATION AND EXPERIENCE AA in education or related field preferred.  Equivalent combination of training and experience may be substituted in lieu of degree At least six months of experience implementing activities for young children in childcare and/or educational settings Enrollment in Oregon Office of Child Care’s Central Background Registry Food Handlers certificate and current CPR and First Aid certification, or ability to attain within 30 days of hiring date Must pass a criminal background check and drug screen   INTERPERSONAL CONTACTS The Teaching Assistant has daily contact with children, parents, teachers, the Assistant Heads of Beginning and Lower School, the Director of After-School Programs, and After-School Program staff.  The Teaching Assistant also has contact with the Head of Beginning and Lower School. Some interactions include confidential information.   SCHEDULE The Teaching Assistant works on days when there are classes or childcare at Catlin Gabel.  Assistants also work the week before the school year begins and the week after it ends. Teaching assistants spend most of their time interacting with children and staff and maintaining the classroom environment. Assistants spend time outside with children each day in varying weather conditions.    PHYSICAL REQUIREMENTS Mobility sufficient to move about the campus and assure the safety of young children Ability to communicate with children, colleagues, and families The ability to occasionally lift 30-50 pounds and to accomplish frequent bending, squatting, stooping and kneeling EDUCATION AND EXPERIENCE AA in education or related field preferred.  Equivalent combination of training and experience may be substituted in lieu of degree At least six months of experience implementing activities for young children in childcare and/or educational settings Enrollment in Oregon Office of Child Care’s Central Background Registry Food Handlers certificate and current CPR and First Aid certification, or ability to attain within 30 days of hiring date Must pass a criminal background check and drug screen $24 - $27 / hour Fri, 20 Mar 2026 19:03:50 -0400 https://careers.nais.org/jobs/rss/22111798/upper-school-math-teacher-2026-2027-ft https://careers.nais.org/jobs/rss/22111798/upper-school-math-teacher-2026-2027-ft Bend, Oregon, About Cascades Academy Cascades Academy was founded in 2003 with a deep commitment to experiential learning, academic excellence, and community engagement. The school is a leader in innovative, 21st century education and is the first school in Oregon to implement the Mastery Transcript (sending class of 2027). Now in its 23rd year, the school has grown to 240 students PreK-12 and has expanded its campus footprint to include 45 beautiful acres on the scenic Deschutes River. The school is actively considering its next phase of campus master planning to accommodate future enrollment growth and strategic initiatives. Cascades Academy strives to cultivate and maintain a supportive, inclusive community for all employees and actively promotes access and inclusion. Cascades Academy values employees who are committed to our mission, are prepared to engage fully in a learning community, and are excited to bring their authentic selves to work. Cascades Academy’s culture is highly collaborative and puts what is best for students at the center of the work. Regularly named one of the Best Nonprofits to Work for in Oregon , our faculty and staff see each other as teammates and feel motivated to do their best work here. The Upper School The Cascades Academy Upper School is led by a collection of dedicated, dynamic educators working to support students seeking a different kind of high school experience.  As a member of the Mastery Transcript Consortium, the class of 2027 will be the first to graduate with this unique, personal portfolio instead of a standard transcript with a GPA.  A tight-knit community, the US faculty culture is characterized by humility, agility, innovation, and humor as each individual wears multiple hats in a given week.  Faculty benefit from the chance to leverage their unique passions and interests in shaping elements of the experiential education program.   Position Summary Cascades Academy seeks an experienced Upper School Humanities Teacher who would work closely with the upper school team to deliver on our commitments to challenging academics and experiential education.  Essential Duties Curriculum and Instruction: Teach 4 sections of upper school mathematics.  The program ranges from Algebra 1 through Calc 2.  Ability to teach upper level math is preferred with experience / ability to teach Statistics being required.  Likely courses include: Algebra 2, Calc, and Statistics.   Serve as one of two core mathematics teachers for the Upper School and work closely with the rest of the upper school team. Differentiate instruction and assignments to meet the needs of each learner while maintaining high standards for all students. Provide timely feedback and mastery-based grades to students via school LMS and update grades on a weekly basis. Communicate with families on a regular basis regarding student performance. Write narrative reports for students at the end of each semester that thoughtfully capture their successes and areas for growth. Teach two semester-long Elective courses which meet 3 days/week. Co-lead weekly fall and spring Expedition field courses and the Winter Sports Program. Co-lead three overnight programs each academic year: Confluence (3 days), Fall Traveling School (5 days) and Spring Traveling School (10 days). Lead a club and/or elective that aligns with student interest. Leadership and Mentorship: Serve in the role of upper school Advisor; meet with advisees weekly and lead social-emotional learning and social responsibility lessons.  Be available to advisees and advisees’ families as needed to communicate and support each student’s academic and social-emotional progress.  Lead conferences with students and families twice annually. Uphold and enforce all school and US-specific policies, procedures, and practices. Institutional: Participate in all professional development days before, during, and after the school year. Pursue and execute additional professional development throughout the school year via conferences, school visits, books, webinars, etc.  Attend weekly faculty and division meetings. Attend school events and functions outside the normal school day, including fundraisers, presentations, board meetings, etc. (as indicated by the Head of School or Upper School Head). Assist in the fulfillment of Accreditation work (as per NWAIS Accreditation Report). Other duties as assigned by the Upper School Head or Head of School. Application Instructions To apply, please complete the application on our website , including your resume, cover letter, and at least 1 letter of recommendation. No phone calls, please. It is the policy of Cascades Academy to provide equal employment opportunity, regardless of race, color, sex, age, national origin, religion, physical or mental impairment, sexual orientation, veteran’s status or any other status protected by applicable law. Specifically, employment opportunities are and shall be open to all qualified applicants solely on the basis of their experience, aptitudes, abilities and training; advancement is and shall be based on the individual’s achievement, performance, ability, attitude and potential for promotion.  Qualifications 3-5 years experience teaching upper school mathematics. Experience as a middle school math teacher may be considered as well. Clean driving record and valid driver’s license   Knowledge, Skills, and Abilities Passion for teaching mathematics Passion for teaching in a creative, integrated, and innovative way Ability to work collaboratively with other upper school teachers Strong relational skills and emotional intelligence Strong organizational skills Clear verbal and written communication skills Willingness to drive a 14-passenger bus Commitment to implementing culturally competent curriculum and instruction Appreciation and respect for diversity in all of its forms Advocacy around inclusion Commitment to experiential learning, outdoor education, and social-emotional learning Desire to be an active member of a vibrant community of students, families, and staff Knowledge of common tech platforms used in education, such as Blackbaud, Google Suite, Microsoft Office, etc. Integrity, sound judgment, self-confidence, collaborative spirit, and a sense of humor Though not required, certified Wilderness First Responders are advantageous.   Physical Requirements Requires mobility to traverse campus to accompany and assure the safety of children.  This may include moving between buildings multiple times throughout the workday and bending, squatting, stooping, and kneeling. Ability to occasionally lift up to 30 pounds. Must be able to consistently and clearly communicate with children, colleagues, and families. Cascades Academy offers the following benefits to all employees with a .75 or higher position: Medical, vision, and dental insurance for the employee 403b retirement plan with 4% employer match Optional pre-tax flexible spending health and child care accounts Paid vacation time 10 paid sick days per year Professional development opportunities Free salad bar Free after school care for faculty/staff children who are current students Faculty and staff social opportunities Wed, 11 Mar 2026 14:12:19 -0400