https://careers.nais.org Latest NAIS Career Center Jobs Fri, 06 Mar 2026 12:46:13 Z https://careers.nais.org/jobs/rss/22099492/second-grade-math-and-history-teacher https://careers.nais.org/jobs/rss/22099492/second-grade-math-and-history-teacher Los Altos, California, ABOUT US: Pinewood School is a joyful community with passionate, accessible teachers and administrators who partner with students and parents in the education journey. Our three-campus K-12 school balances challenging academics with robust enrichment classes. Our students engage in meaningful, varied opportunities that empower them to explore their talents and develop new skills. We inspire the best in our students as we encourage them to become kind, well-rounded people who are poised to change their world for the better. Pinewood School is nestled in the heart of Silicon Valley. Drawing from diverse communities throughout the San Francisco Peninsula and greater San Jose area, Pinewood is composed of students who seek challenging academics and support a high standard of character. Pinewood provides a nurturing environment where our students are encouraged to grow as considerate, adventurous, expressive, self-aware young people, prepared for college and for meaningful and productive lives. POSITION SUMMARY: Pinewood School is seeking a full-time, 2nd-grade Math and History teacher for the 2026-27 school year. The individual in this role is a professional educator who is passionate about teaching and meeting the needs of 2 nd -grade students within a rich and challenging math and history curriculum. RESPONSIBILITIES: Instructional Planning and Delivery: Teach Math and History to 2nd-grade students in accordance with Pinewood’s curriculum standards and objectives. Work with the 2nd-grade team of teachers within a departmentalized school setting. Develop and implement lesson plans that fulfill the requirements of the school's curriculum program. Prepare and deliver differentiated instruction to meet the needs of all students. Utilize a variety of teaching methods and materials to accommodate different learning styles. Assess student progress and provide regular feedback to students and parents. Maintain accurate and complete student records as required by laws, school policies, and administrative regulations. Use technology effectively to enhance teaching and learning experiences. Classroom Management: Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior in accordance with the Student Code of Conduct and student handbook. Establish and maintain standards of student behavior to achieve a functional learning atmosphere in the classroom. Professional Development: Participate in staff development activities to improve job-related skills. Attend regular monthly faculty, grade level, and academic meetings. Stay informed about changes and innovations in the field of education. Communication: Establish and maintain open lines of communication with students, parents, and colleagues concerning both the broad academic program and individual student progress. Conduct conferences with parents, students, and other educators to discuss student progress as needed. Use technology effectively to communicate.       PHYSICAL DEMANDS: Ability to spend long hours sitting while using computers and office equipment. Visual and auditory acuity to monitor student activities and ensure safety. Ability to carry or lift up to 20 lbs. (e.g. classroom materials). QUALIFICATIONS: Bachelor’s degree in Education, Math, History or a related field is required. Master’s degree and/or a teaching credential is desired. Minimum of 3 years of experience in classroom teaching. Experience teaching a lower elementary math and/or history class is desired. Possess cultural awareness and sensitivity. Strong interpersonal skills. HOW TO APPLY: Please send your cover letter and resume to Laura Blotter, K-6 Curriculum Director, at lblotter@pinewood.edu by March 30, 2026 with the subject line: 2nd-Grade Math and History Teacher. COMPENSATION & BENEFITS: Salary range is $76,900-$143,930 and is based on education and years of teaching experience. Our benefits include medical insurance, dental insurance, vision insurance, a retirement plan with an employer match, life insurance, and more. Pinewood promotes a healthy work-life balance among our community by offering employees a generous holiday and PTO policy that includes school breaks during the academic year. Find a full list of our employee benefits here. Fri, 06 Mar 2026 12:06:48 -0500 https://careers.nais.org/jobs/rss/22099493/elementary-teaching-role https://careers.nais.org/jobs/rss/22099493/elementary-teaching-role Dallas, Texas, A collaborative elementary teaching opportunity The Lamplighter School in Dallas, Texas, seeks a thoughtful and collaborative elementary educator to join its Lower School faculty (Grades 1–4). Lamplighter is known for its joyful learning culture, strong faculty collaboration, and a deep commitment to empowering teachers as thoughtful practitioners. Teachers at Lamplighter work within a highly collaborative team structure that values professional curiosity, shared problem-solving, and a willingness to learn from one another. Faculty members have meaningful input into curriculum decisions and are encouraged to bring creativity, intellectual curiosity, and reflective practice to their classrooms. This opportunity is well suited for an educator who enjoys working within a team-based environment and who thrives in a school culture that values both autonomy and collaboration. Position Overview Lamplighter anticipates hiring one or more elementary educators to support its Lower School program (Grades 1–4). Depending on final internal staffing decisions, this role may involve homeroom teaching or subject-focused instruction in areas such as literacy, social studies, science, or mathematics. Lamplighter’s elementary program emphasizes inquiry, strong relationships, and integrated learning experiences that help students develop curiosity, confidence, and critical thinking skills. Teachers collaborate closely with colleagues across grade levels and subject areas to create engaging and developmentally appropriate learning experiences for students.   Fri, 06 Mar 2026 12:07:30 -0500 https://careers.nais.org/jobs/rss/22096330/lower-school-drama-teacher-grades-k-3 https://careers.nais.org/jobs/rss/22096330/lower-school-drama-teacher-grades-k-3 New York, New York, Lower School Drama Teacher, Grades K-3  The Chapin School, an independent K-12 day school for girls located in New York City, seeks a Lower School Drama teacher for students in Kindergarten through Class 3.  Job Overview  We are seeking a dynamic, innovative, and collaborative Drama Teacher to join our vibrant community. This visionary artist-educator will inspire young students to love and appreciate drama through rich experiences, including ensemble work, storytelling, devising, playmaking, creative movement, literacy-based contexts , and performances. With a strong foundation in Drama in Education, community-engaged theater, and process drama, the ideal candidate will see drama as a powerful vehicle to cultivate confidence, creativity, and voice through integration across disciplines. Reporting to the Head of Lower School and Head of Lower School Arts, this individual is committed to working collaboratively and flexibly with the Lower School Arts Team, grade teams, and co-curricular teachers, as well as with drama teachers across all three divisions, to ensure student theatrical growth and K-12 alignment.  Responsibilities include directing one annual student production and supporting departmental performances, which will require some flexibility for after-school and weekend events. As an active community member, we seek a colleague who eagerly participates in the life of the Lower School and Chapin, from faculty workshops and committees to school-wide traditions. Chapin’s Lower School Drama Teacher will be:  A lead teacher who demonstrates a commitment to innovation and interdisciplinary curriculum development, who Possesses a passion for drama and the ability to develop interdisciplinary, developmentally responsive curriculum and programs that differentiate instruction to excite and engage students.  Is committed to exposing students to the various elements of theater production (technical theater, performance, directing, playwriting). Recognizes drama as a vehicle for cultivating voice and agency while advancing students’ oracy, specifically speaking and listening skills across diverse contexts.   Work in partnership with Lower School faculty to facilitate developmentally appropriate oral communication experiences in literacy-based contexts. (Class K and 1 Literacy Rotation - Oracy Station) A student-centered educator who values each student’s voice, experience, and history, who Centers student interests and experiences in the classroom and performances.  Is committed to culturally responsive teaching that makes meaningful connections between students’ identities and life experiences. Incorporates storytelling traditions from different geographical regions, traditions, and systems into the curriculum.  An educator who actively cultivates a classroom and community of belonging by Developing a joyful and productive learning environment, building relationships with students, recognizing the hands-on nature of childhood learning, and the importance of making learning visible.  Cultivating an inclusive classroom that celebrates each child’s theatrical identity and learning style.  Partnering with classroom teachers to integrate drama practices that strengthen storytelling, expressive language, and confidence in public speaking.  A partner to students, their parents, and colleagues in teaching and learning who Collaborates effectively with talented departmental and divisional colleagues to create a cohesive, interdisciplinary K-12 arts experience   Models a growth mindset as a lifelong learner who is reflective in their practice, open to constructive feedback and eager to pursue professional development.  Communicates with clarity and empathy to build strong partnerships with parents, ensuring they are engaged and informed of their child’s theatrical and personal growth.  Salary for this position will be commensurate with experience, the range is The range is $75,000–$130,000 annually and a stipend related to the production director requirement ($4500-$7000). How to Apply: Interested candidates should submit a résumé, cover letter, and a purpose statement that vividly describes their drama classroom and illustrates their specific approach to drama education. Applicants will be accepted through March 16th; after that, the committee will begin its review. Candidates who apply after March 16th will be considered on a rolling basis.   Qualifications  Required Bachelor’s in Drama Education or Theater Education  3-5 years of previous drama teaching experience with elementary-aged students Strong foundation in Drama in Education, community-engaged theatre, process drama, devising or playbuilding.   Experience coordinating and working with a creative team to prepare and direct student performances  Strong classroom management skills with active learning environments  Values an ensemble-based, student-centered pedagogy that emphasizes the process of creation as much as the final product. Experience developing students’ oral language and public speaking skills through structured speaking and listening experiences.  Preferred  Master's Degree in Drama Education or Theater Education  Excellent written and oral communication skills Strong planning and organizational skills Bilingual English/Spanish speakers are of special interest, as our students learn Spanish starting in Kindergarten   Fri, 06 Mar 2026 11:53:13 -0500 https://careers.nais.org/jobs/rss/22096335/speech-and-language-pathologist https://careers.nais.org/jobs/rss/22096335/speech-and-language-pathologist Houston, Texas, WHAT YOU OFFER US Kindness, compassion, curiosity, analytical ability, flexibility, a sense of humor, patience, a growth mindset, experience, high energy, and innovation WHAT WE OFFER YOU A promise to treat you like the professional you are Competitive salary and benefits Supportive and collaborative peers A fun and joyful work environment Personalized professional development Fancy smelling soap Free coffee, soda, tea, and nugget ice Freedom to wear jeans any day of the week A beautiful campus in the Museum District of Houston A DAY IN THE LIFE Plan and deliver targeted Language and Cognitive Development instruction to multiple classes of six to eight students in K - 5th grade with learning differences Determine, administer, and communicate new student assessments with teachers and families Communicate as an integral member of the team with colleagues and parents to provide an exceptional experience for all families Engage in the continuous pursuit of lifelong personal and professional development and reflection Observe, analyze, and pivot based on the needs of kids Record, synthesize, and report progress in both formal and informal ways Provide support to kids in the form of social coaching during lunch and recess Have fun teaching and learning - must love kids of all ages Requirements: Experience teaching/practicing in a relevant classroom setting required Masters Degree required from a CAA-accredited program Pay is competitive with surrounding districts Diverse candidates with diverse experiences are encouraged to apply Thu, 05 Mar 2026 17:05:50 -0500 https://careers.nais.org/jobs/rss/22096195/lower-elementary-class-teacher-mandarin-visa-sponsorship-not-available https://careers.nais.org/jobs/rss/22096195/lower-elementary-class-teacher-mandarin-visa-sponsorship-not-available San Francisco, California, Reporting to the Head of School through the Deputy Head (or other member of school leadership team) the Lower Elementary Class Teacher will play an integral role in realizing the school’s vision of academic excellence, multiculturalism, and personal well-being. Hiba Academy Bay Area teachers have the professional responsibility to live out the purpose and values of the school in and out of the classroom. Teachers create an inquiry-rich learning environment that values and engages students, empowering them to attain high levels of achievement; and to grow as curious, confident, and bilingual learners . They work collaboratively within the teaching team to plan, deliver, and reflect on a shared curriculum, taking joint responsibility for shared students and ensuring continuity of learning and respect for each child’s voice and agency. Actively participating in the school’s co-curricular program is a vital role in contributing to the holistic development of students. All teachers contribute to the overall wellbeing of students and are required to demonstrate a commitment to the dual language model, fostering effective and respectful co-teaching partnerships that enrich both student learning and professional practice. This is a start-up environment and flexibility will be required from all faculty members. Hiba Academy runs a 50:50 dual language model so teachers may be required to teach across two age groups (KG and G1) in the initial year(s) of opening. Teachers are supported by a full-time Teacher Associate in the class at all times.     KEY RESPONSIBILITIES Shares a commitment to the successful implementation of the vision, mission and goals of Hiba Academy Bay Area as we strive to create a culture of excellence grounded in inquiry, bilingualism, and cross-cultural understanding. Maintains the highest standards of care, child protection and safeguarding, reporting concerns as appropriate in accordance with school protocols and CA Mandated Reporter requirements. Identifies and participates in professional development opportunities, both mandatory and developmental; contributes to a professional learning community dedicated to ensuring the highest quality learning experience and promoting a culture of life-long learning Sets high expectations and standards for the achievement of students through collaboration and co-planning. Promotes an ethos of equality, inclusion, and cross-cultural understanding to ensure equal opportunities for all students within the school. Provides abundant inquiry-driven learning opportunities and educational experiences that follow the student’s interests, ensuring that all students progress and reach their full potential. Selects appropriate materials for implementation of the specific pedagogical approach and adapts materials and methods to the learning needs of all students, including the innovative use of Educational Technology. Actively promotes English and Mandarin Chinese language development through a range of age-appropriate, personalized inquiry learning opportunities, while fostering cultural awareness and biliteracy. Contributes to the holistic well-being of all students and specifically to those assigned to your individual care through measuring wellbeing and involvement and implementing interventions where necessary. Celebrates the achievements of students within the school through a variety of methods. Records and provides evidence of development, progress and attainment against key development indicators for each stage of learning using learning journals and other assessment and recording mechanisms aligned with the IB PYP. Moderates judgements collaboratively within the teaching team, producing exemplification of inquiry-based learning. Uses multiple sources of data to analyze and monitor progress working as a teaching team to adapt strategies and maximize student learning to ensure that potential for learning is maximized. Works as a teaching team to plan and deliver a shared curriculum, ensuring a seamless and consistent learning experience and shared accountability for student growth and achievement. Demonstrates effective planning and organization for learning through use of technology eg, uploading weekly plans in advance of teaching; recording attendance and communications in accordance with school protocols Creates a learning environment that maximizes conditions for learning and makes best use of both indoor and outdoor learning spaces; encourage students to stretch their level of ability and potential through engagement with a stimulating learning environment and the use of effective adult interactions, including appropriate and effective deployment of adult resources Promotes the characteristics of effective learning, the art of questioning, clarity of learning expectations, communication in large and small groups and with individual students in an atmosphere of mutual respect, independent thought and expression Works cooperatively with parents and generates trust and confidence in the learning experience of students. Builds effective and collaborative relationships with parents that support a sense of community and promote trust in the school’s mission and ethos Adheres to all school policies, systems and protocols including those outlined in the Employee Handbook and participate proactively in the development and enhancement of policies. Actively supports the management team in the effective implementation of the school’s Health and Safety policy. Shares responsibility for professional and collaborative team relations, utilizing a solutions-oriented, inclusive and cooperative approach. Serves, when asked, as a coach and mentor for other staff members. Shares responsibility for marketing and enrollment in Hiba Academy Bay Area including events and open houses. Act as an ambassador for the school by presenting a professional image that always promotes Hiba Academy’s reputation, both in school and the community. Adheres to key marketing messaging as communicated by the Marketing & Enrollment team and updated from time to time. Attends all team meetings, committees and professional development programs as required Fulfills additional professional responsibilities, including recess and lunch supervision, co-curricular involvement, administrative duties, and active participation in the daily life of the school culture and community including internal and external events which may fall outside of usual working hours. Other duties as reasonably assigned by the Head of School or leadership team. Full job description: https://bayareablob.hibaacademy.org/data/2026/01/Hiba-Academy-JD-Lower-Elementary-Class-Teacher-Mandarin-Speaker.pdf Thu, 05 Mar 2026 13:19:03 -0500 https://careers.nais.org/jobs/rss/22096194/early-years-class-teacher-mandarin-visa-sponsorship-not-available https://careers.nais.org/jobs/rss/22096194/early-years-class-teacher-mandarin-visa-sponsorship-not-available San Francisco, California, OBJECTIVES Reporting to the Head of School through the Deputy Head (or other member of school leadership team) the Early Years Class Teacher will play an integral role in realizing the school’s vision of academic excellence, multiculturalism, and personal well-being. Hiba Academy Bay Area teachers have the professional responsibility to live out the purpose and values of the school in and out of the classroom. Teachers create an inquiry-rich learning environment that values and engages students, empowering them to attain high levels of achievement; and to grow as curious, confident, and bilingual learners . They work collaboratively within the teaching team to plan, deliver, and reflect on a shared curriculum, taking joint responsibility for shared students and ensuring continuity of learning and respect for each child’s voice and agency. Actively participating in the school’s co-curricular program is a vital role in contributing to the holistic development of students. All teachers contribute to the overall wellbeing of students and are required to demonstrate a commitment to the dual language model, fostering effective and respectful co-teaching partnerships that enrich both student learning and professional practice. This is a start-up environment and flexibility will be required from all faculty members. Hiba Academy runs a 50:50 dual language model so teachers may be required to teach across two age groups (Pre K 3 and 4) in the initial year(s) of opening. Teachers are supported by a full-time Teacher Associate in the class at all times. KEY RESPONSIBILITIES Shares a commitment to the successful implementation of the vision, mission and goals of Hiba Academy Bay Area as we strive to create a culture of excellence grounded in inquiry, bilingualism, and cross-cultural understanding. Maintains the highest standards of care, child protection and safeguarding, reporting concerns as appropriate in accordance with school protocols and CA Mandated Reporter requirements. Identifies and participates in professional development opportunities, both mandatory and developmental; contributes to a professional learning community dedicated to ensuring the highest quality learning experience and promoting a culture of life-long learning. Sets high expectations and standards for the achievement of students through collaboration and co-planning. Promotes an ethos of equality, inclusion, and cross-cultural understanding to ensure equal opportunities for all students within the school. Provides abundant inquiry-driven learning opportunities and educational experiences that follow the student’s interests, ensuring that all students progress and reach their full potential. Selects appropriate materials for implementation of the specific pedagogical approach and adapts materials and methods to the learning needs of all students, including the innovative use of Educational Technology. Collaborates to design, implement, and reflect on transdisciplinary Units of Inquiry aligned with the IB PYP framework. Actively promotes English and Mandarin Chinese language development through a range of age-appropriate, personalized inquiry learning opportunities, while fostering cultural awareness and biliteracy. Contributes to the holistic well-being of all students and specifically to those assigned to your individual care through measuring wellbeing and involvement and implementing interventions where necessary. Celebrates the achievements of students within the school through a variety of methods. Records and provides evidence of development, progress and attainment against key development indicators for each stage of learning using learning journals and other assessment and recording mechanisms aligned with the IB PYP. Moderates judgements collaboratively within the teaching team, producing exemplification of inquiry-based learning consistent with IB PYP expectations for documenting learning. Uses multiple sources of data to analyze and monitor progress working as a teaching team to adapt strategies and maximize student learning to ensure that potential for learning is maximized. Works as a teaching team to plan and deliver a shared curriculum, ensuring a seamless and consistent learning experience and shared accountability for student growth and achievement. Demonstrates effective planning and organization for learning through use of technology eg, uploading weekly plans in advance of teaching; recording attendance and communications in accordance with school protocols. Creates a learning environment that maximizes conditions for learning and makes best use of both indoor and outdoor learning spaces; encourages students to stretch their level of ability and potential through engagement with a stimulating learning environment and the use of effective adult interactions, including appropriate and effective deployment of adult resources. Promotes the characteristics of effective learning, the art of questioning, clarity of learning expectations, communication in large and small groups and with individual students in an atmosphere of mutual respect, independent thought and expression. Works cooperatively with parents and generates trust and confidence in the learning experience of students. Builds effective and collaborative relationships with parents that support a sense of community and promote trust in the school’s mission and ethos. Adheres to all school policies, systems and protocols including those outlined in the Employee Handbook and participate proactively in the development and enhancement of policies. Actively supports the management team in the effective implementation of the school’s Health and Safety policy. Shares responsibility for professional and collaborative team relations, utilizing a solutions-oriented, inclusive and cooperative approach. Serves, when asked, as a coach and mentor for other staff members. Shares responsibility for marketing and enrollment in Hiba Academy Bay Area including events and open houses. Act as an ambassador for the school by presenting a professional image that always promotes Hiba Academy’s reputation, both in school and the community. Adheres to key marketing messaging as communicated by the Marketing & Enrollment team and updated from time to time. Attends all team meetings, committees and professional development programs as required Fulfills additional professional responsibilities, including recess and lunch supervision, co-curricular involvement, administrative duties, and active participation in the daily life of the school culture and community including internal and external events which may fall outside of usual working hours. Other duties as reasonably assigned by the Head of School or leadership team   Full job description: https://bayareablob.hibaacademy.org/data/2025/12/Hiba-Academy-JD-Early-Years-Class-Teacher-Mandarin-Speaker-FINAL.pdf QUALIFICATIONs Education   College/university degree in either Education or any relevant degree with recognized post graduate teaching qualification or certification. Early Childhood Teachers (Pre-K) must hold the requisite ECE units to teach in California or be willing and able to complete the units in full before Fall 2026. Language   Native level fluency in Mandarin, with full proficiency in English (written and spoken)   Work Authorization Must be authorized to work in the United States without visa sponsorship. EXPERIENCE   Experience   Minimum of 2-5 years full-time teaching experience, in a comparable school with understanding of project/inquiry-based learning with younger age groups. Experience in California, including holding the requisite ECE units to teach Pre-K, is a significant advantage.   Experience working in a diverse, cross-cultural educational environment and/or able to demonstrate high levels of cultural sensitivity and competency to adapt to this environment.   EXPERTISE Ability to demonstrate proficiency against the defined competencies (assessed via application and interview process) Demonstrate personal and professional authenticity Solution-driven, as opposed to problem-focused in attitude and practice Thu, 05 Mar 2026 13:17:45 -0500 https://careers.nais.org/jobs/rss/22096143/montessori-elementary-ii-guide https://careers.nais.org/jobs/rss/22096143/montessori-elementary-ii-guide Pepper Pike, Ohio, Job Description: The Elementary II Guide co-teaches in one of two Elementary II (grades 4 – 6) classrooms; together the guides in the program have general responsibility for teaching Montessori Elementary II Levels in Language Arts, Mathematics, Science, and Social Studies (the following subjects are covered by specialists outside of the classroom: Art, Music, Physical Education, and Spanish). Collaboration with the subject specialists as well as the other classroom teachers is expected. The Elementary II guides will create a positive learning environment, and communicate well and frequently about classroom dynamics with colleagues and administration.   Duties and Responsibilities: In collaboration with the other Elementary II guides, design and implement curricular plan for the year for the Elementary II students Attend full faculty/staff and committee meetings Perform other duties as discussed with the Head of School, those being primarily to teach the Montessori curriculum, supervise, and care for the students Work in partnership with parents, advocate and promote the school Work collegially with administration and fellow Montessorians, and grow Support the mission and philosophy of the School and to perform the duties in a professional manner and in compliance with any rules, regulations, and requirements established by the School, as set forth in the Faculty Handbook.   The Ideal Candidate: encourages independence and curiosity in children enjoys interacting with 9-12 year olds with respect and humor while holding them accountable for responsibilities has an approach to classroom management that is strong but also reflects their love of, and respect for, the students communicates clearly with students, parents and colleagues is committed to critical thinking and life-long learning with a willingness to think outside the box maintains an environment that engages all types of learners and meets students where they are is energetic, creative and flexible is passionate about the Montessori Method and Philosophy be willing to attend Montessori 9-12 training if not already trained Required Qualifications: The successful candidate must have: Bachelor’s degree Candidates will need to be able to demonstrate effective classroom skills and strong communication A sense of humor is essential! Salary is negotiable and commensurate with experience Thu, 05 Mar 2026 11:49:13 -0500 https://careers.nais.org/jobs/rss/22096351/open-call-for-elementary-and-middle-school-teachers https://careers.nais.org/jobs/rss/22096351/open-call-for-elementary-and-middle-school-teachers Lexington, Massachusetts, Open Call for elementary and middle school teachers Waldorf School of Lexington, located in the Greater Boston area, is currently accepting applications for full-time Waldorf-trained teachers. This onsite position has an expected start date of August 2026 and offers full-benefits with a salary range of $56,500-84,000 commensurate with experience. As a Waldorf class teacher, the successful candidate will understand the development approach to educating both young children and adolescents, observe each individual child with reverence, and craft lessons to meet their ideals, fears and aspirations. By integrating the arts with history, science, geography, social studies, and mathematics, the class teacher will offer a transformational experience just at the time children are asking, “who am I and what am I here to do?” Lessons will be crafted to include projects which exercise student initiative and build self-knowledge. Waldorf class teachers are storytellers, musicians, artists, and dramatic coaches as they interpret the curriculum at each phase of development. The class teacher is also responsible for students’ overall academic and social development. Subject specialists are part of the teaching team working toward the same goals. They teach Spanish, Mandarin, math, reading, English, music, movement, handwork, woodwork, and athletics. Special main lesson block teachers also support the class teacher as needed.  Benefits: Health, Dental & Vision insurance FSA/HSA options Life & Disability insurance Tuition Remission Professional development assistance Thu, 05 Mar 2026 17:41:03 -0500 https://careers.nais.org/jobs/rss/22096235/2nd-grade-teacher https://careers.nais.org/jobs/rss/22096235/2nd-grade-teacher Cambridge, Massachusetts, About the position:  Shady Hill School is looking for a 2nd Grade Teacher (Gradehead) to join our Lower School team beginning in Fall 2026. At Shady Hill, Lower School Gradeheads are responsible for age appropriate language arts/literature, social studies/history, and mathematics instruction for their classroom. For 2nd grade, each classroom has 1 Gradehead and ~17 students. Gradeheads are supported by a grade level Reading Specialist, and Department Teachers who are responsible for instruction in Library, Movement, Science, Music and Art. This is a full-time, in-person, exempt (salaried), 10 month position (late August - mid June).  Specific Gradehead Responsibilities: Teach the year-long, grade level assigned Thematic Study / Central Subject which integrates instruction in language and literature, mathematics, science, music and art Grade 2: The Charles River Teach mathematics using the Illustrative Math curriculum with a focus on building student understanding Work closely and collaboratively with grade level team and department teachers to shape and refine curriculum Manage all classroom responsibilities, including implementing curriculum, differentiating instruction to meet the needs of all learners, utilizing a variety of approaches to teaching and assessing students Communicate regularly about student progress by writing reports, holding conferences with parents/guardians and meeting with other faculty and administrators to support the needs of individuals Monitor the social and emotional wellbeing, and academic achievement of students Engage in professional development to enhance inclusive teaching and leadership practices In addition, Lower School Gradeheads share in responsibilities associated with the position or with membership on the faculty including supervision of student activities, participating in special events and outreach programs, as well as lunch and recess supervision. Gradeheads are also expected to attend opening and closing meetings (August/September and June) and other faculty meetings as scheduled and to serve on committees of the faculty.  Qualifications: Bachelor's degree required, Masters degree preferred At least three years of prior elementary classroom teaching experience preferred Familiarity with integrated learning through a thematic approach Demonstrated knowledge of emerging literacy, accomplished-reader skills and the craft of writing Experience in helping children to construct mathematical knowledge through conceptually-based mathematics instruction that uses manipulatives and a problem-solving approach Effective, timely, and professional communication skills Employs multicultural, anti-bias, and anti-racist teaching strategies and materials that reflect cultural competence  Finalists will be expected to teach a demonstration lesson and provide a writing sample. The salary range for this position is $72,000 to $105,000. Annual salary for faculty is determined according to a step scale commensurate with experience.  To apply: Please send a cover letter and resume to: apply@shs.org . Please be sure to include “2nd Grade Teacher” in the subject line of the email.  Shady Hill offers competitive salaries and a generous benefits package, including medical, dental and vision insurance plans and paid time off. Employees must be authorized to work in the United States. Shady Hill is an Equal Opportunity/Affirmative Action Employer. For more information on Shady Hill please visit us at www.shs.org . Thu, 05 Mar 2026 15:23:10 -0500 https://careers.nais.org/jobs/rss/22093358/sel-coordinator-and-teacher https://careers.nais.org/jobs/rss/22093358/sel-coordinator-and-teacher Menlo Park, California, SEL Coordinator and Teacher Overview of Position Phillips Brooks School (PBS) is seeking a SEL Coordinator and Teacher. This position collaborates with faculty and staff to achieve PBS’s goal of supporting students’ social-emotional learning (SEL) and an effective learning environment in alignment with current child development research and practices. This leader will work with individuals, groups of students, and teach classes to develop the skills they need to form authentic connections, be their best selves at school, and navigate their ever-changing world. This leader will also serve as a resource and collaborative partner to PBS faculty, staff, and families by promoting and implementing the consistent use of research-based approaches to teaching, conflict resolution, and behavior management. To achieve this, the SEL Coordinator and Teacher will facilitate the continuous improvement of faculty and staff teams to teach social-emotional skills in a culturally responsive manner. This position will also help ensure that families understand and support the school’s SEL program and Behavior Management Model. PBS is committed to teaching explicit and implicit ways of learning and reinforcing social andemotional skills, creating proactive and responsive systems of support, and meeting students where they are in their individual development. The SEL Coordinator and Teacher will work alongside teachers in curricular and program innovation and growth, as well as collect and analyze data on an ongoing basis to identify strengths and areas of improvement and fuel systemic change. This role may also lead parent education sessions and individual conversations with families to optimize school-home partnership, an effective two-way feedback loop, and strong alignment with PBS’s research-based practices. This role requires a high level of discretion and confidentiality; strong interpersonal skills for managing delicate conversations with families, students, and colleagues; and strong communication with teachers and families. The SEL Coordinator and Teacher position is an exempt, full-time, 10-month in person position reporting to the Associate Head of School for Academics. The start date is August 5, 2026. Primary Responsibilities Cultivate an inclusive, welcoming, and supportive environment for all students and families, with their diversity of identities Serve as the school’s point person for emotional and behavioral support, offering individualized/group intervention and respond to challenges using the PBS Behavior Management Model Facilitate the implementation of the PBS Behavior Management Model both inside and outside of the classroom and continue to review, refine, and iterate upon the model based on emerging research and what the school learns on-the-ground Work closely with families both proactively and reactively to educate families about best practices in social-emotional development and the PBS approach to student behavior and needs Coach teachers in creating identity-safe classrooms and parent communication regarding behavior management and social-emotional learning Lead the ongoing work of enhancing curriculum and instruction by collaborating with students, faculty, and administration to promote culturally responsive teaching and a high sense of belonging among all students Act as lead learner in exploring best practices and next trends in social-emotional learning Monitor, evaluate, and engage in continuous improvement of the implementation of PBS’s SEL programs and Behavior Management Model Create and maintain a system for collecting data on students; emotional intelligence (EI) and work with teachers to provide an analysis of that data including recommendations for improvement Create a pacing guide, in consultation with faculty, and guide teachers to carry out EI assessments, including informal reflections, progress reporting, consistent qualitative observations with the timing of key milestones, such as family-teacher conferences and progress reports Ensure all faculty are trained in the PBS Emotional Intelligence programs, which include Responsive Classroom and The Institute for Social Emotional Learning (IFSEL) Organize and lead professional development for all teachers in response to themed areas of support Facilitate ongoing grade-level and cross-grade conversations around age- and grade-appropriate skills and concepts, clarifying the arc of progress across grade spans, with the purpose of ensuring consistency and cohesion of the scope and sequence across the student experience Provide push-in or small group support to classrooms across SEL areas, as needed Lead and attend family meetings to discuss student SEL support, as needed Design and maintain an EI online portal so the school can share curated and research-aligned resources with families Other Responsibilities Serve as a member of the Curriculum and Instruction Team by attending meetings Lead and/or participate in annual curriculum development through formal curriculum review processes and renewal of new initiatives, as needed Attend regular grade-level team meetings to provide support for planning and assessment, and for individual and group needs Serve as a member of the Safety Committee and Risk Management Committee Qualifications ?      Bachelor’s degree is required; Masters preferred ?      Experience as a school counselor, school social worker, SEL specialist or similar role ?      Related professional certifications preferred ?      School leadership experience, particularly in leading change, curriculum development, instructional coaching, and student support ?      Familiarity with resources from the Center for Responsive Schools and restorative justice models ?      Highly organized and detail-oriented, with the ability to effectively manage deadlines and multiple tasks ?      Grace under pressure and ability to manage and de-escalate stressful or difficult situations ?      Commitment to confidentiality and adept at handling sensitive information ?      Strong interpersonal and intrapersonal skills; active listener and open-minded collaborator ?      Strong listening and follow-through ?      Deep respect for children ?      Commitment to and experience with anti-bias and anti-racism practices, both inside and outside of the classroom, to promote an equitable community and foster a high sense of belonging for all ?      PBS culture carrier by demonstrating a commitment to the PBS mission, core values, educational philosophy, and a positive and inclusive climate for teaching and learning Compensation and Benefits The full-time salary range for this position is $85,000 - $135,000. The starting salary depends on factors that include background, years of experience, education level, and skill level. PBS offers an employee benefit package that includes fully paid medical, dental, vision, life insurance plans, long-term disability insurance, flexible spending account and a generous retirement plan match. Eligibility rules apply. To Apply Qualified, interested candidates may apply for the position through the online Phillips Brooks Employment Website .  Please submit your application information - letter of interest, a CV/resume with your relevant experience and expertise, and contact information for three professional references (include supervisors). Phillips Brooks School is an Equal Opportunity Employer committed to creating a diverse and inclusive workplace. All aspects of employment at PBS are governed on the basis of competence, merit, and qualifications. We do not discriminate in employment on the basis of race, color, religion, creed, sex, gender, gender identity or expression, sexual orientation, marital status, pregnancy, national origin, ancestry, age, physical or mental disability, medical condition, genetic information, veteran status, or any other characteristic protected by applicable law. We welcome candidates from all backgrounds and experiences — including those with professional experience outside the field of education — who share our commitment to fostering a vibrant, inclusive school community. About Phillips Brooks School Phillips Brooks School is a vibrant and innovative Early Learning Center (ELC) to 5th grade school committed to fostering a love of learning in a supportive and inclusive environment. Located on a beautiful campus in Menlo Park, California and serving 300 students, we instill values of courage, kindness, community, and a passion for lifelong learning. For more information about Phillips Brooks School, visit our website at Phillips Brooks School . Wed, 04 Mar 2026 17:37:45 -0500 https://careers.nais.org/jobs/rss/22096322/garden-environmental-studies-teacher-fieldston-lower https://careers.nais.org/jobs/rss/22096322/garden-environmental-studies-teacher-fieldston-lower Bronx, New York, Who we are? Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves an inclusive community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx and the other in Manhattan. Fieldston Lower, located in the Riverdale section of the Bronx, is comprised of approximately 270 students Pre-K through 5th Grade and 60 faculty members. What is essential about working at our school? The Ethical Culture Fieldston School has a long history of inclusion and belonging deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace all aspects of an individual, including their ancestry, family, identity, culture, and beliefs. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self.   We expect members of our community to engage in open dialogue about living and learning in an inclusive environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality.  Position Summary Ethical Culture Fieldston School is seeking a dynamic and experienced Garden & Environmental Studies Teacher to lead Fieldston Lower’s (PreK-5th Grade) indoor and outdoor garden and botany instruction. This new specialized role is designed for a candidate who combines a deep knowledge of horticulture with a mastery of elementary pedagogy.  The Garden & Environmental Studies Teacher will be responsible for the physical stewardship of our garden sites and the intellectual development of a comprehensive, interdisciplinary sustainability curriculum. As a new role within the school, the Garden & Environmental Studies Teacher will also be responsible for creating a program, writing curriculum, and designing spaces within the school for planting and botany studies. In addition to botany, the Garden & Environmental Studies Teacher will help foster an appreciation of nature, sustainability, and design using natural materials.  This position will begin on September 1, 2026. This position is a 1.0 FTE ( full time equivalency ) and the hiring salary is $75,261-$184,830. Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs. Responsibilities Specific responsibilities of the Garden & Environmental Studies Teacher will include: Developing and implementing an inquiry-based gardening curriculum for grades PreK–5; Having a collaborative approach with colleagues, including communicating with the classroom  teachers on how  to integrate Garden Science with subjects such as Art, Social Studies, Math, and Language Arts; Preparing for and communicating details about student performance and growth with parents and/or guardians at scheduled conferences; Appropriately addressing student behavioral issues and other challenges that may arise in the classroom in order to maintain a safe environment and a sense of calm in such situations; Maintaining accurate student record keeping, including grades and attendance; Encouraging students to help support their social and emotional growth;  Leading students through long-term cycles of inquiry, such as soil health experiments, pollinator habitat restoration, and water conservation projects; Coordinating harvest cycles with the school’s nutrition program to facilitate "tasting lessons" and food system education; Managing all seasonal tasks for the school’s outdoor beds, including soil amendment, irrigation oversight, and composting; Maintaining and utilizing indoor growing systems (e.g., hydroponic towers, light shelves, or greenhouse space) during winter months to ensure year-round student engagement. Acting as a lead advocate for school-wide green initiatives, including waste reduction and biodiversity enhancement on campus; Ensuring the confidentiality of student information as necessary; Attending all departmental, divisional, and school-wide meetings; Maintaining compliance with all school policies, state regulations, and educational standards; and Performing other related projects and duties as needed and assigned. Position Requirements The successful incumbent will possess: A Bachelor’s degree in Education, Environmental Science, Horticulture, or a related field (Master’s degree preferred). Proven experience managing elementary-aged students in a classroom or outdoor learning environment; Strong proficiency in organic gardening, plant biology, and sustainable agricultural practices; A passion for teaching with a pleasant and positive demeanor toward all forms of teaching and learning; The ability to collaborate and build strong relationships with faculty, administrators, students, parents, and the overall community;  A commitment to cultural competency and to fostering an inclusive environment that supports students of all backgrounds; Excellent verbal, written, and oral communication skills;  A positive attitude and the ability to listen effectively and be receptive to feedback;  The ability to manage time effectively, stay organized, and prioritize required tasks;  A commitment to engaging in ongoing professional development and proficiency in utilizing and learning new technologies ( i.e. , Google Workspace tools);  The ability to lift and carry up to 50lbs on a routine basis; Reliability, punctuality, and consistent attendance; and The ability to cultivate a welcoming culture in which all members of our community feel valued and appreciated. To Apply All candidates should visit our employment page at www.ecfs.org to apply. Please send a letter of interest, a resume, and contact information for three references.   EEO ECFS is an equal opportunity employer. We seek to be a welcoming community of professionals that broadly reflects the people of the metropolitan New York City area, our students, and families. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. We are committed to hiring practices that ensure all candidates are given fair consideration in alignment with our institutional mission and goals.    Thu, 05 Mar 2026 16:42:17 -0500 https://careers.nais.org/jobs/rss/22096118/lower-school-lead-homeroom-teacher-2026-2027 https://careers.nais.org/jobs/rss/22096118/lower-school-lead-homeroom-teacher-2026-2027 Atlanta, Georgia, We're seeking a passionate, reflective educator to join our Lower School faculty as a Lead Teacher. This is your opportunity to shape young lives during the formative elementary years, to build a classroom culture where every student belongs, and to collaborate with a team of educators who are committed to excellence, growth, and joy in teaching. You'll guide a classroom of curious, energetic learners through a rigorous, engaging curriculum. You'll foster a love of learning, model our core values, and help students develop the academic skills, emotional intelligence, and character they need to thrive - not just in school, but in life.  Classification: Full-Time, 10-month position Start Date: August 2026 Schedule: Standard school day Reports To: Head of Lower School What You'll Do Create a Classroom Where Every Child Belongs Cultivate a warm, inclusive classroom culture where students feel safe, seen, and valued Foster student voice, compassion for others, and a whole-child approach to learning Supervise students with care and intentionality - in the classroom, on the playground, and across campus—creating a safe, consistent, supportive environment Teach with Purpose and Responsiveness Design and deliver engaging, differentiated instruction that meets diverse learning needs and styles Utilize grade-level instructional materials grounded in best practices (including structured literacy approaches when appropriate) Analyze student data to inform instruction and provide effective, timely feedback Monitor student progress continuously and adjust teaching to support growth for all learners Collaborate and Grow Alongside Colleagues Work closely with grade-level team members to plan instruction, share ideas, and support one another Collaborate across departments to further the mission of the school and support student success Mentor and support an Associate Teacher in their professional growth and development Engage actively in faculty meetings, team planning, and ongoing professional development during the school year and summer Partner with Families Build positive, trusting relationships with Lovett families Communicate student progress clearly and regularly through report cards, conferences, digital platforms, and other touchpoints Foster strong home-school partnerships that support each child's growth Contribute to the Lovett Community Embrace and model Lovett's core values of Purpose, Intellect, Belonging, Faith, and Love Attend chapel, Open House, faculty in-service days, parent-teacher conferences, school events, Saturday Admission Observations, and professional development days Engage in the life of the school beyond your classroom - whether through clubs, events, or supporting colleagues Who You Are We're seeking educators with strong teaching skills, heart, and deep commitment to children. Passionate About Elementary Education - Genuine enthusiasm for young learners and understanding of child development Reflective & Growth-Oriented - Embrace a growth mindset, open to feedback, curious and adaptable Responsive & Inclusive - Honor each child's strengths, support growth, celebrate differences Collaborative & Collegial - Thrive on teamwork, engage authentically, take ownership Clear Communicator - Build trust through thoughtful communication (verbal, written, digital) Community-Minded -  Contribute beyond the classroom, uphold professional standards Why You'll Love Teaching at Lovett A Supportive, Collaborative Culture Work alongside passionate educators who genuinely care about students and each other Benefit from strong departmental collaboration and mentorship Participate in meaningful professional development during the school year and summer Work-Life Balance Structured teaching load with built-in planning time Clear schedule for tutorials and advisory Competitive compensation and comprehensive benefits Make a Lasting Impact Build relationships with students through our advisory system Watch your students grow as thinkers, leaders, and people of character Be part of a school community guided by purpose, belonging, faith, and love True to our core value of Belonging , The Lovett School is an equal opportunity employer committed to building a diverse faculty and staff that reflects the world our students will inherit. We actively seek candidates from all backgrounds who are passionate about our mission to develop students of honor, faith, and wisdom. Employment offers are contingent upon successful completion of a background check and post-offer drug screening. Thu, 05 Mar 2026 11:18:51 -0500 https://careers.nais.org/jobs/rss/22096093/lower-elementary-teacher https://careers.nais.org/jobs/rss/22096093/lower-elementary-teacher Scituate, Massachusetts, Position Overview Inly School seeks a reflective and collaborative Lower Elementary Teacher to oversee and manage a Montessori Lower Elementary classroom. The Lower Elementary Teacher plays a key role in fostering academic growth, independence, and social-emotional development during a critical stage of a child’s learning journey.   Inly School is an independent PreK–8 Montessori-plus School located in Scituate, MA that serves over 200 students from 20 South Shore towns and is deeply rooted in Montessori, child-centered, and inclusive educational practices. At Inly, our Montessori+ practices inspire an inclusive community of learners to explore and shape themselves and the world with joyful curiosity, courage, and compassion. We actively seek faculty who embrace collaboration, empathy, respect, and the holistic development of each child.   All children must be treated with respect and dignity, with their self-esteem as individuals held as a paramount concern. Learning is emphasized through hands-on, experiential instruction that values both process and product, fostering competence, confidence, and self-worth.   Position Structure The Lower Elementary Teacher is responsible for overseeing and managing a Lower Elementary classroom and works in close partnership with a co-teacher and colleagues to design, implement, and continuously improve the academic program.   As a member of the Inly School staff, the teacher is expected to carry out the mission of the school, advocate for the school community, and offer input whenever opportunities for improvement arise. Faculty share responsibility for the success of the school.   Key Responsibilities Deliver a comprehensive Montessori and Inly-adopted curriculum across Lower Elementary disciplines, including math, reading, writing, spelling, cultural studies, science, practical life, and life skills. Collaborate daily with a co-teacher and more broadly with colleagues to design, implement, and continuously improve instruction aligned with Inly School’s strategic objectives and Montessori core values. Create and maintain a prepared environment that is orderly, inviting, and supportive of student exploration, concentration, independence, and growth. Observe, assess, and document each student’s progress to inform individualized and small-group lesson planning. Support the whole child by meeting students’ emotional and social needs through warmth, stability, respectful communication, and guidance in expressing thoughts and feelings. Work collaboratively with peers in instruction, classroom management, transitions, recess, and parent communication. Supervise students during outdoor play, arrivals, dismissals, hallway transitions, and class field studies. Conduct new parent and student interviews. Engage in professional growth through observations in other school environments, pedagogical conversations, level meetings, professional development, and Shared Learning Communities, unless job requirements do not allow. Utilize school resources, including colleagues, the Learning Services team, and the Head of School, to ensure each student receives appropriate support. Assist with support duties as needed throughout the year, including Passport, playground, lunch, arrivals, and dismissals coverage, with details shared once schedules are finalized. Read and follow expectations outlined in the Classroom and Employee Handbooks. Strong Candidates Will Have A Bachelor’s Degree; Master’s Degree preferred Montessori experience preferred A minimum of three years of teaching experience preferred Experience with Lucy Calkins Writing Workshop and Fountas & Pinnell literacy programs (a plus) A strong understanding of Lower Elementary developmental stages Sensitivity to cultural and ethnic diversity and the ability to foster an inclusive classroom environment Excellent organizational skills and the ability to manage multiple priorities A collaborative mindset and openness to feedback and professional growth An innovative approach that embraces and celebrates unique learning opportunities The ability to maintain confidentiality and professional boundaries Working Expectations Your role is essential in nurturing and developing students while supporting the broader school community. Expectations for this dynamic position include: Stationary and Active Balance: A balance between focused instructional work and active engagement throughout the classroom and school environment. Mobility and Resource Utilization: Ability to move throughout Inly’s multi-building campus to access classrooms, outdoor spaces, and school resources. Clear and Effective Communication: Professional, timely communication with colleagues, students, and families, recognizing that every interaction is a teaching and learning opportunity. Physical Involvement: Regular physical activity, including lifting materials and occasionally lifting children up to 30 pounds, as needed to support safety and learning. Outdoor Activities Engagement: Daily outdoor experiences are integral to the Montessori program and require working in varied weather conditions. Participation in School Life: Attendance at school community events such as Back-to-School Night, Open Houses, Curriculum Nights, New Parent Orientation and Reception, Graduation, and other events as requested by program leadership. Professional Growth and Collaboration: Ongoing engagement in professional development, observations in other environments, Shared Learning Communities, and collegial collaboration, unless job requirements do not allow. Inclusivity and Support: Commitment to an inclusive work environment; reasonable accommodations will be made upon request, absent undue hardship. Adaptability and Role Evolution: Openness to evolving responsibilities as the school grows and changes. Professional Standards: Adherence to expectations outlined in the Employee and Classroom Handbooks and alignment with Inly’s Core Values. Benefits Benefits are provided in accordance with Inly School policies for full-time faculty positions.   A Note to Potential Candidates Studies have shown that women, trans, non-binary folks, and BIPOC candidates are less likely to apply for jobs unless they believe they meet every qualification listed. Inly School is committed to building a diverse and inclusive organization and strongly encourages candidates to apply even if they do not meet every qualification described. Salary Range:$75k to $95k Thu, 05 Mar 2026 10:43:59 -0500 https://careers.nais.org/jobs/rss/22096270/kindergarten-primary-assistant-teacher-school-year-2026-2027 https://careers.nais.org/jobs/rss/22096270/kindergarten-primary-assistant-teacher-school-year-2026-2027 Hoboken, New Jersey, Join our dynamic bilingual IB school just minutes from Manhattan, and inspire young minds every day in a warm, international community! Tessa International School is a fast-growing & prestigious bilingual school located in Hoboken, New Jersey—just one subway stop from Manhattan, New York. As a proud member of the Affinitas Education group, a premier international education organization with schools all over the world, our staff benefit from a worldwide network of expertise, diverse international exchange opportunities, and the shared commitment to excellence of a premier education organization. At Tessa International School, we offer three language tracks: Spanish, French, and Mandarin, and are accredited by the International Baccalaureate Organization (IB) and the French Ministry of Education. We are also recognized as a NAIS model school. We are looking for a caring Kindergarten/Primary Assistant Teacher for one of our classes in the French track for the 2026-2027 School Year.   Duties and Responsibilities Assists with various classrooms in KG & Primary and in behavior management Keeps the classroom and the school clean, tidy, and presentable at all times Assists Lead Teacher in a range of tasks as needed Leads outdoor play and any field trips Participates in meetings and trainings as needed Assists in other duties as assigned by leadership Qualifications Excellent command of French & English 3 years working experience in school  Degree in education, child development or similar discipline preferred Experience with the IB PYP is preferable, but not required Strong communication skills, a sense of humor, humility, and empathy Team-player  Commitment to diversity and inclusion Previous experience at an international school and/or cultural fluency derived from international experience is a plus   Schedule  8 hours Monday to Friday Possibility for part-time positions and to work extra hours Benefits   Health insurance Dental insurance Vision insurance IB Professional development Paid time off 401(k) Life insurance Disability Insurance Salary $3,500 per month   Please complete the Job Application Form to apply and send any questions you may have to hr@tessais.org   The school is unwavering in its commitment to safeguarding, child protection and the promotion of the welfare of students. We expect all staff, service contractors and volunteers to align with this vision. Applicants are required to undergo safeguarding and child protection screening appropriate to the post, including, but not limited to, reference checks with past employers, online searches, criminal/criminality checks or equivalent, social media checks and any other background screening checks deemed necessary for the role. Successful applicants will be mandated to complete authorized background screening checks and provide references. The school takes full responsibility for ensuring the welfare, health, and wellbeing of all children and young adults. We cultivate a vigilant “Culture of Care” that prioritizes and monitors the safeguarding of students above all considerations. This commitment is fundamental to our ethos, and we expect all members of our community to actively participate in maintaining a safe and secure environment. Thu, 05 Mar 2026 15:13:51 -0500 https://careers.nais.org/jobs/rss/22093367/elementary-science-teacher-rawson-saunders-school-austin-texas https://careers.nais.org/jobs/rss/22093367/elementary-science-teacher-rawson-saunders-school-austin-texas Austin, Texas, Rawson Saunders School, a leader in dyslexia education, is seeking a curious, collaborative  Elementary Science Teacher  for the 2026–27 school year. We’re looking for an educator who believes that dyslexic learners are creative thinkers and problem-solvers—and who can bring science to life through inquiry, connection, and discovery. What you’ll do: p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Design engaging, hands-on science lessons and lab activities that foster curiosity and critical thinking p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Guide students through the processes of questioning, experimenting, and drawing evidence-based conclusions p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Integrate earth, physical, life, and environmental sciences into meaningful learning experiences p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Collaborate with classroom teachers to connect science with literacy, math, and social studies p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Communicate regularly with families about student progress and discoveries p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Contribute to a culture of professionalism, creativity, and continuous learning What we’re looking for: p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Deep understanding of how dyslexic learners engage with hands-on and conceptual learning p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Skill in inquiry-based instruction that makes science accessible and exciting p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Creativity, flexibility, and a collaborative spirit p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> 3–5 years of teaching experience preferred p]:pt-0 [&>p]:mb-2 [&>p]:my-0"> Bachelor’s degree required; master’s degree preferred Why Rawson Saunders: Rawson Saunders is an extraordinary place to teach. Here, you’ll watch students discover their abilities as scientific thinkers while growing in confidence and curiosity. 3–5 years of science teaching experience Bachelor’s degree required; master’s degree preferred Highly competitive salary plus medical, dental, vision, and life insurance; paid leave; and an annual 7% retirement contribution. Wed, 04 Mar 2026 17:56:17 -0500 https://careers.nais.org/jobs/rss/22093138/lead-general-studies-teacher-full-time https://careers.nais.org/jobs/rss/22093138/lead-general-studies-teacher-full-time Los Angeles, California, Brawerman Elementary School of Wilshire Boulevard Temple – Los Angeles Job Description  Title: Lead General Studies Teacher - Full-Time  Position Description:  This is a full-time position as a lead classroom teacher, responsible for developing curriculum, planning and implementing lessons, creating a supportive and intellectually stimulating learning environment, and communicating with families as partners in helping students develop and fulfill their academic and personal potential. This position may be at the East Campus (3663 Wilshire Blvd) or the West Campus (11661 W. Olympic Blvd).  About Brawerman:  Brawerman Elementary Schools of Wilshire Boulevard Temple are Jewish day schools (Kindergarten to Grade 6) operating in two campuses: Brawerman East, in the historic Glazer Campus in Mid-Wilshire, and Brawerman West at the Irmas Campus in West Los Angeles. Brawerman Elementary Schools offer an outstanding academic program rooted in Jewish values that nurtures students' cognitive, physical, social, emotional, and spiritual lives. The Schools are tight-knit and nurturing communities, with high levels of collaboration among faculty and an active, supportive parent body. Graduates of both schools are sought after and accepted into the city's most prestigious independent secondary schools. Responsibilities:  With input and guidance from current faculty and administrators, develop literacy, math, social studies, and other curricula  Plan, prepare, and deliver instruction that provides purposeful, active, and engaging learning experiences  Plan, prepare, and deliver lessons encouraging collaboration, creativity, and critical thinking  Plan, prepare, and deliver lessons with a focus on social-emotional learning Differentiate instruction as necessary to meet the needs of all students  Communicate necessary information regularly to students, colleagues, and parents regarding student progress and student needs  Maintain an organized, welcoming classroom environment conducive to student learning  Use technology to support instruction  Use appropriate classroom management strategies so that expectations are clear and students feel comfortable and able to learn  Collaborate with other faculty on schoolwide initiatives, including Jewish Learning curriculum, programming, and events  Show professionalism Grow and develop professionally  Qualifications:  A minimum of three years experience as a lead teacher (when starting position) A minimum of a college bachelor’s degree is required; a master’s degree is preferred  United States teaching credential; a California credential is preferred Relevant teaching experience from independent, public, private, or charter schools   Knowledge of relevant technology, including AI integration Flexible thinker  Team player Professionalism Excellent verbal and written communication skills  Desirable (not required) Qualifications:  Experience using Writer’s Workshop, phonics instruction (Fundations), Acadience/DIBELS assessment, Math in Focus, Zones of Regulation, and/or Responsive Classroom  Background in Special Education and/or Gifted and Talented Instruction  Compensation:  $66,150 to $85,000 based on experience and qualifications  Salary is based on employment from mid-August to mid-June, paid over twelve months Lunch is provided to faculty on school days Competitive benefits package Robust professional development opportunities How to Apply:  Please submit a letter of interest and resume to jobs@brawerman.org . Include the job title (Lead General Studies Teacher) in the subject line. Wed, 04 Mar 2026 12:04:55 -0500 https://careers.nais.org/jobs/rss/22093202/4th-grade-lead-teacher https://careers.nais.org/jobs/rss/22093202/4th-grade-lead-teacher El Cerrito, California, Prospect Sierra School Fourth Grade Lead Teacher 2026-2027 School Year   Overview of School: Prospect Sierra is an independent, coed TK–8 school located on two campuses in El Cerrito, California, serving 450 students. Prospect Sierra gives students the tools to build a better world by integrating rigorous academics with a deep understanding of human emotions. Every day our exceptional teachers connect students' academic experiences to ethics, empathy, and social and emotional intelligence. The result is deeper intellectual engagement, greater self-knowledge, and compassionate relationships. Prospect Sierra students develop the courage to become more than great students, but great people. Please visit our website, www.prospectsierra.org , for more information. Overview of Position: This is a full-time teaching position for a Fourth Grade Lead Teacher with the contract beginning July 1 and with a start date of August 17, 2026 for the 2026-27 school year and beyond. The successful candidate will report to the Elementary School Division Head and be responsible for teaching humanities, math, and reading and writing workshops.  Responsibilities: Support the social and emotional development of students. Collaborate weekly with teaching teams, to ensure consistency between classes. Uphold a strong commitment to a balanced literacy approach, which includes the use of the Being a Reader and Being a Writer curriculum. Maintain our math program by following the Bridges and Number Corner curriculum currently in place. Coordinate buddy experiences, finding creative ways to connect across groups both at the elementary and middle school campuses. Collaborate with specialist teachers regarding the individual behavioral and learning needs of specific students. Collaborate weekly with the grade-level learning specialist and the school counselor to determine pull-out and push-in support needs for students. Maintain regular communication and contact with parents, including regular digital newsletters. Assess students regularly through unit assessments, reading assessments, projects, and class work. Write narrative reports two times annually for all students. Participate in the one night, grade level overnight study trip.  Required Qualifications Appreciation for and desire to work with fourth grade students Authentic love of helping students excel in their learning Knowledge of the essential role social-emotional literacy plays in the workplace and interest in the application of SEL within the educational setting  Knowledge of identity safe and anti-bias educational practices  Ability to create an inclusive classroom community that allows for a multitude of perspectives to be heard and respected Ability to take initiative, work passionately and joyfully, and collaborate effectively with diverse constituencies Willingness to be a team player, show initiative, and take on leadership roles as needed A passionate commitment to creating an innovative, joyful environment for students Bachelor of Arts or Science degree and/or professional coursework or certification, indicating training applicable to the responsibilities of the position In addition to the required qualifications, desirable additional skills include: Strong communication skills, both written and verbal Flexibility Excellent interpersonal skills Organizational skills and the ability to multitask Proficiency in essential digital tools, including Google Workspace (Docs, Sheets, Slides, Drive), email, and Slack, and a willingness to learn school specific software Excellent interpersonal skills Knowledge of educational technology to support teaching and learning Understanding of differentiated learning techniques A nuanced understanding of DEI/social justice knowledge from a personal or programmatic perspective Willingness to be flexible Schoolwide Duties: Participation in all staff, division, committee, department, and grade-level team meetings Support and participate in schoolwide events such as: Panther Picnic, All Together Now, Walkathon etc. - as designated by supervisor Support the overall day-to-day needs of the division with weekly duties, such as yard supervision and curbside dismissal support Engage schoolwide professional development structures and processes, including but not limited to: Equity and Inclusion work, pedagogical best practices, technological skill development, etc.  Follow Prospect Sierra’s Essential Expectations Perform other duties as may be requested by the Head of School and ES Division Head. Salary The salary is competitive. Benefits included. Our 2026-27 salary schedule can be found here . How to Apply Send a résumé (including contact information for three references) and one-page cover letter to: Jessica Walker, Elementary School Division Head Email: tapscottjobs@prospectsierra.org (Please put “4th Grade Elementary Lead Teacher” in the subject line) Prospect Sierra School is an equal opportunity employer. Our community is diverse in many ways, inclusive of race/ethnicity, sexual orientation, gender spectrum, age, ability, and more. We welcome and value the same in our faculty and staff. See link in the job description under Salary Wed, 04 Mar 2026 13:45:19 -0500 https://careers.nais.org/jobs/rss/22093142/lower-elementary-co-lead-teacher https://careers.nais.org/jobs/rss/22093142/lower-elementary-co-lead-teacher Boston, Massachusetts, Lower Elementary Co-Lead Teacher Beginning August 17, 2026   ABOUT US: Kingsley Montessori School is a toddler through sixth grade independent school of 300 students in Boston’s historic Back Bay. Our mission is to engage the mind, hands, and heart of each child to nurture resilient explorers, confident learners, and empathetic citizens. A diverse, equitable, and inclusive community is integral to fulfilling our mission. Kingsley Montessori School strives to be a place where each person feels a sense of belonging and respect, recognizes and appreciates the richness that is added to our community through diversity, and is empowered to take action against injustices. We actively create such a community through our programming, our professional development, and our hiring, admissions, and governance practices. Kingsley’s high standards of professionalism are maintained through supportive and ongoing supervision and evaluation, development, and growth.     DESCRIPTION and REQUIREMENTS: We seek a dynamic, experienced, culturally-aware teacher for a progressive Montessori-inspired program that honors educational best practices. As a Co-Lead Teacher in a combined aged classroom for grades 1-3, the successful candidate will have responsibility for leading all aspects of students’ classroom experience, including developing strong partnerships with colleagues and families. All lead teachers attend regular meetings and observe, advise, and serve children in the areas of student needs, preparing the classroom environment, curriculum development and delivery, classroom routines, family communication, and record keeping. Co-Lead Teachers typically work as partners and also direct and provide leadership for any Associate or Assistant Teachers. Team building skills are therefore vital. Elementary Co-Lead Teachers report to the Director of Elementary Education. We actively seek candidates who will reflect and enhance the racial, cultural, and gender diversity of our school community.    RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO: Prioritize the safety and well-being of all students Lead academic and behavioral routines Maintain professional communication with peers and families and exhibit a receptive and collegial demeanor Ability to work collaboratively with faculty to enhance curriculum and community  Perform arrival, dismissal, lunch, recess, monitoring, and other support duties as needed Participate in and support special events/activities Participate in professional development initiatives   QUALIFICATIONS:  BA/BS; MA in education and/or 6-9 American Montessori Society (AMS) or Association Montessori Internationale (AMI) credentials  Minimum of three years teaching experience  Experience with a variety of instructional methods and multi-age learning environments  American Montessori Society (AMS) or Association Montessori Internationale (AMI) credentials are a plus but are not required if the candidate holds an MA in education   TO APPLY, CANDIDATES SHOULD SUBMIT THE FOLLOWING INFORMATION: Cover letter describing your interest in the position including your background and experience Current resume List of three current/past supervisors with email addresses and phone numbers   Kingsley is committed to equitable compensation for all faculty. Faculty salaries are determined based on an experience-based step scale, ensuring fair pay for those with similar teaching experience. Salaries for full-time teachers typically range from $55,000 to $90,000, with the low end reflecting less experienced educators and the higher end recognizing those with over 20 years of teaching expertise.   Kingsley Montessori School values and celebrates diversity because it makes us a better employer, builds a stronger school community, develops a sense of collaboration, and encourages mutual respect and broader thinking. We are an equal opportunity employer.  All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, gender identity, sexual orientation, pregnancy and pregnancy-related conditions, or any other characteristic protected by law. Wed, 04 Mar 2026 12:08:15 -0500 https://careers.nais.org/jobs/rss/22093355/reading-specialist https://careers.nais.org/jobs/rss/22093355/reading-specialist Menlo Park, California, Reading Specialist Overview of Position The Reading Specialist collaborates with teachers and works with small groups of students to improve students’ decoding, fluency, and comprehension skills and recommend interventions. Reporting to the Associate Head of School for Academics, the Reading Specialist collaborates with teams to plan for and implement differentiated instructional practices in literacy. The position requires a strong understanding of best practices in emerging research regarding reading development and instruction, as well as a deep understanding of best practices based on a responsive literacy framework, systematic instruction, and the science of reading. This position primarily works with kindergarten through second grade students. The Reading Specialist position is an exempt, part-time or full-time, 10-month in person position reporting to the Associate Head of School for Academics. The start date is August 1, 2026. Primary Responsibilities Instructional Responsibilities ? Provide direct instructional support to students through small group instruction. ? Collaborate with teachers to review classroom assessments and work, identify goals, develop plans, and follow up on student progress and intervention strategies. ? Track student progress and collaborate with teachers to share progress with parents/guardians. ? Observe classroom instruction, provide constructive feedback, and offer support in addressing individual student learning needs. ? Collaborate with homeroom teachers to develop and implement differentiated learning plans for students requiring additional support or enrichment. Curriculum Development ? Collaborate with teachers, the Associate Head of School for Academics, and the Director of Teaching and Learning to ensure the effective implementation of a rigorous and engaging reading curriculum aligned with best practices, school values or initiatives, and research-based standards. ? Stay up to date on emerging trends in the field of elementary literacy instruction and analyze and synthesize research findings to continually grow teachers’ awareness and understanding of best practices. ? Analyze student data and utilize findings to inform curriculum development, identify areas for improvement, and drive data-driven instruction. ? Develop and deliver professional development workshops for teachers on effective literacy instruction, including differentiated instruction, responsive approaches, and student-centered learning  Equity and Inclusion ? Conduct screenings and assessments, upon request, and assist teachers and Learning Specialists in selecting appropriate materials for intervention and support. ? Ensure engagement, appropriate challenge, and support for a wide range of students. ? Foster a positive and inclusive classroom environment that celebrates diverse learning styles, fosters a growth mindset, and encourages higher-order thinking for all students. Personal Qualities and Attributes: ? Strong Work Ethic: Highly organized, detail-oriented, and able to effectively prioritize tasks and manage multiple demands. ? Passion for Early Literacy Instruction: A deep understanding of best practices based on a responsive literacy framework, systematic instruction, and the science of reading. A genuine passion for working with children and a profound respect for the cultivation of critical thinking through literature. ? Growth Mindset: A strong sense of curiosity and a commitment to continuous learning and professional growth. ? Exceptional Communication: Excellent written and verbal communication skills with the ability to effectively communicate with diverse audiences, including children, families, colleagues, and administrators. This includes the ability to listen empathetically, address concerns constructively, and build strong relationships. ? Commitment to Diversity, Equity, Inclusion, and Belonging: A strong commitment to creating a diverse, equitable, and inclusive learning environment for all children, families, and faculty/staff. Qualifications: Essential: ? Master’s degree in reading, literacy, elementary education, or a related field (preferably with additional training in intervention strategies) ? 5+ years of teaching experience ? Strong communication and interpersonal skills ? Proven ability to build and maintain strong relationships with children, families, and colleagues ? Commitment to diversity, equity, inclusion, and belonging ? Passion for reading development and a deep understanding of child development Desired: ? Previous experience as a reading specialist in the elementary education setting is highly desirable ? Experience in a private school setting ? Experience with data-driven decision-making and program evaluation Compensation and Benefits The full-time salary range for this position is $90,000 to $120,000. If the position is part-time the annual salary will be prorated according to the FTE. The starting salary depends on factors that include background, years of experience, education level, and skill level. PBS offers an employee benefit package that includes fully paid medical, dental, vision, life insurance plans, long-term disability insurance, flexible spending account and a generous retirement plan match. Eligibility rules apply. To Apply Qualified, interested candidates may apply for the position through the online Phillips Brooks Employment Website. Please submit your application information - letter of interest, a CV/resume with your relevant experience and expertise, and contact information for three professional references (include supervisors). Phillips Brooks School is an Equal Opportunity Employer committed to creating a diverse and inclusive workplace. All aspects of employment at PBS are governed on the basis of competence, merit, and qualifications. We do not discriminate in employment on the basis of race, color, religion, creed, sex, gender, gender identity or expression, sexual orientation, marital status, pregnancy, national origin, ancestry, age, physical or mental disability, medical condition, genetic information, veteran status, or any other characteristic protected by applicable law. We welcome candidates from all backgrounds and experiences — including those with professional experience outside the field of education — who share our commitment to fostering a vibrant, inclusive school community. About Phillips Brooks School Phillips Brooks School is a vibrant and innovative Early Learning Center (ELC) to 5th grade school committed to fostering a love of learning in a supportive and inclusive environment. Located on a beautiful campus in Menlo Park, California and serving 300 students, we instill values of courage, kindness, community, and a passion for lifelong learning. For more information about Phillips Brooks School, visit our website at Phillips Brooks School. Wed, 04 Mar 2026 17:35:41 -0500 https://careers.nais.org/jobs/rss/22093080/lower-school-and-middle-school-teacher https://careers.nais.org/jobs/rss/22093080/lower-school-and-middle-school-teacher Charlotte, North Carolina, Please visit website for a full description:  https://bit.ly/40cKchZ Palisades Episcopal School is seeking creative, passionate, enthusiastic educators with a lifelong love of learning to join our faculty. The Lower School at Palisades Episcopal School has a current enrollment of 205 students with 21 classroom teachers and teaching assistants. PES Lower School includes Junior Kindergarten through fourth grade programs with 2 classes per grade level. Junior Kindergarten has an optimal class size of 18 each, and Kindergarten through fourth grade classes have an optimal class size of 20 each. The Middle School at Palisades Episcopal School currently serves 110 students in fifth through eighth grade with 2 classes per grade level in 5th, 6th, and 7th and 1 8th grade class. PES provides a learning environment which cultivates a joyful love of learning through hands-on, engaging activities that teach children how to think, not what to think. A growing Social-Emotional Learning program, Responsive Classroom’s morning meetings, devotions, Middle School advisory, Faith Studies, service projects and empathetic educators all contribute to students who respect differences, are growing in character daily, and develop a spirit of service for the community around them. The Core Knowledge curriculum provides a solid foundation of learning while creating opportunities to gain a broad range of knowledge as well as deep dives into topics of interest. Learning comes alive outside the classroom walls with outdoor learning and numerous field trips throughout the school year, averaging 1 per grade level per month. Community is fostered during weekly chapels, cross-grade level “buddies” and cross-divisional activities. Palisades Episcopal School seeks dedicated educators with a strong desire for excellence and a commitment to inspiring a community of learners to be curious, engaged and joyful to join the PES team. Other Requirements: Excellent verbal and written skills with students, families, and colleagues Demonstrated organizational skills Ability to work collaboratively with others Wed, 04 Mar 2026 10:44:53 -0500 https://careers.nais.org/jobs/rss/22093381/fifth-grade-teacher https://careers.nais.org/jobs/rss/22093381/fifth-grade-teacher West Hollywood, California, SUMMARY: Reporting to the Head of Upper Elementary, plan and implement appropriate curriculum and activities designed to promote academic, social, and emotional growth for children with varying needs, successfully communicate with children, parents, and colleagues, and demonstrate a professional demeanor as well as an ongoing interest in personal growth and professional development. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.  Other duties may be assigned. Along with co-teacher, grade-level teammates, and division colleagues, create, plan, and implement an appropriately challenging curriculum in various academic subjects for individual, small group, and large group settings that is reflective of the diversity of our families and aligned with our expressed goals around anti-bias education. Promote learning in the areas of academic, social-emotional, and physical development and generate children’s enthusiasm to actively participate in the learning process. Collect information about students using a variety of informal and dynamic assessments, and provide for individual differences among students, working collaboratively with the division director, division learning specialist, math specialist, science specialist, Director of Innovation, and Director of Teaching and Learning. Communicate openly with co-teacher regarding shared responsibilities, delivery of curriculum, and individual student and parent needs. Model strong team-teaching practices and collaboration, regularly meeting with co-teacher, grade level team, division, and specialist teachers to ensure alignment of instructional vision and delivery in the classroom. Communicate with students in a positive manner.   Communicate respectfully, clearly, and honestly in verbal, electronic, and written form with parents, administrators, and colleagues regarding curriculum, students, and child development issues, and maintain a sensitive, cooperative, and flexible demeanor in interactions. Keep current in contemporary pedagogical thinking, strategies, and techniques by regularly reading professional journals, actively participating in Upper Elementary division discussions, and regularly attending professional conferences, workshops, and courses. Supervise and coordinate efforts of assistant or associate teachers, interns, student teachers, and other adults involved in the delivery of curriculum to students. Integrate and model meaningful and appropriate use of technology within the curriculum and as a communication tool. Attend overnight trip experience with students. Positively contribute to the schoolwide community Regularly meet with the Head of Lower Elementary and other members of the Academic Affairs team to ensure vertical alignment of instruction to the school’s mission and core values. Maintain and update curriculum (and lesson) guides in conjunction with grade level teams. Demonstrate professionalism through reliability, punctuality, and personal appearance and self-care, and maintain personal integrity and a respectful attitude in all relationships, and positively contribute to the school community. Provide for the physical safety of children through anticipation and removal of hazards, visual observation of children active or at rest, and by appropriately responding to injuries. Follow all personnel policies and the guidelines of the Emergency Response Plans, and take responsibility for students’ safety in an emergency situation or drill. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION AND EXPERIENCE: Minimum of a Bachelor's degree or higher in education or a related field. Valid elementary-level California teaching credential preferred, but not required. BEHAVIORAL SKILLS:  Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm. LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature, and material pertinent to child development and education. Ability to write reports, child evaluations from a developmental perspective, curricular plans, and letters. Ability to verbally present information and respond to children, parents, colleagues, and administrators in the areas of early childhood curriculum and child development, and to speak and write from a child-specific perspective.  Ability to communicate effectively with parents, students, and colleagues. TECHNICAL SKILLS:  High comfort level and proficiency with technology as a teaching, learning, and communication tool.  Ability to use simple tools and machines, such as copiers and laminators. Ability to use computers to write reports, compose letters and emails, create documents, and communicate with parents. REASONING ABILITY: Ability to solve practical problems and apply common sense and good judgment in dealing with everyday and emergency situations. Ability to interpret a variety of instructions. PHYSICAL DEMANDS: The physical demands described here are representative of those required to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: The employee is regularly required to talk and hear; to stand, walk, sit, stoop, kneel, crouch, crawl, and climb; to use hands to finger, handle, or feel objects, tools, or controls; to reach with hands and arms. Specific vision abilities required include close vision, distance vision, peripheral vision, and the ability to adjust focus. WORK ENVIRONMENT: The work environment characteristics described here are representative of those a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy. Minimum of a Bachelor's degree or higher in education or a related field.  Wed, 04 Mar 2026 18:32:16 -0500 https://careers.nais.org/jobs/rss/22093203/spanish-primary-lead-teacher-school-year-2026-2027 https://careers.nais.org/jobs/rss/22093203/spanish-primary-lead-teacher-school-year-2026-2027 Hoboken, New Jersey, About Tessa International School Join our dynamic bilingual IB school just minutes from Manhattan, and inspire young minds every day in a warm, international community! Tessa International School is a fast-growing, high-quality bilingual school located in Hoboken, New Jersey, just one stop from Manhattan. We are a proud member of the Affinitas Education group, a premier international education organization, giving our staff access to a global network of schools, expertise, and exchange opportunities. We offer three language immersion tracks—Spanish, French, and Mandarin—and are accredited by the International Baccalaureate (IB) and the French Ministry of Education. We are also recognized as a NAIS model school. We are seeking passionate, reflective, and dedicated educators to join our team and help our youngest learners grow academically, socially, and emotionally in a bilingual, inquiry-based environment. As one of our Spanish Primary Lead Teachers for the 2026-2027 School Year, you will teach two primary classes in alternation with an English language Lead Teacher. By joining our vibrant educational community, you will play a key role in shaping the learning journey of our students, with a strong focus on academic excellence and social-emotional development. Key Responsibilities Plan and deliver engaging, well-structured lessons that connect classroom learning to real-world experiences, inspiring enthusiasm and academic excellence in line with IB and state standards. Differentiate instruction using a variety of developmentally appropriate teaching and assessment methods to meet the needs of all learners. Monitor and support the academic, emotional, and social development of students. Maintain high expectations for student behavior to ensure a positive and productive classroom environment. Integrate technology meaningfully to enhance student learning. Foster a strong sense of community by actively engaging with students, colleagues, and families. Collaborate constructively with colleagues, leadership, and staff across the school. Pursue ongoing professional growth and contribute to a culture of continuous improvement. Participate in curriculum development, team planning, and faculty meetings. Perform additional duties as assigned. Requirements Fluency in Spanish & English Authorization to work in the U.S. Master’s degree in Education or a related field preferred Minimum of 3 years of Elementary/Primary school experience Experience with the IB PYP and/or dual language programs preferred Benefits  Health insurance (70% of the premium covered by the school)  Dental insurance  Vision insurance  IB Professional development  Sick/Personal Leave  401(k)  Life insurance  Disability Insurance  Relocation benefits if applicable   Salary Starting at $65,000   If you are passionate about education and children's growth in a bilingual, international setting, we encourage you to apply.   Please complete the Job Application Form to apply and send any questions you may have to hr@tessais.org .   The school is unwavering in its commitment to safeguarding, child protection and the promotion of the welfare of students. We expect all staff, service contractors and volunteers to align with this vision. Applicants are required to undergo safeguarding and child protection screening appropriate to the post, including, but not limited to, reference checks with past employers, online searches, criminal/criminality checks or equivalent, social media checks and any other background screening checks deemed necessary for the role. Successful applicants will be mandated to complete authorized background screening checks and provide references. The school takes full responsibility for ensuring the welfare, health, and wellbeing of all children and young adults. We cultivate a vigilant “Culture of Care” that prioritizes and monitors the safeguarding of students above all considerations. This commitment is fundamental to our ethos, and we expect all members of our community to actively participate in maintaining a safe and secure environment. Wed, 04 Mar 2026 13:47:01 -0500 https://careers.nais.org/jobs/rss/22093356/lead-classroom-elementary-teacher https://careers.nais.org/jobs/rss/22093356/lead-classroom-elementary-teacher Menlo Park, California, Lead Classroom Teacher Overview of Position The lead classroom teacher facilitates hands-on projects and promotes collaboration among students. Furthermore, the teacher is attuned to the specific learning needs and social and emotional development of each student. As the central figure in the network of adults supporting each child, the teacher maintains ongoing communications, formal and informal, with parents, specialists, and administrators. The position requires a strong understanding of best practices and emerging research regarding teaching and learning, as well as a deep understanding of the importance of social emotional learning. A successful candidate must love working with children, possess a nurturing teaching style, and interact productively with parents/guardians. The Lead Classroom Teacher position is an exempt, full-time,10-month in-person position reporting to the Associate Head of School for Academics. The start date is August 5, 2026. Primary Responsibilities Professional Practices ? Perform professional job responsibilities as assigned by being prompt and on time for the various duties, faculty meetings, carpool, and end-of-school day responsibilities. ? Commit to ongoing professional development and staying abreast of current research in pedagogy. ? Model integrity, kindness, and respect for all persons in our school community, both in and outside of the workplace. ? Support the professional growth of an associate teacher or co-teacher with clear expectations, opportunities for demonstrations, and constructive feedback. ? Actively seek professional growth opportunities as recommended by the school’s administration or on your own. Learning Environment ? Establish a classroom learning environment with clear and consistent expectations to promote student autonomy and engagement. ? Actively engage and support specialist teachers as requested. ? Provide opportunities for students to have a voice in their learning that fosters intrinsic motivation and helps them understand themselves as learners. ? Use a variety of resources and teaching strategies to enhance student learning.? Make learning visible in the classroom through documentation. ? Create safe spaces for children to take emotional and academic risks to help them develop their confidence and positive self-esteem. Student Management ? Ensure the safety of each child by supervising and engaging in recess games, lunch, and transitions between classrooms. ? Collaborate, model, and support class behavior expectations on campus, on the playground, and in the classroom that aligns with Responsive Schools practices. ? Guide differentiated instruction and foster independence by providing choices to meet individual student’s needs. ? Model and support each student’s character and emotional development, along with helping them navigate their ever-changing social world with age-appropriate kindness and respect. Curricular Practices ? Collaborate with the teaching team and contribute to the continuous curriculum development, classroom procedures, and general classroom community by offering observations and suggesting opportunities to enhance student learning. ? Implement the pillars of our curriculum to support the program and mission of the school. ? Teach an intentional social-emotional learning curriculum that includes Responsive Schools practices. ? Contribute to interdisciplinary curriculum design and student support strategies with the grade-level team and specialist teachers. ? Create differentiated learning experiences that align with formative assessments. ? Perform formative and informative assessments to check for student understanding and share those observations with the grade level team and support faculty. ? Write semester progress reports narrative. ? Other duties as assigned or required to maintain campus in the highest level of condition. Qualifications Bachelor’s Degree required. At least three years of experience teaching elementary school. Specific experience teaching at the grade level is preferred. A Multiple Subject Credential and a master’s degree in education or a related field is desirable. A demonstrated understanding of Responsive Classroom, inquiry-based learning, and differentiated instruction. Compensation and Benefits The full-time salary range for this position is $75,000 - $135,000. The starting salary depends on factors that include background, years of experience, education level, and skill level. PBS offers an employee benefit package that includes fully paid medical, dental, vision, life insurance plans, long-term disability insurance, flexible spending account and a generous retirement plan match. Eligibility rules apply. To Apply Qualified, interested candidates may apply for the position through the online Phillips Brooks Employment Website . Please submit your application information - letter of interest, a CV/resume with your relevant experience and expertise, and contact information for three professional references (include supervisors). Phillips Brooks School is an Equal Opportunity Employer committed to creating a diverse and inclusive workplace. All aspects of employment at PBS are governed on the basis of competence, merit, and qualifications. We do not discriminate in employment on the basis of race, color, religion, creed, sex, gender, gender identity or expression, sexual orientation, marital status, pregnancy, national origin, ancestry, age, physical or mental disability, medical condition, genetic information, veteran status, or any other characteristic protected by applicable law. We welcome candidates from all backgrounds and experiences — including those with professional experience outside the field of education — who share our commitment to fostering a vibrant, inclusive school community. About Phillips Brooks School Phillips Brooks School is a vibrant and innovative Early Learning Center (ELC) to 5th grade school committed to fostering a love of learning in a supportive and inclusive environment. Located on a beautiful campus in Menlo Park, California and serving 300 students, we instill values of courage, kindness, community, and a passion for lifelong learning. For more information about Phillips Brooks School, visit our website at Phillips Brooks School . Wed, 04 Mar 2026 17:36:45 -0500 https://careers.nais.org/jobs/rss/22089792/lower-school-homeroom-teacher https://careers.nais.org/jobs/rss/22089792/lower-school-homeroom-teacher Baltimore, Maryland, LOWER SCHOOL HOMEROOM TEACHER 2026-2027   OUR MISSION Gilman is a diverse community dedicated to educating boys in mind, body, and spirit through particular emphasis upon academic excellence, athletic participation, and aesthetic appreciation. Gilman seeks to produce men of character and integrity who have the skills and ability to make a positive contribution to the communities in which they live and work.   OUR COMMITMENT   Educating the Whole Boy For more than a century, Gilman’s mission has remained exceedingly focused: to unlock the greatness within each boy by educating the entire boy—mind, body, and spirit. To accomplish that goal, we provide space and opportunity for crucial learning and self-expression to take place. We believe that boys experience transformative learning when they connect disciplines, people, and ideas in ways that deepen their sense of self and serve the needs of others.   Our rich and comprehensive program, our immeasurably talented and interesting faculty and students, and our belief in the character traits embodied by the Gilman Five—Honor, Integrity, Respect, Humility, and Excellence—combine to form the foundation of an educational environment dedicated to helping boys grow into men of character.   Community, Inclusion, and Equity Gilman’s commitment to inclusion and equity is founded on the belief that our community is strengthened by the vibrant exchange that occurs when individuals with different backgrounds and heritages share their perspectives with one another. Through the recognition and acceptance of our many differences, we learn to appreciate and respect the complexity of the world in which we live and develop essential skills that help us forge productive relationships with those around us.   We are proud of our history as a school that has, for several generations, taken the lead on matters of diversity, inclusion, and equity. More than 35% of Gilman’s student body and 22% of the School’s faculty identify as people of color. We continue to build on that legacy through our steadfast commitment to inclusivity and equity and initiatives on local, state, and national levels.   OUR SCHOOL Gilman School is a pre-kindergarten through twelfth-grade private independent day school for boys. Set on a 57-acre campus in the northern part of Baltimore City, Gilman serves roughly 1,000 students in three divisions. The School has a full-time faculty of nearly 140, and the average class size is 16 students.  COMPENSATION AND BENEFITS: Gilman School follows a Faculty Salary Scale that recognizes direct years of experience and correlates to steps on the scale. Compensation for the role will depend on several factors, including a candidate's years of experience, education, skills, and job-related responsibilities. Teaching candidates will be offered a salary between $50,000 and $70,000. Candidates with additional experience or qualifications may be offered a salary outside the range shown. In addition to the annual salary, Gilman School offers a comprehensive benefits package that includes medical, dental, and vision insurance, as well as life insurance, critical illness and accident coverage, and both short- and long-term disability. We offer a 403 (b) retirement plan with an employer match to help you plan for the future.   Please visit gilman.edu/careers to learn more about our school community and to apply for this exciting opportunity.   Tue, 03 Mar 2026 07:45:36 -0500 https://careers.nais.org/jobs/rss/22090476/lower-elementary-k-homeroom-teacher https://careers.nais.org/jobs/rss/22090476/lower-elementary-k-homeroom-teacher Park City, Utah, Title: Lower Elementary (K) Homeroom Teacher   Position Overview: Park City Day School, an intimate, independent Preschool-Grade 8 school located in Park City, UT, seeks an experienced, creative, passionate, and enthusiastic educator to join our team as Lower School Homeroom Teacher for 2026-27 school year (grade level placement TBD).    Essential Duties and Responsibilities: Lead a homeroom classroom of approximately 18-20 students; Implement and collaborate around an MTSS model of tiered academic and social-emotional instruction Instruct students in reading, writing, math, social studies, and SEL in a hands-on experiential pedagogy with collaborative thematic units we call Learning Expeditions ; Actively partner with specialist teachers to facilitate integration of Learning Expeditions across subject areas; Implement the following curriculum programs: Fundations Literacy (or Novel Study in 4th & 5th Grades) Eureka Squared Mathematics Responsive Classroom Prepare weekly lesson plans including instructional objectives, learning activities, collaborative integration with specialist teachers, assessment, and use of resources; Use technology tools and resources to enhance, differentiate, innovate, and extend instruction; Implement effective classroom management procedures aligned with the PCDS “Strive for Five” values to create a classroom environment that promotes learning, nurtures age-appropriate development of social-emotional skills, and establishes a welcoming classroom culture consistent with our school’s mission; Actively lead, participate, and support outdoor education opportunities aligned with or as organized by the Outdoor Education Coordinator; Participate in the school community including collaboration meetings, weekly faculty meetings, professional development sessions, and special events. Responsibilities also include recess and lunch duties as assigned; Communicate regularly with families and complete a bi-weekly newsletter; Utilize the Park City Day School Learning Management System (Veracross) to track and communicate student progress; Engage in work around Diversity, Equity, Inclusion, and Belonging (DEIB) Know and implement the PCDS Teacher Evaluation Framework and engage in ongoing development in a Professional Learning Community (PLC); Adhere to Park City Day School policies and procedures as a professional educator and as outlined in the Faculty/Staff Handbook.   Knowledge, Skills, and Abilities: Evidence of strong curricular integration and collaboration; Possess knowledge in basic and applied research of the science of reading and the science of reading instruction;  Understanding of thematic learning; Willingness to adapt to and utilize existing school curriculum and resources; Ability to develop and create materials for instruction when appropriate; Understand and successfully implement differentiated instruction; Possess knowledge of developmental characteristics of age level taught;  Strong organizational, written and oral communication, and interpersonal skills; Experience with technology use and application in a classroom setting; Experience and/or deep interest in implementing Outdoor Education opportunities, including extended overnight camping trips;  Willingness to actively engage in regular school improvement work and training; Knowledge of the Charlotte Danielson Teacher Framework and its use in professional growth.   Personal and Professional Qualities: The successful candidate should possess the following personal qualities:  Educational Expertise : PCDS teachers evidence a successful academic background and a mindset for lifelong learning and continuous professional improvement. Rapport with Children : PCDS teachers instruct in a broad range of curricular and co-curricular areas; however, the true subject (not object) of a PCDS education is children. PCDS teachers’ ability to connect, both individually and collectively, with children is critical to their success. Collegiality : Although the self-confidence and autonomy to plan and lead classes is essential, PCDS teachers collaborate with colleagues and share ideas to ensure that the whole is more than the sum of its parts.  In peer groups, successful Park City Day School teachers serve both as contributing followers and respectful leaders. Engagement : As invested citizens of a school community and world network, PCDS teachers model the active intellectual and moral engagement necessary for a successful, sustainable society. Adaptability : To set a high standard in a world characterized by constant and rapid changes, PCDS teachers adapt creatively in response to institutional and global circumstances, advances in educational technology and innovation in instructional methods.   "Strive for Five" School Values : Our teachers daily model our five School Values - Integrity, Responsibility, Respect, Teamwork, and Compassion - and actively integrate them into the fabric of our school community through reflective opportunities and other daily “teachable moments.”   Qualifications: A minimum of a college bachelor’s degree is required; master’s degree preferred Coursework with an emphasis in education strongly preferred A minimum of three years teaching experience is strongly preferred   Application Process :  Candidates will submit the following PDF’s to jobs@parkcitydayschool.org .  A current resume showing all relevant employment; A cover letter expressing interest in the position; A list of at least three professional references that can be contacted at the appropriate time. Optional   Tue, 03 Mar 2026 15:42:45 -0500 https://careers.nais.org/jobs/rss/22090526/lower-school-math-specialist https://careers.nais.org/jobs/rss/22090526/lower-school-math-specialist Denver, Colorado, Graland Country Day School is seeking a full-time Lower School Math Specialist. This role is dedicated to supporting student achievement for Pre-K through Fourth Grade students experiencing mathematics difficulties. The Math Specialist works in direct consultation with administrators, classroom teachers, and the other three members of the Lower School Student Support Team (SST) personnel to identify needs, provide targeted interventions, and lead professional development to strengthen the division’s overall math instruction. Reports to: Head of Lower School Terms: Full-time, school year, starts August 2026 Job Responsibilities The following list is not comprehensive of all tasks of the position, but serves as a representative summary of the primary duties and responsibilities. Student Support & Intervention Targeted Services: Provide targeted math interventions, both in the classroom support and pull-out models, for students in Grades PK-4 identified with specific mathematics difficulties. Assessment & Data: Evaluate students to identify specific strengths and weaknesses and assess math skills to determine precise instructional needs; implement consistent progress monitoring and utilize targeted data to drive intervention strategies and inform classroom teachers’ instructional planning. Diverse Learning Profiles: Differentiate instruction for students with diverse learning profiles, including those with language-based learning disabilities. Documentation: Interpret psychoeducational evaluations to help write Individualized Learning Plans (ILPs) in collaboration with other SST members. Reporting: Provide detailed, data-driven feedback through custom rubrics and personalized report card comments for caseload students. Hold conferences for caseload families 3-4 times per year and be available to meet with individual families outside of scheduled conference times as needed.  Teacher Coaching & Professional Development Instructional Coaching: Provide mathematics coaching and staff development; plan, demonstrate, co-teach, and coach alongside classroom teachers. Grade-Level Collaboration: Meet regularly with grade-level teams to assist in the implementation of the mathematics curriculum and analyze data from math assessments. Resource Management: Serve as a school-wide resource for professional materials, instructional strategies, and specialized math manipulatives. Workshops: Prepare and present staff development sessions for grade-level teams and support community initiatives such as parent math education events. Collaboration & Administration SST Partnership: Work closely with current SST personnel and Lower School administration; attend joint meetings with both Lower and Middle School SST to ensure vertical alignment. Coordinate with the Middle School SST to transition students from fourth to fifth grade.  Consultation: Coordinate with classroom teachers and parents regarding the progress of students receiving intervention.  School Support : Supports collective efforts of the school on instructional and non-instructional sides, including supporting the initiatives of the development, communications and admissions offices and school operational duties.   Professional and Personal Qualities A collaborative and supportive member of the Graland Community who… Models caring, respect, patience, and appreciation of differences. Provides a safe environment for students. Recognizes the importance of Diversity, Equity and Inclusivity (DEI) work and continues growth as a culturally responsive educator. Represents school in position and in community. Participates in effective communication that is responsible, descriptive, and nonjudgmental. Demonstrates a growth mindset, open to feedback and new learning. Lifelong learner who is committed to ongoing professional development. Supports collective efforts of the school in addition to team responsibilities. Believes in an educational approach that is aligned with the Graland mission and philosophy. Builds positive relationships with students by demonstrating respect and care, while creating a safe environment that promotes intellectual risk-taking. Fosters a learning environment that inspires active student participation, curiosity and initiative.  Possesses strong interpersonal skills and collaborates with colleagues. Has the ability to motivate, support and lead others. Utilizes a variety of instructional approaches to engage students. Approaches situations with flexibility and creative thinking to identify solutions.  Understands the big picture and requires planning for seamless execution. Qualifications                      The next Lower School Math Specialist at Graland Country Day will: Education: Master’s Degree in Special Education and/or Elementary Education required; a specialization in mathematics is mandatory. Experience: Elementary teaching experience with a proven track record in math intervention or coaching. Curriculum Expertise: Strong grasp of PK-6th grade mathematical learning progressions and familiarity with various math teaching methodologies, including but not limited to Singapore math. Specialized Knowledge: Deep understanding of Multi-Tiered Systems of Support (MTSS) and the ability to interpret complex psychoeducational data. Interpersonal Skills: Ability to thrive in a collaborative environment and communicate effectively and professionally with faculty, families, and school leadership. About Graland A great school never sits still. It keeps going, growing and evolving. Graland Country Day School is an independent school in Denver that serves students in preschool, kindergarten, elementary, and middle school. Since the school’s founding in 1924, Graland has delivered an intellectually robust, character-based educational experience derived from current research about how children learn.  While so much in the world is changing, the school’s focus remains the same: Graland is faithful to the enduring aspects of its mission while seeking new ways to promote character and intellectual excellence. We inspire students to pursue excellence with passion and intent - academically, creatively and in their personal growth as engaged citizens and thoughtful leaders so that they learn to value individual differences and divergent thinking. We are constantly looking for ways to improve our program and keep it relevant for the next generation of students. Guided by our mission, values, Diversity, Equity and Inclusivity Philosophy Statement and strategic plan, we go to extraordinary lengths to give children the best education possible.  Our current enrollment totals 700, and we have just over 100 faculty members, 70 percent of whom have advanced degrees. Graland’s faculty and staff enjoy a collaborative, supportive environment where each member is encouraged to be a lifelong learner. Professional development, onsite childcare, a desirable location in the heart of Denver and other benefits make Graland a dynamic, inclusive and innovative workplace. Our Mission Achieve intellectual excellence,  build strong character,  enrich learning through the arts and athletics,  and prepare our students to be  engaged citizens and thoughtful leaders. Our Motto: Ascende Omnem Montem - Climb Every Mountain Compensation and Benefits Compensation is competitive and commensurate with experience. Salary is between $58,000 - $83,500. Benefits include professional development, employer-paid health, vision, dental and life insurance, paid time off for school holidays and school vacations, as well as participation in a retirement plan. Daily free lunch, access to an on-campus workout facility and opportunities based on availability for subsidized on-site child care.  Graland Country Day School is an Equal Opportunity Employer  It is the policy of Graland Country Day School to comply fully with all laws barring discrimination against employees, or applicants, for employment because of race, color, religion, sex, age, national origin, ancestry, sexual orientation, military discharge status or physical or mental handicap, or status as a disabled veteran or Vietnam-era veteran. This policy applies to recruiting, hiring, placement, promotion, discipline, demotion, rates of pay or other compensation, employee benefits, tuition assistance programs and termination of employment.   (2/12/2026) Tue, 03 Mar 2026 16:52:37 -0500 https://careers.nais.org/jobs/rss/22090545/first-grade-language-arts-teacher https://careers.nais.org/jobs/rss/22090545/first-grade-language-arts-teacher Los Altos, California, ABOUT US: Pinewood School is a joyful community with passionate, accessible teachers and administrators who partner with students and parents in the education journey. Our three-campus K-12 school balances challenging academics with robust enrichment classes. Our students engage in meaningful, varied opportunities that empower them to explore their talents and develop new skills. We inspire the best in our students as we encourage them to become kind, well-rounded people who are poised to change their world for the better. Pinewood School is nestled in the heart of Silicon Valley. Drawing from diverse communities throughout the San Francisco Peninsula and greater San Jose area, Pinewood is composed of students who seek challenging academics and support a high standard of character. Pinewood provides a nurturing environment where our students are encouraged to grow as considerate, adventurous, expressive, self-aware young people, prepared for college and for meaningful and productive lives. POSITION SUMMARY: Pinewood School is seeking a full-time 1st-grade Language Arts teacher for the 2026-27 school year. The individual in this role is a professional educator who is passionate about teaching and meeting the needs of 1st-grade students within a rich and rigorous language arts curriculum.    RESPONSIBILITIES:  Teaches Language Arts (reading comprehension, writing, grammar, vocabulary and spelling) to 1st-grade students in accordance with Pinewood’s curriculum standards and objectives. Develops and implements effective instructional strategies and can differentiate instruction to meet the diverse needs of students. Creates a positive and inclusive classroom environment where all students feel valued and respected. Uses technology effectively to communicate and to enhance teaching and learning experiences. Works with the 1st-grade team of teachers within a departmentalized school setting. Communicates effectively with parents on a regular basis regarding students’ needs and/or progress. Receive two to six week training in the phonetic based Spalding Writing Road to Reading Program before school instruction begins. Attends regular monthly faculty, grade level, and academic meetings. PHYSICAL DEMANDS: Ability to spend long hours sitting while using computers and office equipment. Visual and auditory acuity to monitor student activities and ensure safety. Ability to carry or lift up to 20 lbs. (e.g. classroom materials).   QUALIFICATIONS: Bachelor’s degree in Education, Language Arts, Literature or a related field is required. Master’s degree and/or a teaching credential is desired. Minimum of 3 years of experience in classroom teaching. Experience teaching lower elementary language arts class is desired. Possess cultural awareness and sensitivity. Strong interpersonal skills. COMPENSATION & BENEFITS: Salary range is $76,900-$143,930 and is based on education and years of teaching experience. Our benefits include medical insurance, dental insurance, vision insurance, a retirement plan with an employer match, life insurance, and more. Pinewood promotes a healthy work-life balance among our community by offering employees a generous holiday and PTO policy that includes school breaks during the academic year. Find a full list of our employee benefits here. HOW TO APPLY: Please send your cover letter and resume to Laura Blotter, K-6 Curriculum Director, at lblotter@pinewood.edu by March 30, 2026 with the subject line: 1st-Grade Language Arts Teacher.   Tue, 03 Mar 2026 17:14:16 -0500 https://careers.nais.org/jobs/rss/22090229/elementary-division-learning-specialist-grades-1-4 https://careers.nais.org/jobs/rss/22090229/elementary-division-learning-specialist-grades-1-4 New York, New York, ABOUT US   Rodeph Sholom School, a Reform Jewish Day School based on the Upper West Side, fosters intellectual curiosity through a challenging independent school academic program in nursery school through 8th Grade. At the heart of Rodeph Sholom is a warm, vibrant community of educators and families, where students are guided by Jewish knowledge, values, and ethics to become self-confident and socially responsible leaders. Our mission is to develop each student’s love of learning and sense of responsibility to themselves and their community through meaningful experiences and intellectual exploration. ABOUT YOU The ideal candidate will have experience working with elementary aged children and their families and is committed to supporting students to build their skills, strategies and metacognitive skills. Candidates should be adaptable, collaborative, proactive, personable and warm. WORK SCHEDULE Working hours are generally 7:30 AM  to 3:45 PM; additional hours may be required in the evenings. Teachers are expected to attend faculty meetings on Thursdays from 3:45 PM until 5:00 PM.  RESPONSIBILITIES Instruct students in small groups in the Learning Center  Provide “push in” support in classrooms  Support grade level team members by providing resources and facilitating meetings regarding differentiation and best practice Offer enrichment opportunities for students requiring extra challenge or differentiation Participate in Learning Center Team meetings  Carry out assigned administrative duties SALARY & BENEFITS   *Salary range: $60,000-$90,000; Salary offers are based on our salary scale steps, which are based on years of experience, and are non-negotiable due to pay equity practices. * Base faculty salaries do not reflect additional compensation based on degree level and stipends.  Generous paid time off (e.g., sick and personal days, holidays, school breaks, summer vacation). Comprehensive benefits package - Complimentary lunch, Retirement contributions, Medical, vision, and dental insurance VACCINATION POLICY   All staff must be fully vaccinated for COVID-19 upon hire.    EQUAL EMPLOYMENT OPPORTUNITY POLICY Rodeph Sholom School encourages applications from individuals who are passionate about our mission, vision, values, and commitments and commitments as articulated here , including those from underrepresented groups in Jewish education. Rodeph Sholom School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the school not to discriminate on the basis of any category prohibited by applicable federal, New York State and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination.    CONTACT: If interested, please send a resume and cover letter to Marielle Clark, Executive Assistant to Elementary Division and Middle School, mclark@rssnyc.org   QUALIFICATIONS Specific expertise in teaching reading and math Ability to provide students with strategies and support their metacognition and self-advocacy skills Proven track record of effective collaboration with colleagues Supports the mission, vision, values, and commitments as outlined on our “About” website page Has excellent interpersonal skills Kind and possesses a healthy sense of humor Demonstrates flexibility and ability to take initiative and follow through on projects Possesses good judgment Advanced degree or equivalent experience Generous paid time off (e.g., sick and personal days, holidays, school breaks, summer vacation). Comprehensive benefits package - Complimentary lunch, Retirement contributions, Medical, vision, and dental insurance Tue, 03 Mar 2026 10:20:40 -0500 https://careers.nais.org/jobs/rss/22090394/kindergarten-co-teacher https://careers.nais.org/jobs/rss/22090394/kindergarten-co-teacher Cambridge, Massachusetts, About the position:  Shady Hill School is looking for a Kindergarten Co-Teacher (Gradehead) to join our Lower School team beginning in Fall 2026. In Kindergarten, each classroom has 2 co-teaching Gradeheads and ~20 students. Gradeheads in the Lower School are responsible for language arts/literature, social studies/history, and mathematics instruction for their classroom. Kindergarten students attend Library, Music, Movement and Science, and are supported by a part-time literacy specialist as well. This is a full-time, in-person, exempt (salaried), 10 month position (late August - mid June).  Specific Gradehead Responsibilities: Co-teach the year-long, grade level assigned Thematic Study, which integrates instruction in language and literature, mathematics, science, music and art  Beginners: Topics of Interest Kindergarten: All About Us Grade 1: Community Co-teach mathematics using the Illustrative Math curriculum with a focus on building student understanding Work closely and collaboratively with co-teacher, grade level team and department teachers to shape and refine curriculum Along with co-teacher, manage all classroom responsibilities, including implementing curriculum, differentiating instruction to meet the needs of all learners, utilizing a variety of approaches to teaching and assessing students Along with co-teacher, communicate regularly about student progress by writing reports, holding conferences with parents/guardians and meeting with other faculty and administrators to support the needs of individuals Monitor the social and emotional wellbeing, and academic achievement of students Participate in the admissions process including screening days and other admissions events as needed Engage in professional development to enhance inclusive teaching and leadership practices In addition, Lower School Gradeheads share in responsibilities associated with the position or with membership on the faculty including supervision of student activities, participating in special events and outreach programs, as well as lunch and recess supervision. Gradeheads are also expected to attend opening and closing meetings (August/September and June) and other faculty meetings as scheduled and to serve on committees of the faculty.  Qualifications: Bachelor's degree required, Masters degree preferred At least three years of prior early childhood classroom teaching experience preferred Familiarity with integrated learning through a thematic approach Demonstrated knowledge of emerging literacy, accomplished-reader skills and the craft of writing Experience in helping children to construct mathematical knowledge through conceptually-based mathematics instruction that uses manipulatives and a problem-solving approach Effective, timely, and professional communication skills Employs multicultural, anti-bias, and anti-racist teaching strategies and materials that reflect cultural competence  Finalists will be expected to teach a demonstration lesson and provide a writing sample. The salary range for this position is $72,000 to $105,000. Annual salary for faculty is determined according to a step scale commensurate with experience.  To apply: Please send a cover letter and resume to: apply@shs.org . Please be sure to include “Kindergarten Gradehead” in the subject line of the email.  Shady Hill offers competitive salaries and a generous benefits package, including medical, dental and vision insurance plans and paid time off. Employees must be authorized to work in the United States. Shady Hill is an Equal Opportunity/Affirmative Action Employer. For more information on Shady Hill please visit us at www.shs.org . Thu, 05 Mar 2026 14:03:04 -0500 https://careers.nais.org/jobs/rss/22090576/middle-school-math-teacher https://careers.nais.org/jobs/rss/22090576/middle-school-math-teacher San Francisco, California, OVERVIEW San Francisco Waldorf School seeks a full-time Middle School Math Teacher to join our faculty for the 2026–27 school year. This position teaches mathematics in Grades 6, 7, and 8 , working with students during a formative period when curiosity, logic, and independent thinking come alive. The teaching load includes approximately 18 class periods per week . Class periods are 45–50 minutes in length. The middle school math curriculum moves from advanced arithmetic through pre-algebra, culminating in Algebra I by the end of Grade 8 , and is taught in a way that balances rigor, imagination, and developmental appropriateness. About Waldorf Education Waldorf education is one of the fastest-growing independent school movements worldwide. Rooted in the educational insights of Rudolf Steiner, this approach attends to the intellectual, social, and emotional development of the whole child. Waldorf education continues to evolve thoughtfully in response to contemporary students and families, fostering curiosity, resilience, and a genuine love of learning. About San Francisco Waldorf School Founded in 1979, San Francisco Waldorf School serves students from parent-child classes and preschool through Grade 12. Our Grade School campus is located in Pacific Heights , with easy access to public transportation via Muni. SFWS is a vibrant, collaborative community of educators committed to pedagogical excellence, collegial work, and the healthy development of children and adolescents.   REQUIRED QUALIFICATIONS Experience working with middle-school students in an academic environment. Bachelor’s Degree (B.A. or B.S.) in math Ability to plan lessons to follow a scope and sequence through Algebra 1 Experience working with children who may find math challenging Patience, compassion, and empathy in dealing with middle school students. Ability to explain mathematical concepts clearly with relevant examples Excellent organization and time management skills Waldorf teacher certification preferred   EXPECTATIONS REGARDING ORGANIZATIONAL SKILLS AND PROFESSIONALISM Organizational and professional best practices are part of the math teacher’s job at San Francisco Waldorf School. We require: Responsiveness with co-workers (e.g., return phone calls, respond to emails and texts promptly) Excellent time-management and organization Excellent record-keeping  Punctuality Professionalism Courtesy Discretion and confidentiality   Benefits & Compensation This is a 1 FTE position. Benefits include medical, dental, vision, flexible spending plans, retirement plan (employer contributions after one year of employment), and tuition remission (prorated by FTE) for eligible dependents in our Preschool - Grade 12 program (staff fees apply). The full annual salary range is $67K - $95K, depending on training and experience. Salaries are paid on a 12-month schedule.   Physical Requirements and Work Environment Be able to occasionally lift to 30 lbs. Work intermittently in outside weather conditions, including heat and cold Regularly sitting or standing 4-8 hours   FLSA Classification : Faculty; Salary Reports to : Grade School Director Hired by: Grade School Steering Committee Date Modified: February 2026   San Francisco Waldorf School is an equal opportunity employer that does not discriminate based on race, ethnicity, age, gender, or any protected class. We recognize that the range of ethnicities, nationalities, languages, socio-economic backgrounds, sexual orientation, learning differences, and life experiences within our community enhance the school’s learning environment, and we are committed to fostering equity and inclusion.    Please send your resume, letter of interest, and the contact information for at least two references that know your work with children to jobs@sfwaldorf.org. In addition, please provide a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848. Tue, 03 Mar 2026 19:07:01 -0500 https://careers.nais.org/jobs/rss/22087721/elementary-school-science-teacher-forest-kindergarten-assistant-teacher-outdoor-education https://careers.nais.org/jobs/rss/22087721/elementary-school-science-teacher-forest-kindergarten-assistant-teacher-outdoor-education Traverse City, Michigan, Outdoor Elementary Science Teacher & Forest Kindergarten Assistant Teacher The Pathfinder School Traverse City, Michigan Full-Time | 2026–2027 School Year (can also be implemented as two half-time positions) The Pathfinder School, an independent school in Traverse City, Michigan, seeks a full-time Elementary Science Teacher & Forest Kindergarten Assistant Teacher for the 2026–27 academic year. About The Pathfinder School The Pathfinder School’s mission is to ensure that each student builds a foundation of intellectual skill and self-assurance through immersion in rigorous learning environments that require creativity, critical thinking, collaboration, initiative, and responsibility. With class sizes capped at 16 students per grade level, Pathfinder teachers cultivate meaningful relationships and engage students through inquiry-driven instruction. We seek educators who value questioning, thoughtful discourse, and the pursuit of understanding over rote delivery of content. Position Overview Pathfinder School is seeking a passionate and dedicated Forest Kindergarten Assistant Teacher/Outdoor Elementary Science Teacher  to join our nature-based early childhood program for the 2026–27 school year. This full-time role (that can also be divided into two half-time positions)  offers a unique opportunity to work alongside and be mentored by a veteran educator who pioneered Forest Kindergarten programs at multiple schools and is widely recognized as an expert in outdoor and nature-based Kindergarten education. This position will also create the opportunity to create an Outdoor Elementary Science program. The 22-acre Pathfinder School campus features access to Cedar Lake and woodlands. This position is ideal for an educator who loves the outdoors, believes deeply in experiential, play-based learning. This opportunity is an exceptional pathway for professional development and leadership succession as eventual full-time Forest Kindergarten Teacher or outdoor science educator. Kindergarten duties will take place in the a.m. hours, and Elementary Science instruction in the p.m. hours. Key Responsibilities Key Responsibilities The Forest Kindergarten Assistant Teacher will: Work closely with and be supervised by the Lead Forest Kindergarten Teacher Provide one on one instruction in early literacy and math within designated learning huts located in the woods Support children during extended periods of outdoor free play and guided exploration Assist in implementing outdoor education projects , seasonal studies, and nature-based learning experiences Help maintain a safe, engaging, and respectful learning environment outdoors in a variety of weather conditions Support students’ social-emotional development through collaborative play and problem-solving Contribute to classroom preparation, organization, and daily routines Engage in ongoing professional learning and mentorship with an eye toward future leadership The Outdoor Elementary Science Teacher will: Work in collaboration with the Division Head in designing outdoor science units Focus on hands-on learning exploration Create clear scientific observation skills Explore seasonal cycles Incorporate project-based learning i.e. gardening, water studies,environmental stewardship, etc. Teach scientific measurement systems Application Process Interested candidates should submit: Cover letter Resume One-page statement of educational philosophy Materials should be emailed to Interim Head of School Ben Hebebrand at bhebeberand@thepathfinderschool.org . Application Deadline: March 27, 2026. The Pathfinder School reserves the right to make a hiring decision prior to this deadline. The Pathfinder School is an equal opportunity employer and seeks candidates who will contribute to a diverse and inclusive school community. Bachelor’s degree required; advanced degree preferred A strong passion for outdoor, nature-based education and working with young children Experience or background in early childhood education , Kindergarten, or related fields Familiarity with or interest in early literacy and foundational math instruction Comfort working outdoors year-round and supporting children in all seasons Strong collaboration skills and a willingness to learn from an experienced mentor A growth mindset and interest in eventually stepping into a Lead Teaching role in Kindergarten or other Teaching Roles  Initiative in creating an outdoor Elementary Science program Tuition Remission Health Care Benefits Mon, 02 Mar 2026 16:00:20 -0500 https://careers.nais.org/jobs/rss/22087826/lower-school-learning-specialist https://careers.nais.org/jobs/rss/22087826/lower-school-learning-specialist San Francisco, California,   Lower School Learning Specialist  Reports To: Head of Lower School Job Status: 100% FTE (Monday–Friday, 8-hour shift) Compensation: $64,000 - $140,000, depending upon experience and education Start Date: August 5, 2026 OVERVIEW The San Francisco School is an independent Preschool–8th grade school dedicated to a multicultural and inclusive community. Our progressive approach to education encourages children to develop self-reliance, solid academic skills, creativity, and a commitment to social justice. As a Lower School Learning Specialist, you will help cultivate and celebrate the intellectual, imaginative, and humanitarian promise of each student in a collaborative, supportive environment. RESPONSIBILITIES The Lower School Learning Specialist will: Ensure students are joyfully and safely engaged in classroom activities and outdoor play. Support students with academic needs primarily in the area of literacy by designing and implementing one-on-one and small group sessions, and push-in support as appropriate work alongside student support teams and classroom teachers to serve  students, teachers, and families  collaborate with teachers to develop student learning plans, accommodations, and differentiated instruction and curriculum  screen children for learning and developmental differences or interpret outside assessments  collaborate and partner with teachers to communicate student needs and progress; recommend outside testing, tutoring, or other indicated special services; and provide case management by partnering with teachers and families  Participate in student life activities Oversee recess or lunch duties as assigned Attend all staff meetings Engage in professional development and in the SFS professional growth and learning program Fulfill all duties as assigned QUALIFICATIONS & EXPERIENCE Training and experience as a Learning Specialist and/or Reading Specialist Special Education Credential and/or an MA in Special Education [preferred] Three years of minimum  experience in elementary education  Training or certification in Orton-Gillingham (or a comparable program)  Cultural competence in multicultural classrooms with sensitivity to the needs of children from diverse backgrounds  Extensive experience with reading instruction in the early grades An ability to work collaboratively and effectively with teachers and families Familiarity with educational resources in San Francisco is preferred Effective communication and facilitation skills TO APPLY Interested candidates should submit a single PDF containing a letter of interest, résumé, educational philosophy,  and references to: jobs@sfschool.org . In accordance with SB848, we are now required to collect the reference information for all educational institutions you have worked at, regardless of whether they are on your resume. If you have worked at fewer than four educational institutions, please provide other professional references. Fingerprinting, background clearance, and TB testing required.  The San Francisco School is an equal opportunity employer and encourages applications from all qualified individuals without regard to race, color, religion, gender, sexual orientation, gender identity or expression, age, national origin, marital status, citizenship, disability, or veteran status. Compensation: $64,000 - $140,000, depending upon experience and education Mon, 02 Mar 2026 22:24:13 -0500 https://careers.nais.org/jobs/rss/22087522/kindergarten-teaching-position https://careers.nais.org/jobs/rss/22087522/kindergarten-teaching-position Foxborough, Massachusetts, Are you passionate about inspiring young, gifted learners and designing creative, hands-on learning experiences?  We are seeking a full-time Kindergarten Teacher to join our Lower School team and help cultivate curiosity, independence, and a love of learning from the very start of a child’s school journey. At Sage, we empower students to explore big ideas through project-based, interdisciplinary learning, hands-on activities, and differentiated instruction that meets the needs of gifted learners. Our Kindergarten program values independence, creativity, and critical thinking, encouraging both students and teachers to be lifelong learners. The Sage School is an Early Childhood through Grade 8 school enrolling 150 students in Foxboro, MA. Sage, a school for gifted and talented students, is committed to providing advanced academics to students from the greater Boston and Providence areas and beyond. We are a small, cohesive, nurturing community that values the free expression of ideas, the individual contributions of our members, and all types of diversity. We are committed to the core values of Passion, Excellence, Respect, and Collaboration. The Sage School does not discriminate in its hiring practices and seeks to maximize the diversity of the school in terms of class, gender, ethnicity, race, religion, sexual orientation, abilities/disabilities, and language. What You’ll Do: Independently plan and deliver engaging, developmentally appropriate lessons that integrate project-based learning and hands-on experiences. Support the development of foundational literacy, including multisensory literacy instruction, and be open to ongoing professional training in this area. Foster a nurturing, collaborative classroom culture that encourages curiosity, independence, and respectful engagement. Collaborate with specialists in Spanish, computer science, arts, music, and physical education to provide an integrated learning experience. Assess student progress and provide meaningful feedback to students and families. Participate in school events, curriculum development, and extracurricular programs. Who We’re Looking For: Experienced educators with a background or interest in teaching gifted or advanced learners. Strong understanding of multisensory literacy instruction or willingness to be trained. Creative, independent, and reflective practitioners who thrive in a collaborative, small-school environment. Passionate about project-based learning and fostering curiosity, critical thinking, and independence in young learners. Lifelong learners who are committed to professional growth and embody enthusiasm, humor, and a kind spirit.   Interested applicants should submit a resume, cover letter, and three letters of reference to:   Amy Jackson Director of Communications The Sage School 171 Mechanic Street Foxboro, MA 02035 ajackson@sageschool.org   Minimum Qualifications  Bachelor’s degree in Early Childhood or Elementary Education, or a related field, required; Master’s degree preferred. Minimum of two years of experience teaching or working with children in Kindergarten or early elementary settings preferred. Familiarity with project-based, hands-on, and multisensory learning approaches. Ability to differentiate instruction and adapt teaching strategies to meet the needs of gifted and diverse learners. Excellent communication, interpersonal, and organizational skills. A collaborative mindset and a commitment to professional growth and lifelong learning. Current First Aid/CPR certification or willingness to obtain. A warm, patient, and flexible approach, with a genuine passion for fostering curiosity and independence in young learners.   Mon, 02 Mar 2026 11:48:49 -0500 https://careers.nais.org/jobs/rss/22087613/lower-school-co-teacher https://careers.nais.org/jobs/rss/22087613/lower-school-co-teacher Coral Gables, Florida, Position Overview St. Philip’s seeks an experienced, passionate educator to join our team as a Lower School Co-Teacher. Co-teachers at St. Philip’s must be able to collaborate in designing and implementing curriculum, differentiate instruction to meet the needs of diverse learners, and communicate effectively with parents and colleagues. Our ideal candidate is industrious, cheerful, cooperative, and knowledgeable about educational best practices and child development. Key Responsibilities Work in support of the mission of St. Philip’s to create an excellent educational experience in a safe, caring community Attend to the intellectual, spiritual and physical needs of students as outlined in our mission Provide a warm, inviting classroom community and a positive and productive learning environment Identify and respond to individual students’ learning differences and create varied enrichment opportunities In collaboration with fellow teachers, identify and respond to individual student’s academic and social-emotional needs Collaborate with teaching team to plan, deliver and enhance instruction in core subjects including Language Arts, Math and Social Studies Establish classroom routines and expectations with a positive and effective behavior management system Use a variety of teaching techniques and strategies to engage students in learning, including varied instructional methods that engage the students with different modalities – auditory, visual, kinesthetic, etc. Monitor student progress and develop effective support and/or intervention as needed Foster strong family partnerships through consistent, effective communication, modeling a spirit of hospitality and responsiveness in all interactions. Collaborate with special area teachers to plan and integrate units of study Utilize technology in the classroom in an authentic and effective way Maintain accurate, detailed records of student progress, parent communication and lessons Perform assigned, ongoing scheduled responsibilities with care (recess, lunch duty, dismissal, etc.) Participate in all team, grade level, and faculty meetings Requirements & Qualifications Have a deep respect for children Bachelor’s degree in Education Minimum of 3+ years of classroom teaching experience (elementary experience preferred) Strong pedagogical skills Experience developing meaningful instruction and differentiated learning experiences Excellent written and verbal communication skills Ability to collaborate effectively within a teaching team Demonstrated ability to build trusting, professional relationships with parents and caregivers Computer skills and experience with Google Classroom, Google Hangouts Meet, and Apple products preferred Mon, 02 Mar 2026 14:08:28 -0500 https://careers.nais.org/jobs/rss/22086121/lead-teacher-g1-3 https://careers.nais.org/jobs/rss/22086121/lead-teacher-g1-3 New York, New York, ABOUT ST. LUKE’S SCHOOL JK-Grade 8 Day School, www.stlukeschool.org Learning with Joy. Leading with Heart. A sanctuary in the heart of Manhattan's West Village, St. Luke’s School is an independent day school serving Junior Kindergarten (pre-K) through Grade 8. Rooted in the Episcopal tradition, St. Luke’s welcomes students, parents, and professional staff of all faiths and identities. The school’s mission is to ignite curiosity for the world and for learning, instill confidence to advocate for themselves and others, and inspire courage to lead in service to our community, world, and future. The academic program is rigorous, developmentally informed, and interdisciplinary. We use students' strengths to help them progress in all areas.    POSITION SNAPSHOT Start Date: August 31, 2026 Salary Range: $80,981 - $98,829 (salary is based upon but not limited to factors including years of experience, education level, and expertise) Reports To: Head of Lower School FSLA Status: Full-time, Exempt Benefits (include but not limited to): Health Insurance (medical, dental, and vision), Retirement, Professional Development, Paid Time Off, Lunch Program, Disability Insurance, Life Insurance   EXPECTATIONS  Lead Teacher Expectations Teach all core academic subjects and coordinate the integration of all other subjects into the curriculum Ability to create thematically integrated curriculum Supervise and  mentor an associate teacher, through providing  feedback and utilizing co-teaching models to plan curriculum Collaborate with grade level team to align curriculum Experience or knowledge of the Science of Reading, PAF/ OG preferred  Experience or knowledge of Open Up Resources Math   Teaching Staff  Expectations & Essential Functions Demonstrate an understanding of student centered, interdisciplinary and differentiated learning. Demonstrate skill in working with students of different learning profiles and students with diverse identities. . Prepare and implement differentiation for students of various learning abilities. Provide extra support and enrichment as needed, including meeting with students before and after school.  Knowledge and understanding of child development, and a variety of educational philosophies and practices. Observe and assess students' performance, behavior, social development, and physical health. Familiarity and ability to use a variety of assessments to evaluate and support a child and communicate effectively with other staff and parents. Demonstrated commitment to and knowledge of anti-bias and anti-racist education and social justice. Have a  grounding in equity, inclusion, and diversity practices. Knowledge and record of successful implementation of inquiry-based and experiential pedagogy. Fluent in culturally responsive approaches to teaching and learning. Collaborate and plan in teaching teams (grade level & subject level) to design curriculum, assessments and teaching methods including collaborating and meeting with other professional staff to discuss and plan around individual student needs and progress.  Teaching and speaking to students for the full school day. Teach in front of the classroom. Be able to teach independently. Strong classroom management skills.  Experience and ability to teach in a virtual classroom environment. Demonstrate excellence in classroom management and Social Emotional Learning (SEL) techniques, ideally including Responsive Classroom. Experience with a range of social and emotional tools such as RULER. Providing a warm and supportive social and emotional environment for the children.  Establish and communicate expectations for behavior and classroom management among the students. Prepare materials and classrooms for class activities. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. Show written evidence of preparation upon request of supervisors.  Prepare, administer, and grade tests and assignments to evaluate students’ progress. Assign and grade class work and homework. Prepare reports on students and activities. Reports such as progress reports, student evaluations, etc.  Timeliness and ability to meet deadlines including but not limited to report writing and curriculum planning. Confer and meet with families, teachers, counselors, and administrators to resolve students' behavioral and academic concerns. Partner with parents on their child's progress to determine priorities and resources needed. Select, store, organize, order and inventory classroom equipment, materials, and supplies.  Celebrate student work by posting in newsletters, bulletin boards, and other communication channels. Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.  Instruct students individually, in small groups, and as a whole class, using various teaching methods such as discussions, demonstrations, and projects.  Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities. Participate in and manage students on school field trips. This includes off-site locations and overnight trips.   All Employee Expectations Support the St. Luke’s School mission, values, institutional goals, and educational philosophy. Understanding and commitment to the community standards of compassion, dignity, excellence, honesty, and respect. Excellent communication skills. Contact and communication with students, faculty/staff, and parents on a regular basis. Contact and communication consists of face-to-face discussions, e-mail, phone calls, letters, report cards, and memos. Communicate effectively with the school’s constituents. Strong collaboration skills. Working collaboratively with other faculty, specialists, and staff in a small, close-knit, creatively energetic environment. An interest in and openness to professional growth and development. Desire and ability to embrace continuing education in the field. Participate and attend workshops, conferences, and other training. A sense of joy and wonder and an optimistic attitude. A sense of humor, warmth of personality, and energy Ability to be self-motivated. Flexibility and willingness to change. Ability to pivot as changes are made or needed in order to fit the school’s current needs or adjustments to protocols. Be present at the school during the required work hours. Perform additional duties  such as morning, recess, lunch and participate in the life of the school. Be present and on-time to assigned duties. Participate in and attend faculty/staff meetings and committees, including school-wide initiatives about issues of equity, pedagogy and curriculum. Participate in the life of the school, including attendance at required events such as curriculum night, parent conferences, grade-level cocktail party, Christmas Fair, Spring Benefit, and school games and events. Enforce school policies and rules with students. Proficiency with Microsoft Office and Google Suite Faculty members also need to be proficient with Google Classroom and have the ability to use classroom technology such as Promethean Boards, Zoom, etc. EDUCATION AND WORK EXPERIENCE REQUIREMENTS Bachelor’s Degree  Master’s Degree in Education 3 to 5 years or more teaching experience as a lead teacher   Sun, 01 Mar 2026 22:41:10 -0500 https://careers.nais.org/jobs/rss/22086122/associate-teacher-g1-3 https://careers.nais.org/jobs/rss/22086122/associate-teacher-g1-3 New York, New York, ABOUT ST. LUKE’S SCHOOL JK-Grade 8 Day School, www.stlukeschool.org Learning with Joy. Leading with Heart. A sanctuary in the heart of Manhattan's West Village, St. Luke’s School is an independent day school serving Junior Kindergarten (pre-K) through Grade 8. Rooted in the Episcopal tradition, St. Luke’s welcomes students, parents, and professional staff of all faiths and identities. The school’s mission is to ignite curiosity for the world and for learning, instill confidence to advocate for themselves and others, and inspire courage to lead in service to our community, world, and future. The academic program is rigorous, developmentally informed, and interdisciplinary. We use students' strengths to help them progress in all areas.    POSITION SNAPSHOT Start Date: August 31, 2026  Salary Range: $60,784 - 64,764 (salary is based upon but not limited to factors including years of experience, education level, and expertise) Reports To: Assistant Head of Lower School FSLA Status: Full-time, Exempt Benefits (include but not limited to): Health Insurance (medical, dental, and vision), Retirement, Professional Development, Paid Time Off, Lunch Program, Disability Insurance, Life Insurance   EXPECTATIONS Associate Teacher Expectations Teach at least one unit of study. Lead math and reading groups. Collaborate with specialist teachers in developing integrated units of study. Write a weekly newsletter to be distributed each Friday. Meet regularly with the Lead Teacher and the grade level team to discuss professional goals, expectations, and plan curriculum/teaching assignments. Meeting schedules are determined in collaboration with the Lead Teacher.  Meet regularly with the Assistant Head of Lower School and other Associates. Meeting schedules are determined by the Assistant Head of Lower School.    Teaching Staff  Expectations & Essential Functions Demonstrate an understanding of student centered, interdisciplinary and differentiated learning. Demonstrate skill in working with students of different learning profiles and students with diverse identities.  Prepare and implement differentiation for students of various learning abilities. Provide extra support and enrichment as needed, including meeting with students before and after school.  Have familiarity implementing a variety of assessment practices. Knowledge and understanding of child development, and a variety of educational philosophies and practices. Observe and assess students' performance, behavior, social development, and physical health. Ability to use a variety of assessments to evaluate and support a child and communicate effectively with other staff and parents. Demonstrated commitment to and knowledge of anti-bias and anti-racist education and social justice. Have a  grounding in equity, inclusion, and diversity practices. Knowledge and record of successful implementation of inquiry-based and experiential pedagogy. Fluent in culturally responsive approaches to teaching and learning. Collaborate and plan in teaching teams (grade level & subject level) to design curriculum, assessments and teaching methods including collaborating and meeting with other professional staff to discuss and plan around individual student needs and progress.  Teaching and speaking to students for the full school day. Teach in front of the classroom. Be able to teach independently. Strong classroom management skills.  Demonstrate excellence in classroom management and Social Emotional Learning (SEL) techniques, ideally including Responsive Classroom. Experience with a range of social and emotional tools such as RULER. Providing a warm and supportive social and emotional environment for the children.  Establish and communicate expectations for behavior and classroom management among the students. Prepare materials and classrooms for class activities. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. Show written evidence of preparation upon request of supervisors.  Prepare, administer, and grade tests and assignments to evaluate students’ progress. Assign and grade class work and homework. Prepare reports on students and activities. Reports such as progress reports, student evaluations,  etc.  Timeliness and ability to meet deadlines including but not limited to report writing and curriculum planning. Confer and meet with families, teachers, counselors, and administrators to resolve students' behavioral and academic concerns. Partner with parents on their child's progress to determine priorities and resources needed. Select, store, organize, order and inventory classroom equipment, materials, and supplies.  Celebrate student work by posting in newsletters, bulletin boards, and other communication channels. Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.  Instruct students individually, in small groups, and as a whole class, using various teaching methods such as discussions, demonstrations, and projects.  Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities. Participate in and manage students on school field trips. This includes off-site locations and overnight trips.   All Employee Expectations Support the St. Luke’s School mission, values, institutional goals, and educational philosophy. Understanding and commitment to the community standards of compassion, dignity, excellence, honesty, and respect. Excellent communication skills. Contact and communication with students, faculty/staff, and parents on a regular basis. Contact and communication consists of face-to-face discussions, e-mail, phone calls, letters, report cards, and memos. Communicate effectively with the school’s constituents. Strong collaboration skills. Working collaboratively with other faculty, specialists, and staff in a small, close-knit, creatively energetic environment. An interest in and openness to professional growth and development. Desire and ability to embrace continuing education in the field. Participate and attend workshops, conferences, and other training. A sense of joy and wonder and an optimistic attitude. A sense of humor, warmth of personality, and energy Ability to be self-motivated.  Flexibility and willingness to change. Ability to pivot as changes are made or needed in order to fit the school’s current needs or adjustments to protocols. Be present at the school during the required work hours. Perform additional duties  such as morning, recess, lunch and participate in the life of the school. Be present and on-time to assigned duties. Participate in and attend faculty/staff meetings and committees, including school-wide initiatives about issues of equity, pedagogy and curriculum. Participate in the life of the school, including attendance at required events such as curriculum night, parent conferences, grade-level cocktail party, Christmas Fair, Spring Benefit, and school games and events. Enforce school policies and rules with students. Proficiency with Microsoft Office and Google Suite Faculty members also need to be proficient with Google Classroom and have the ability to use classroom technology such as Smart Boards, Zoom, etc. EDUCATION AND WORK EXPERIENCE REQUIREMENTS Bachelor’s Degree in Education Bachelor’s Degree with a Master’s Degree or enrollment in a Master’s Program in Education 2 years teaching experience preferred. Student teaching experience qualifies. Sun, 01 Mar 2026 22:38:51 -0500 https://careers.nais.org/jobs/rss/22084549/elementary-music-teacher https://careers.nais.org/jobs/rss/22084549/elementary-music-teacher Morgan Hill, California, Oakwood School is an independent, non-sectarian, college-preparatory school for students in preschool through twelfth grade. Students come to Oakwood for an outstanding, balanced academic program led by expert, passionate teachers who foster confident self-expression and self-discovery. Our diverse community, thriving on an expansive campus, provides a home for an extended family of learners. Here, we share our unwavering commitment to a more intentional education. Oakwood School fosters a learning environment where meaningful peer relationships and strong teacher interactions create a foundation for student growth. We believe that students thrive when they feel supported and encouraged to take risks, embracing a growth mindset as a key pillar of learning. Our educators cultivate a safe and engaging classroom atmosphere that nurtures curiosity, confidence, and a lifelong love of learning. Located in beautiful suburban Morgan Hill, CA, Oakwood offers its faculty convenient access to many amenities, such as shops, restaurants, and a variety of outdoor recreational activities. The world-class resources of Silicon Valley, Stanford University, the University of California-Berkeley, San Francisco, and the entire Bay Area are only a short drive away.  SUMMARY Oakwood School is seeking an outstanding full time elementary music teacher for our lower school preschool-5th grade. This position is for the 2026-2027 year beginning in August 2026. ESSENTIAL DUTIES AND RESPONSIBILITIES : Plan, supervise, and implement the curriculum as a music education teacher Design, and produce annual music recitals/concerts for kindergarten-5th Grade Work in partnership and collaborate with other teachers, educators, parents, and specialists to develop curriculum, plan trips, and coordinate special projects as related to the position Work and communicate effectively with parents in formal and informal conferences, written reports, newsletters, and other school-approved channels Be a positive and contributing member of the Oakwood community Fulfill campus responsibilities including break supervision, crosswalk duty, or other duties as assigned Participate in Admission events, including Open House, New Student Orientation, and applicant interviews Attend various staff meetings, Back-to-School Nights, and other events as directed OTHER DUTIES AND RESPONSIBILITIES : (include but are not limited to) Embody Oakwood School’s mission and values Support and follow school policies and procedures SKILLS Required Passion for music and working with young children and their families Excellent verbal and written communications skills Personable and warm demeanor with high academic expectations Strong interpersonal skills and commitment to being part of a diverse, equitable, and inclusive school community Excellent classroom management skills Excellent organizational skills, attention to detail, and commitment to accuracy in all aspects of work Demonstrated interest in being part of a collaborative team Demonstrated confidence and aptitude with the use of instructional technology EDUCATION AND EXPERIENCE Required A minimum of 2-years of previous experience teaching music at the early childhood and secondary level or equivalent professional experience relevant to working with students Content and pedagogical expertise Preferred A bachelor’s degree in your specific or related field  PHYSICAL REQUIREMENTS & ENVIRONMENTAL CONDITIONS Ability to stand for long periods of time, sit, walk, stoop, kneel, crouch, reach with arms and hands, and manipulate (lift, carry, move) light to medium weights of 10-30 pounds Ability to speak and hear and see near and far Ordinary ambulatory skills sufficient to escort students to different classes, to recess and to field trips, etc Ability to perform repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to work at a desk/computer for extended periods of time Occasional to frequent interruptions Ability to adapt to a variety of different environments with varying levels of noise, temperature, physical space, etc. COMPENSATION This position has an expected salary range of $52,000 - $78,000. BENEFITS Benefits include medical, dental, and vision insurance, 403b retirement plan with employer match, paid sick leave, professional development opportunities, and on-site cardio and weight room.  Dependent children of employees receive tuition remission (one child no-cost tuition/full-time employee), financial aid and scholarship opportunities, and on-site before and after school care.   Please visit Oakwood’s Employment webpage to learn more and access a full listing of benefits. Sat, 28 Feb 2026 16:36:45 -0500 https://careers.nais.org/jobs/rss/22084550/elementary-teacher https://careers.nais.org/jobs/rss/22084550/elementary-teacher Morgan Hill, California, Oakwood School is an independent, non-sectarian, college-preparatory school for students in preschool through twelfth grade. Students come to Oakwood for an outstanding, balanced academic program led by expert, passionate teachers who foster confident self-expression and self-discovery. Our diverse community, thriving on an expansive campus, provides a home for an extended family of learners. Here, we share our unwavering commitment to a more intentional education. Oakwood School fosters a learning environment where meaningful peer relationships and strong teacher interactions create a foundation for student growth. We believe that students thrive when they feel supported and encouraged to take risks, embracing a growth mindset as a key pillar of learning. Our educators cultivate a safe and engaging classroom atmosphere that nurtures curiosity, confidence, and a lifelong love of learning. Located in beautiful suburban Morgan Hill, CA, Oakwood offers its faculty convenient access to many amenities, such as shops, restaurants, and a variety of outdoor recreational activities. The world-class resources of Silicon Valley, Stanford University, the University of California-Berkeley, San Francisco, and the entire Bay Area are only a short drive away.  Summary Oakwood School is seeking an outstanding full time elementary teacher for our lower school. This position is for the 2025-2026 school year beginning in August 2026 with a required two-week training during the 2026 summer. Essential Duties and Responsibilities (include but are not limited to) Plan, supervise and implement curriculum as a core classroom teacher Promote a learner-centered approach to instruction Understand and connect exceptionally well with elementary-aged students Work in partnership and collaborate with other teachers, educators, parents, and specialists to develop curriculum, plan trips, and coordinate special projects as related to the position Work and communicate effectively with parents in formal and informal conferences, written reports, newsletters, and other school-approved channels Be a positive and contributing member of the Oakwood community Fulfill campus responsibilities including break supervision, crosswalk duty, or other duties as assigned Participate in Admission events, including Open House, New Student Orientation, and applicant interviews Attend various staff meetings, Back-to-School Nights, and other events as directed OTHER DUTIES AND RESPONSIBILITIES (include but are not limited to) Embody Oakwood School’s mission and values Support and follow school policies and procedures SKILLS Required Passion for working with elementary children and their families Previous experience as a teacher at the elementary level Excellent verbal and written communication skills Strong interpersonal skills and commitment to being part of a diverse, equitable, and inclusive school community Excellent classroom management skills Excellent organizational skills, attention to detail, and commitment to accuracy in all aspects of work Demonstrated interest in being part of a collaborative team Demonstrated confidence and aptitude with the use of instructional technology EDUCATION AND EXPERIENCE Required A bachelor’s degree in your specific or related field; Teaching credential  preferred A minimum of 2-years of previous teaching experience at the secondary level or equivalent professional experience relevant to working with students Content and pedagogical expertise PHYSICAL REQUIREMENTS & ENVIRONMENTAL CONDITIONS Ability to stand for long periods of time, sit, walk, stoop, kneel, crouch, reach with arms and hands, and manipulate (lift, carry, move) light to medium weights of 10-30 pounds Ability to speak and hear and see near and far Ordinary ambulatory skills sufficient to escort students to different classes, to recess and to field trips, etc Ability to perform repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to work at a desk/computer for extended periods of time Occasional to frequent interruptions Ability to adapt to a variety of different environments with varying levels of noise, temperature, physical space, etc. COMPENSATION This position has an expected salary range of $52,000 - $78,000. BENEFITS Benefits include medical, dental, and vision insurance, 403b retirement plan with employer match, paid sick leave, professional development opportunities, and on-site cardio and weight room.  Dependent children of employees receive tuition remission (one child no-cost tuition/full-time employee), financial aid and scholarship opportunities, and on-site before and after school care.  Please visit Oakwood’s Employment webpage to learn more and access a full listing of benefits. Please visit Oakwood’s Employment webpage to learn more and access a full listing of benefits. Sat, 28 Feb 2026 16:41:56 -0500 https://careers.nais.org/jobs/rss/22084548/elementary-art-teacher https://careers.nais.org/jobs/rss/22084548/elementary-art-teacher Morgan Hill, California, Oakwood School is an independent, non-sectarian, college-preparatory school for students in preschool through twelfth grade. Students come to Oakwood for an outstanding, balanced academic program led by expert, passionate teachers who foster confident self-expression and self-discovery. Our diverse community, thriving on an expansive campus, provides a home for an extended family of learners. Here, we share our unwavering commitment to a more intentional education. Oakwood School fosters a learning environment where meaningful peer relationships and strong teacher interactions create a foundation for student growth. We believe that students thrive when they feel supported and encouraged to take risks, embracing a growth mindset as a key pillar of learning. Our educators cultivate a safe and engaging classroom atmosphere that nurtures curiosity, confidence, and a lifelong love of learning. Located in beautiful suburban Morgan Hill, CA, Oakwood offers its faculty convenient access to many amenities, such as shops, restaurants, and a variety of outdoor recreational activities. The world-class resources of Silicon Valley, Stanford University, the University of California-Berkeley, San Francisco, and the entire Bay Area are only a short drive away. SUMMARY Oakwood School is seeking an outstanding full time visual arts teacher for our lower school. This position is for the 2026-2027 school year beginning in August 2026.   ESSENTIAL DUTIES AND RESPONSIBILITIES : Plan, supervise, and implement the curriculum as a visual arts education teacher Plan lessons that include, but not are limited to: ceramics, drawing, painting, art history Demonstrate knowledge, skills, and ability to provide instruction to encourage creativity, positivity, and self-expression Work in partnership with other teachers, educators, parents, and specialists to develop and deliver curriculum Work and communicate effectively with parents in formal and informal conferences, written reports, newsletters, and other school approved channels. Be a positive and contributing member of the Oakwood community. Fulfill campus responsibilities including break supervision, crosswalk duty, or other duties as assigned Participate in Admission events, including Open House, New Student Orientation, and applicant interviews Attend various staff meetings, Back-to-School Nights, and other events as directed   OTHER DUTIES AND RESPONSIBILITIES : (include but are not limited to) Embody Oakwood School’s mission and values Support and follow school policies and procedures SKILLS Required Passion for art and working with elementary children and their families Excellent verbal and written communication skills Personable and warm demeanor with high academic expectations Strong interpersonal skills and commitment to being part of a diverse, equitable, and inclusive school community Excellent classroom management skills Excellent organizational skills, attention to detail, and commitment to accuracy in all aspects of work Demonstrated interest in being part of a collaborative team Demonstrated confidence and aptitude with the use of instructional technology   EDUCATION AND EXPERIENCE Required A minimum of 2-years of previous experience teaching art at the secondary level or equivalent professional experience relevant to working with students Content and pedagogical expertise   Preferred A bachelor’s degree in your specific or related field    PHYSICAL REQUIREMENTS & ENVIRONMENTAL CONDITIONS Ability to stand for long periods of time, sit, walk, stoop, kneel, crouch, reach with arms and hands, and manipulate (lift, carry, move) light to medium weights of 10-30 pounds Ability to speak and hear and see near and far Ordinary ambulatory skills sufficient to escort students to different classes, to recess and to field trips, etc Ability to perform repetitive wrist/hand/finger movement to work on computer and/or related office equipment Ability to work at a desk/computer for extended periods of time Occasional to frequent interruptions Ability to adapt to a variety of different environments with varying levels of noise, temperature, physical space, etc.   COMPENSATION This position has an expected salary range of $52,000 - $78,000.   Benefits Benefits include medical, dental, and vision insurance, 403b retirement plan with employer match, paid sick leave, professional development opportunities, and on-site cardio and weight room.    Dependent children of employees receive tuition remission (one child no-cost tuition/full-time employee), financial aid and scholarship opportunities, and on-site before and after school care.     Please visit Oakwood’s Employment webpage to learn more and access a full listing of benefits. Sat, 28 Feb 2026 16:30:32 -0500 https://careers.nais.org/jobs/rss/22084540/second-grade-co-teacher https://careers.nais.org/jobs/rss/22084540/second-grade-co-teacher Dover, Massachusetts, Charles River School is a unique, inclusive independent PreK-8 school in Dover, MA, which is just 16 miles west of Boston.  CRS nurtures each student by igniting curiosity, encouraging creativity, and cultivating intellectual engagement. Our graduates know themselves, understand others, and shape the future of our diverse world with confidence and compassion. We are seeking an energetic early elementary educator to co-teach a second-grade class. The successful candidate will work closely with a co-teacher within a team of two teachers to plan and implement a thematic curriculum that honors children’s developmental pace and includes language arts, math, science, and social-emotional skills. Responsibilities: Work with co-teacher to plan and teach all reading/ language arts, math, science, and social studies curricula Provide support to students in social, emotional, and academic areas Communicate with parents about classroom events and student progress Work collaboratively with early childhood teachers (PreK-2) to plan and implement curriculum and to share information about students Participate as a full member of the CRS faculty (e.g., participating in recess and carpool duties, attending weekly meetings, serving on a committee, etc.) Charles River School actively seeks candidates who will contribute and are committed to a diverse school community and inclusive educational practices. Interested individuals should send a resume and letter of interest to crsjobs@charlesriverschool.org (please include Grade 2 teacher in the subject line) and fill out the CRS Employment Application by clicking this link: https://forms.gle/KuQLJ6nF8ctLecLG7 . Qualifications: Demonstrated commitment to community, equity, and inclusion in instructional practice and pedagogical approach Excellent interpersonal and communication skills Ability to work collaboratively in a team environment Enthusiasm for working with early elementary students Excellent classroom management, including communicating and maintaining course expectations and behavioral boundaries Attention to detail and impeccable follow-through Demonstrated understanding and implementation of current educational technology Sat, 28 Feb 2026 13:59:38 -0500 https://careers.nais.org/jobs/rss/22081774/kindergarten-teacher https://careers.nais.org/jobs/rss/22081774/kindergarten-teacher Dayton, Ohio, Title: Early Childhood School Lead Teacher (Kindergarten) The Miami Valley School (MVS). Our mission is to challenge young people of promise to become self-sustaining learners and compassionate global citizens. For 60+ years, MVS has provided a unique learning option for families in the Dayton, Ohio, community. Here, faculty are educators who are ready to help refine a truly differentiated educational opportunity as MVS becomes a nationally-recognized leader in experience-based learning. Here, every member of the MVS community is committed to transformative immersive learning in the classroom and during our Immersion term. Equally important is our commitment to Social Emotional Learning (SEL), through which our students learn the skills and competencies necessary to navigate an ever-shifting world with confidence and curiosity. Here, we learn because we do. The Role. The Early Childhood Kindergarten Teacher must be a passionate and skillful teacher, who is eager to invest their talents in our Early Childhood school program. They must establish a supportive and engaging environment for Early Childhood school students, work collaboratively with colleagues and parents, have excellent communication skills, and demonstrate a desire to embrace immersion method into their teaching. In addition, this teacher will have completed coursework or possess teaching experience in specific subfields of elementary education (e.g.classroom/ behavior management, social and emotional learning, child development, subject expertise etc.) related to his/her teaching responsibilities. The Opportunity. All members of MVS’ vibrant faculty bring the school’s mission and vision to life each day for students and families in the Dayton community. Each day we live out our mission through our core values: integrity, celebration, grit, and kindness. As a part of our dynamic team, you will have the opportunity to: Expand Global Leadership. MVS is known for its academic and extracurricular programming, and with you on our team, we will continue to grow with our students as leaders of Global Citizenship and stewards of civil discourse. Enhance Cultural Experiences. Through your instruction and development of an inspiring Immersion Learning Program, you and your students will experience the world, explore passions, and dive deep into content. Develop Character and Wellness. To support the overall wellness of our vibrant community,you’ll have the opportunity to meaningfully connect and collaborate with students and families. Innovate. As we continue to develop our programming, you will be part of a team that is enhancing professional learning nationwide and becoming a thought leader for immersive learning experiences that stretch beyond the traditional school experience. Here, you and your team will integrate academics, hands-on activities, and scholarly habits via cross-curricular designs and models of learning. Couple Academic Rigor with Increased Accessibility. Through your intentional planning and development of coursework, our students will explore their unique learning needs, utilize critical thinking, and begin to think about and create solutions for today’s pressing challenges. Collaborate as Part of a World-Class Team. In your role as a teaching assistant at MVS, you will work alongside dedicated faculty who have taught and learned all over the world and in a variety of school contexts. Your colleagues are artists, researchers, entrepreneurs, published authors, professional musicians, armed services veterans, and thespians. Most importantly, they are compassionate and caring educators committed to lifelong learning. And, of course, you will get to Teach! In this position you will be a lead teacher in a classroom with Kindergarten students. Expectations: Demonstrate a commitment to culturally inclusive curricula and inclusive classroom practices Demonstrate a lifelong appreciation for healthy and creative decision-making in their students Build collaborative partnership with students, parents, and colleagues Demonstrate an ability to develop rapport with students Commit to lifelong learning through engagement in ongoing professional development Primary Responsibilities: Lead teacher in Kindergarten or within the Early Childhood School Develop and propose new units each year, including new Immersions Fulfill all other faculty responsibilities that may occur outside the school day, including writing progress reports and planning, attending school-related functions, which include but are not limited to: Caregiver Information Night (CIN) and Parent-Teacher Conferences Perform other duties as assigned Qualifications: Undergraduate or Master Degree in Education Certificate in Elementary Education, preferred Desire to work with early childhood school students in an experiential setting Benefits. This is a full-time opportunity that provides a comprehensive benefits package, including medical, dental, and vision plans, a matching 403(b) program, and 50% tuition remission for the children of employees. Take the Next Step. Share this opportunity with your network! Learn more about our school by clicking on the Interested and qualified applicants should submit a completed , cover letter, resume, outlining your suitability for the position and interest in the mission of the school to lisa.garvic@miamivalleyschool.org. Please do not call the school directly. Bring Your Whole Self. MVS is committed to the Dayton community and to our mission and vision. We are proud to be an equal-opportunity workplace and will not discriminate on any basis. We seek qualified candidates from a myriad of backgrounds to join our dynamic team. Fri, 27 Feb 2026 11:11:24 -0500 https://careers.nais.org/jobs/rss/22081744/teacher-kindergarten-2026-2027-school-year https://careers.nais.org/jobs/rss/22081744/teacher-kindergarten-2026-2027-school-year Oakton, Virginia, When passion and impact come together, an institution becomes more than a place to work. As many of our teachers and staff will tell you, Flint Hill is a place where they are challenged and inspired, and yet it still feels like home. At Flint Hill, we believe in redefining what educational excellence looks like. Always curious, every day, we ask questions like, “Imagine if?” and “What’s possible?” And we encourage our students to do the same. Our teachers’ expertise and commitment to innovative teaching are complemented by a personal approach that emphasizes respect and communication. At Flint Hill, children are nurtured to be their very best, surrounded by people who know and care about them. Our Lower School, grades Junior Kindergarten - 6, sets new standards of excellence by relentlessly innovating our approach to learning, helping children develop in a positive environment and learn essential social and academic skills. We encourage students to take an active role in their education, as they become effective communicators and collaborative leaders. By emphasizing critical thinking, collaboration, personal goal-setting, and problem-solving skills, our Lower School students become productive and excited learners. The Lower School Kindergarten Teacher supports the experience of Flint Hill students and faculty and embraces  the mission, vision, and core values of the school ,  the Flint Hill Statement of Institutional Equity and Inclusion  and  the Portrait of the Flint Hill Student . Please click  here  to view the full job description and  here  for a listing of benefits. Please click here to complete Flint Hill's online application. Fri, 27 Feb 2026 10:21:49 -0500 https://careers.nais.org/jobs/rss/22081929/lower-school-support-teacher https://careers.nais.org/jobs/rss/22081929/lower-school-support-teacher Denver, Colorado, Position Overview Graland Country Day School seeks an intelligent, energetic, flexible and dedicated educator who is interested in working with a lead Lower School teacher to create a nurturing, stimulating and organized classroom environment.  A desire to work collaboratively on a team, as well as a desire for personal and professional growth, are essential qualities for this position.  The person must be aware of the variation of students’ cognitive, social and emotional needs and capable of responding appropriately to each student as an individual. Reports to:  Associate Head of Lower School  Terms:  Full-time, school year, starts August 2026 Primary Responsibilities The following list is not comprehensive of all tasks of the position, but serves as a representative summary of the primary duties and responsibilities. Classroom:  Graland teachers are well versed in their subjects and effectively use different instructional approaches to cultivate student understanding of the subjects. Work with students individually and in small groups per lead teacher’s direction.  Work with the lead teacher to plan and direct whole group instruction.  Participate in instructional planning and preparation.  Assist the lead teacher with assessing student performance.  Contribute anecdotal records for reports. Monitor and assist with student classroom behavior. Take over when the lead teacher is out of the classroom (for professional or personal absences). Collaborate with the lead teacher when communicating with parents. Assist in classroom use of various technologies. Accompany students to and from specials and around campus. Administrative:  Perform lunch, recess and other duties as assigned. Maintain frequent communication with the  lead teacher, specialists and staff.  Help plan and coordinate class field trips.  Participate in all meetings that are held within the school day. Attend parent/teacher/student conferences. Attend division meetings, faculty/staff meetings and professional development meetings that may occur after school dismissal or on a scheduled Professional Development day. Professional and Personal Qualities A collaborative and supportive member of the Graland Community who… Models caring, respect, patience, and appreciation of differences.     Provides a safe environment for students. Recognizes the importance of Diversity, Equity and Inclusivity (DEI) work and continues growth as  culturally responsive educator. Represents the school in position and in community. Participates in effective communication that is responsible, descriptive, and nonjudgmental. Demonstrates a growth mindset, open to feedback and new learning. Supports collective efforts of the school in addition to team responsibilities. Participates in school community and activities beyond the classroom (i.e.:  carline, field trips, etc.). Believes in an educational approach that is aligned with the Graland mission and philosophy. Builds positive relationships with students by demonstrating respect and care, while creating a safe environment that promotes intellectual risk-taking. Fosters a learning environment that inspires active student participation, curiosity, and initiative. Strong interpersonal skills and collaboration with colleagues. Has the ability to motivate, support and lead others. Utilizes a variety of instructional approaches to engage students. Approaches situations with flexibility and creative thinking to identify solutions. Understands the big picture and requires planning for seamless execution. Knowledge of and experience with various tech platforms (Google, Zoom, etc.).    Qualifications                      Preference is given to candidates with a Bachelor’s degree and/or candidates that have: a degree or endorsement in Early Childhood or Elementary Education  A strong understanding of child development A knowledge of a variety of reading and math strategies A knowledge of the philosophy and instructional strategies of the writing process Proficient computer skills   About Graland A great school never sits still. It keeps going, growing and evolving. Graland Country Day School is an independent school in Denver that serves students in preschool, kindergarten, elementary, and middle school. Since the school’s founding in 1924, Graland has delivered an intellectually robust, character-based educational experience derived from current research about how children learn.  While so much in the world is changing, the school’s focus remains the same: Graland is faithful to the enduring aspects of its mission while seeking new ways to promote character and intellectual excellence. We inspire students to pursue excellence with passion and intent - academically, creatively and in their personal growth as engaged citizens and thoughtful leaders so that they learn to value individual differences and divergent thinking. We are constantly looking for ways to improve our program and keep it relevant for the next generation of students. Guided by our mission, values, Diversity, Equity and Inclusivity Philosophy Statement and strategic plan, we go to extraordinary lengths to give children the best education possible.  Our current enrollment totals 700, and we have just over 100 faculty members, 70 percent of whom have advanced degrees. Graland’s faculty and staff enjoy a collaborative, supportive environment where each member is encouraged to be a lifelong learner. Professional development, onsite childcare, a desirable location in the heart of Denver and other benefits make Graland a dynamic, inclusive and innovative workplace. Our Mission Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.   Our Motto: Ascende Omnem Montem - Climb Every Mountain   Compensation and Benefits The annual salary is $51,800 including Graland’s many benefits and perks. Benefits will include professional development, employer-paid health, vision, dental and life insurance, paid time off for school holidays and school vacations, as well as participation in a retirement plan. Daily free lunch, access to an on-campus workout facility and opportunities based on availability for subsidized on-site childcare.   HOW TO APPLY: https://hcm.paycor.com/l/r/A8B8F12D   Graland Country Day School is an Equal Opportunity Employer It is the policy of Graland Country Day School to comply fully with all laws barring discrimination against employees, or applicants, for employment because of race, color, religion, sex, age, national origin, ancestry, sexual orientation, military discharge status or physical or mental handicap, or status as a disabled veteran or Vietnam-era veteran. This policy applies to recruiting, hiring, placement, promotion, discipline, demotion, rates of pay or other compensation, employee benefits, tuition assistance programs and termination of employment.                                                                                           (revised 02/23/2026)   Fri, 27 Feb 2026 15:15:15 -0500 https://careers.nais.org/jobs/rss/22081719/kindergarten-homeroom-teacher https://careers.nais.org/jobs/rss/22081719/kindergarten-homeroom-teacher Wellesley, Massachusetts, Kindergarten Homeroom Teacher Full-time, 10-month position, exempt, salaried position Tenacre Country Day School is seeking a Kindergarten Homeroom Teacher to start for the 2026–2027 academic year. Tenacre’s mission is to nurture and challenge each child, every day. Everything we do is designed to enhance this all-important balance across a broad range of homeroom and special subjects, along with other activities. As a school dedicated to the elementary years, Tenacre values the importance of teaming with a grade-level co-teacher, a strong partnership between parents and staff, and the meaningful participation of each child in daily school life. We provide our teachers with numerous professional development opportunities and a collegial atmosphere. Tenacre values diversity and inclusiveness in our curriculum and our school community, and we expect all members of the community to contribute positively to the school experience. As a community of children and adults, we strive to work hard, to find joy, and to be kind.   Position Summary: Homeroom teachers support the educational mission of Tenacre by developing and teaching writing, reading, math, and social studies skills and curriculum, as well as supporting students' social-emotional growth at a single grade level. This position includes working closely with a grade-level co-teacher in a second homeroom and a larger team of special subject and support teachers, administrators, parents, and, when necessary, outside support professionals.    Qualifications: Bachelor’s degree required, master’s degree preferred Knowledge of and expertise in teaching at the early elementary level, preferably in Kindergarten Early childhood experience teaching math, reading, writing, and social studies Strong written and oral communication skills    Responsibilities: Faculty are required to follow the protocols outlined in the annually revised Faculty and Staff Handbook. In addition, homeroom teachers work in collaboration with a grade-level co-teacher to: Design and deliver age-appropriate writing, reading, spelling, math, and social studies curriculum to 5 and 6-year-old students in whole groups and small groups Promote the social and emotional development of students through support and instruction Engage in inclusive instruction that welcomes diverse identities, backgrounds, and learning styles  Document and update curriculum annually in curriculum maps Maintain regular communication with parents, including weekly updates  Write narrative report cards and hold parent/guardian conferences two times a year for each student Participate in student focus, faculty, and committee meetings to ensure educational goals are being met Participate in professional meetings, educational conferences, and teacher training workshops for professional development Order and manage supplies for classroom educational needs while staying within the classroom budget Perform related duties such as recess and lunch table supervision, dismissal duty, assembly program, and assistance with or attendance at special events When requested by the admissions department: Attend admissions open houses and/or present at curriculum nights Participate in group and/or individual candidate assessment days Observe candidates, on- and off-campus Review admissions folders, provide notes, and participate in admissions committee meetings   Minimum Qualifications and Physical Requirements The employee must be able to work in a busy environment with many interruptions and moderate noise levels. The employee must be able to physically lower to a child’s level , ascend and descend stairs regularly, and move in and out of doors throughout the day following the school schedule. Additionally, the employee must be able to attend to students outside during recess periods on the playground; help students with basic needs such as tying their shoes, zipping their jackets, and managing materials. This list is meant to be illustrative, not exhaustive.     Reasonable accommodations will be made to enable qualified individuals with disabilities to perform the essential functions of the job, unless those accommodations would impose an undue hardship on Tenacre School. Employees or applicants who require an accommodation should contact Head of School Will Crissman.    Please submit a resume and cover letter to: Will Crissman Head of School Tenacre Country Day School 78 Benvenue Street Wellesley, MA 02482 (781) 235-2282 x201 Email: careers@tenacrecds.org   Tenacre Country Day School considers applicants for all positions without regard to age, race, religion, national origin, creed, veteran or uniformed service status, gender identity, sex, sexual orientation, genetic information, marital status, or any non-job-related physical or mental disability. As an inclusive community, we welcome candidates who will increase the diversity of our school. Fri, 27 Feb 2026 10:40:41 -0500 https://careers.nais.org/jobs/rss/22081792/elementary-school-teacher-k-1 https://careers.nais.org/jobs/rss/22081792/elementary-school-teacher-k-1 Newark, Delaware, Elementary Teacher (K-1) Our Mission: NCCL School provides a rich academic and cultural foundation that nurtures the joy of discovery in every child and fosters curious, creative, and critical thinkers. NCCL School is a progressive, student-driven K–8 school seeking an innovative, collaborative K–1 educator to join our teaching team. We believe strong literacy skills are the gateway to student agency. Explicit phonics instruction, joyful reading experiences, and meaningful writing opportunities work together to help children become confident, independent learners. This role includes teaching early literacy instruction grounded in a strong phonics-based approach and supporting students in building foundational reading skills that allow them to access deeper inquiry, research, and creative expression. The teacher will also co-teach writing, social studies, and science within an integrated curriculum. We are looking for an educator who values children’s social and emotional growth as deeply as their academic development. The ideal candidate sees teaching as both a craft and a meaningful role within a broader community. Strong communication skills, a deep understanding of child development, and a commitment to culturally responsive practice are essential. At NCCL, teachers design engaging, inquiry-driven experiences that reflect the diversity of our students and encourage curiosity, collaboration, and real-world exploration. Who You Are Energetic, patient, flexible, and collaborative Passionate about teaching in a progressive, experiential learning environment Experienced in early elementary literacy, including phonics-based reading instruction Skilled at anticipating and responding to varied developmental levels Excited to co-create curriculum and learn alongside colleagues Eager to participate in conversations around curriculum, DEI work, and school operations Someone whose outside interests and passions enrich a vibrant school community Our Commitment to Diversity In its hiring practices, NCCL School deliberately seeks to build a community that reflects a wide range of identities, experiences, and perspectives. We are most interested in finding the best candidate for the job, and strongly encourage candidates from historically underrepresented backgrounds, as well as those with non-traditional pathways into education, to apply. If this role excites you, we hope you will reach out, even if you don’t meet every listed qualification. Salary and Benefits $49,296 - $59,160 depending upon experience Health Insurance ; Short-term and long-term disability; life insurance   Tuition remission & complimentary extended care   401(k) with employer match   To learn more about our school, progressive education and on-going DEI efforts, visit our website: www.ncclschool.org To apply, please send a cover letter and resume to hiring@ncclschool.org   Fri, 27 Feb 2026 11:43:16 -0500 https://careers.nais.org/jobs/rss/22082026/kindergarten-co-lead-teacher https://careers.nais.org/jobs/rss/22082026/kindergarten-co-lead-teacher Santa Monica, California, Seven Arrows seeks a dynamic Kindergarten Co-lead Teacher for the 2026-2027 school year. This role will partner with two co-teachers and will be responsible for all facets of learning along with demonstrating a commitment to our school community and mission. All teachers are responsible for planning and delivering instruction that is attentive to individual students’ intellectual, social, and emotional growth. Responsibilities: Cultivate and spark the *magic* of kindergarten- inspire the curiosity, wonder, and awe that makes kindergarten, kindergarten, while building solid academic foundations in language arts and math that students will need for future grades Plan and teach language arts, math, and history curriculum Differentiate instruction in alignment with our approach to personalized learning Integrate technology into the teaching-learning process Perform ongoing student assessments, review data on student progress, write progress reports, schedule and hold parent conferences 3 times per year Apply a range of strategies to successfully manage a strength-based classroom Conduct weekly Council in the classroom and incorporate regular use of mindfulness Assist students in developing self-discipline and a sense of responsibility Help supervise children during transitions, some specialty classes, and lunch/snack when necessary Work with other teachers on curriculum development, including STEAM and Spanish projects, as well as school initiatives, (e.g. UbD curriculum design, Design Thinking, and Makerspace integration) Communicate with parents and professional colleagues on a regular basis Collaborate effectively with partner teachers Attend weekly faculty meetings and participate actively in curricular discussions in an ongoing exchange of information, professional development, and support with a closely-knit staff Attend school-related evening events and environmental programs Adhere to school hours for teachers which are 7:30 am – 3:30 pm Monday, Wednesday, Thursday, and Friday and 7:30-5:00 on Tuesdays. Attend evening events, such as Back to School Night, Open House, and certain festivals as scheduled Attend 3 Saturday events as needed Qualities: An unwavering commitment to students and the community Enthusiasm for the opportunities and challenges inherent in working with elementary school age students Excellent interpersonal skills, with the ability to collaborate with students, colleagues and parents Willingness to model professional and ethical standards A commitment to professional development A commitment to social emotional and multicultural education Willingness to differentiate instruction Requirements Bachelor's Degree in Education or related field required, Master's Degree preferred California State Multiple Subject Teaching Credential 10+ years in eduction with 6+ years as a lead teacher in a kindergarten classroom Trained in Orton Gillingham Approach (a plus) Familiar with Singapore Math, Social Thinking strategies, Responsive Classroom Demonstrates our core values: citizenship, gratitude, empathy, integrity, pursuit of excellence, respect, and responsibility. Fri, 27 Feb 2026 17:37:48 -0500 https://careers.nais.org/jobs/rss/22081878/5th-grade-homeroom-teacher-sabbatical-leave-replacement https://careers.nais.org/jobs/rss/22081878/5th-grade-homeroom-teacher-sabbatical-leave-replacement St. Paul, Minnesota, St. Paul Academy and Summit School seeks candidates for the position of  5th-Grade Homeroom: Sabbatical Leave Replacement  for the 2026-2027 school year. About St. Paul Academy and Summit School:  St. Paul Academy and Summit School (SPA) is a coeducational, non-sectarian, college-preparatory day school serving more than 940 students in PreKindergarten through grade 12. Our campuses are located approximately a mile apart in St. Paul, Minnesota, serving Grades K-5 on our  Goodrich Campus  and Grades 6-12 on our  Randolph Campus . Across the street from the Randolph Campus,  our Pre-K program  is located on the campus of St. Catherine’s University in a newly renovated space. The school draws students from St. Paul, Minneapolis, and throughout the eastern and western suburbs.  Our  mission — shaping the minds and the hearts of the people who will change the world —is a promise to our students and our families, and it pushes us to be thoughtful about everything we do. It inspires us to be our best and reminds us that we have the responsibility to respect the unique potential in every child. Our mission gives us purpose and represents our greatest aspirations and values. But most of all, it reflects our deep belief in the talents and capabilities of our students. For additional information about the school’s curriculum, community, and culture, please visit our website at  www.spa.edu .   About the Lower School: When you walk through the front doors of our  Lower School , you'll immediately feel just how special a place this is for students in Kindergarten through Grade 5. From the welcoming Living Room just inside the front door (often warmed by a cozy fire in the fireplace), to the bright and spacious classrooms and hallways adorned with student artwork, to the five acres of open green space just outside our back door, the Lower School is designed around the academic, social, and emotional needs of young children. Our culture is defined by our warm and welcoming community, our commitment to  diversity, equity, and inclusion , and our  innovative curriculum . Our small classes, 7:1 student/teacher ratio, and team-teaching model are the building blocks of the Lower School experience, along with the TOOLBOX social/emotional program, which gives both children and adults a common language for community values and problem-solving. For more information about the Lower School, please visit the  Lower School section  of our website.   Position Begins:  August 2026 Status:  Full-time 1.0 FTE, exempt Department:  Instructional Faculty, Lower School  Salary Range:  $48,000 - $58,000 Benefits: Benefits include a comprehensive health insurance plan through HealthPartners, Nice healthcare (a free virtual and in-person health plan), dental insurance, vision insurance, life and disability insurance, generous paid time off, and free lunch during the school year. The retirement plan is through TIAA and has a generous matching contribution. The School offers a robust program of professional development, career growth, and leadership opportunities. A sabbatical program is also available. Tuition remission is also available for children of employees as well as complimentary before and after-school care Position Description: SPA seeks candidates for the position of  5th Grade Homeroom: Sabbatical Leave Replacement  at our K-5 Goodrich Campus.  This is a full-day, short-term position, beginning in August 2026. This position will continue through the end of the school year.  Candidates should possess the ability to teach the full range of homeroom content areas, including literacy, mathematics, and social studies. In addition, candidates should demonstrate the ability to create developmentally appropriate curricula, establish a nurturing and engaging classroom environment for students, and work collaboratively with a teaching partner, various colleagues, and parents/guardians. Candidates should possess excellent interpersonal and communication skills, along with knowledge regarding best instructional practices in language arts, social studies, and mathematics. Preferred qualifications include previous experience with Responsive Classroom, Primary Math or Singapore math methods, Readers/Writers Workshop, and Fastbridge assessments.  We seek a candidate who has a demonstrated passion for teaching young learners and a track record of translating that passion into effective practices that encourage students to think creatively, engage deeply with ideas, and lead with intellectual curiosity. As importantly, we seek candidates who are committed to developing and practicing cultural competence in their teaching and who can operate effectively in diverse environments while interacting successfully with people from widely varying backgrounds.     A bachelor’s degree in education or a related field is required. Successful candidates are expected to carry out the mission of SPA, "Shaping the minds and hearts of the people who will change the world," to support the vision of the Lower School and to contribute to the life of the school outside of the classroom.  To apply, please visit our website at www.spa.edu/careers .   SPA is committed to recruiting and supporting a diverse faculty and staff, and maintaining a workplace culture in which all are treated equitably.  Fri, 27 Feb 2026 14:26:28 -0500 https://careers.nais.org/jobs/rss/22081962/5th-grade-language-arts-teacher https://careers.nais.org/jobs/rss/22081962/5th-grade-language-arts-teacher Jacksonville, Florida, Riverside Presbyterian Day School, an independent co-educational elementary (PreK 3 – 6 th Grade) day school located in Jacksonville, FL seeks a full-time 5 th Grade Language Arts Teacher for the 2026-2027 school year. The ideal candidate will possess a thorough knowledge of his/her teaching assignment and will have demonstrated success in teaching students in an elementary setting. A strong background in Language Arts is essential to the role as well as an enthusiasm and passion for the subject. The candidate should also possess the skills necessary to inspire learning and enhance the overall educational experience by fostering students’ academic, ethical, social, and emotional development in accordance with the Riverside Presbyterian Day School mission and philosophy. Teachers at Riverside Presbyterian Day School participate fully in the life of the school.  These duties and responsibilities include serving as a homeroom teacher, observing and assessing student progress, preparing written report card comments, participating in parent-teacher conferences, effectively communicating with the grade level team as well as parents, attending grade level and full faculty meetings, serving on content area or school life committees, and duties related to the supervision of lunch, recess, and dismissal. RPDS faculty and staff are committed to providing an engaging academic program in a loving and faith centered environment.  Throughout the year, teachers are provided opportunities to participate in both school-based and off-site professional development.  Responsibilities: Prepare and implement developmentally appropriate lessons and units of study consistent with the 5 th Grade Language Arts curriculum. Manage responsibilities associated with being a homeroom teacher. Provide learning opportunities that afford students the opportunity to observe the world and apply their knowledge and understanding of concepts and skills. Differentiate instruction as needed to meet the needs of all students. Collaborate with classroom and specialist teachers to develop cross-departmental units of inquiry that foster creativity, deep thinking, and self-expression.  Use appropriate classroom management strategies and provide a supporting and caring learning environment for children where each child feels safe to create, share their perspectives, follow their passions, and take risks. Use formative and summative assessment to evaluate and inform student learning and growth. Maintain an organized, inclusive classroom environment, including the display of students’ work, classroom guidelines, bulletin boards, and a neat and orderly appearance, conducive to student learning. Communicate effectively with students, parents, and colleagues on a regular basis and share information relative to student progress. Keep written records of student progress and growth for grading and reporting purposes.  Actively engage in the school community by participating in faculty meetings, recess and lunch duties, and additional school events. Enhance one’s own knowledge, understanding, and skill through ongoing professional development.   Qualifications and Skills: Bachelor’s degree with teaching qualification or equivalent. Experience as a Language Arts teacher in an elementary, middle school, or similar setting is preferred. A commitment to global and cultural competencies. Strong knowledge and understanding of child development and best practices in education. Outstanding interpersonal and problem-solving skills. Ability to use and integrate technology effectively into the classroom setting to enhance or enrich the student learning experience. Excellent verbal and written communication skills. A creative, visionary teacher with a growth mindset and willingness to innovate and collaborate with others. Empathetic, supportive, good sense of humor, and a positive disposition.   Individuals interested in applying for this position should send a resume, cover letter, and references (via email preferably or by regular mail) to:   Sarabeth Soule, Executive Assistant to the Head of School 830 Oak Street Jacksonville, FL 32204 ssoule@rpds.com   Fri, 27 Feb 2026 16:01:32 -0500 https://careers.nais.org/jobs/rss/22081728/2026-2027-lower-school-steam-teacher https://careers.nais.org/jobs/rss/22081728/2026-2027-lower-school-steam-teacher Fayettteville, Arkansas, Job Summary: The Lower School STEAM Teacher designs and facilitates engaging, developmentally appropriate lessons and learning experiences that integrate Science, Technology, Engineering, Arts, and Mathematics.  Through the planning of hands-on, inquiry-based instruction that aligns with the School’s mission and strategic priorities, this teacher fosters curiosity, creativity, problem-solving, and collaboration.  The STEAM teacher partners with classroom and other enrichment teachers to support interdisciplinary learning and ensures that STEAM and design thinking are used purposefully and responsibly to enhance student learning. Duties/Responsibilities: Serves as a member of the School’s STEAM Team. Plans and develops engaging, age-appropriate STEAM lessons for Kg-5th grade students, adhering to educational best practices and curriculum guidelines. Designs hands-on, project-based learning experiences that promote inquiry, experimentation, problem-solving, and reflective thinking. Maintains training on the equipment and resources in the School’s Innovation Center and incorporates some 4th and 5th grade classes into this space Designs and presents individual lesson plans using a variety of teaching techniques that appeal to various learning styles and methods. Collaborates with classroom teachers to support interdisciplinary connections and reinforce/enhance classroom learning Prepares materials for lessons and activities; observes and assesses student learning using developmentally appropriate methods. Provides clear, constructive feedback focused on process, effort, and problem-solving skills. Manages student behavior in the classroom by establishing and enforcing rules and procedures. Creates a safe, inclusive, and well-organized STEAM learning environment. Models curiosity, flexibility, and resilience in problem-solving. Communicates all progress and concerns with tact and professionalism to parents and, as appropriate, other faculty, staff, and/or division head. Builds and maintains positive relationships with students, parents/guardians, and colleagues. Enforces safety and security standards for students, staff, and visitors. Maintains accurate and complete records for individual student progress, files, attendance and incident reports, and other necessary records. Participates in faculty meetings, educational conferences, in-service opportunities, workshops, and other training seminars. Maintains knowledge of research, developments, and best practices in appropriate levels of STEAM education. Supports and upholds school policies, procedures, and the School’s mission, vision, and values. Prepares classroom for class activities at the beginning of the school year; inventory, pack and organize classroom for summer use. Participates in extracurricular activities such as social activities, sporting activities, clubs, and student organizations as directed. Performs other duties as assigned. Qualifications:  Thorough understanding of pedagogy and the best practices of education. Desire to teach and ability to adapt to varied developmental status. Ability to design lessons that extend curriculum in an engaging manner, applying various teaching methods.. Strong supervisory and leadership skills to manage and control the classroom. Excellent verbal and written communication skills. Excellent interpersonal skills with a proven ability to maintain professionalism and tact in high-stress situations. Excellent organizational skills and attention to detail. Creative analytical and problem-solving skills. Demonstrated use of relevant technology, including equipment in the School’s Innovation Center,  to support and differentiate instruction. Education and Experience: Bachelor’s degree in Education or related subject required; Master’s degree preferred; or two to four years related experience and/or training or equivalent combination of education and experience. Teaching license preferred. Previous teaching experience preferred. CPR certification preferred. Fri, 27 Feb 2026 09:43:19 -0500 https://careers.nais.org/jobs/rss/22081791/lower-school-first-grade-teacher-2026-2027-sy https://careers.nais.org/jobs/rss/22081791/lower-school-first-grade-teacher-2026-2027-sy Dallas, Texas, Position Description (What you will do):   The successful candidate will be a joyful, creative, experienced educator who is able and ready to commit to the ideals expressed in the Hockaday Tenets of Faculty Excellence. In addition to teaching language arts, math, and social studies to 16 First Grade students, the teacher will also serve as a homeroom teacher. As a homeroom teacher, s/he will lead morning meetings, develop engaging lessons, monitor and assess student progress, and lead parent teacher conferences. The teacher works closely with two other First Grade homeroom teachers. In addition, the position requires energy, enthusiasm, flexibility, patience, a sense of humor, and the ability to team and collaborate with colleagues both in the Lower School and in the School as a whole. The teacher will have ongoing opportunities for professional development.   Qualified candidates will possess a mastery of subject, pedagogical versatility, and commitment to students. Passionate about elementary education, they model the joy of learning, and they embrace professional development opportunities as they seek the best for those students and for themselves. A successful candidate will value a classroom culture rooted in the Hockaday Lower School Outcomes of wonder, agency, collaboration, and resilience.   You’re excited about this opportunity because you’ll....   Teach language arts, math, and social studies daily to a First  Grade  class Serve as a homeroom teacher Develop and execute engaging lesson plans creating an environment which allows students to think critically and independently Plan a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students Partner closely with colleagues to align curriculum, share insights, and design engaging lessons through team meetings, division meetings, and department meetings Engage families with warmth, clarity, and a shared excitement for student growth Contribute to the life of the Lower School including participating in all assigned duties and engaging in professional development     We’re excited about you because you have...   An undergraduate degree in elementary education or related field (Advanced degree preferred) Teaching experience in an elementary school setting Energy and enthusiasm for curriculum conversation and are interested in innovating with colleagues Knowledge of Singapore-based approaches to teaching math or are excited to learn them Experience and interest in developing innovative uses of technology in the classroom as well as comfort with its administrative use A genuine appreciation of elementary school age children, solid knowledge of the milestones of their development, and understanding of appropriate management of classroom techniques Commitment to being a supportive, respectful, and energetic colleague and mentor The ability to work in a school environment through satisfactory completion of all legally required and School-required background and screening checks and verifications, including criminal and sex offender background checks.     Why you'll love working at Hockaday.   You’ll join a mission-driven, joyful community that believes deeply in the limitless potential of girls. We are a community grounded in the Hockaday Cornerstones—Character, Courtesy, Scholarship, and Athletics—and you’ll bring these values to life in your daily work. We are energized by meaningful challenges, embrace a growth mindset, and seek creative solutions that positively impact our students. We honor our rich traditions while embracing innovation across all areas of the School. We value diverse perspectives and cultivate an environment where every voice is respected and every community member feels they belong. We work collaboratively, support one another, and take pride in the strong professional relationships that define our community. We offer competitive compensation and insurance packages, including medical, dental, vision, life insurance, and long-term disability benefits. Lunch is provided daily during the school year. We value professional development and offer extensive opportunities for you to grow, including networking with colleagues, conducting research with college professors, and even traveling the world!     In this role, you will....  Serve as an example to colleagues in manners of classroom management, teaching methods, and school procedures Participate in all requisite School trainings prior to the start of the school and throughout the School year Attend required staff development and training sessions throughout the year Attend periodic in-service meetings Acknowledge receipt of the current Employee Handbook and are responsible for reviewing the contents and abiding by rules, policies and procedures stated in the Handbook or otherwise by the School Abide by Hockaday’s Code of Ethics and Conduct Commit to the ideals expressed in  Hockaday’s Tenets of Faculty Excellence   Physical Requirements and Work Environment: Regularly works in standard office or classroom conditions and climate Regularly uses close and distance vision, including working at a computer screen for extended periods of time; ability to observe students from various distances Frequently required to move around the office/classroom; works at a desk for extended periods of time Ability to occasionally move items weighing up to 30lbs. across the campus/classroom/office Ability to periodically support before and after-school or weekend events Ability to maintain appropriate boundaries with students, fellow staff and community members     About The Hockaday School: The Hockaday School is an independent, college preparatory school for girls of strong potential and diverse backgrounds who may be expected to assume positions of responsibility and leadership in a rapidly changing world. With an enrollment of more than 1,100 students, The Hockaday School is the nation’s largest prekindergarten through grade 12 independent girls’ school. Ranked among the country’s finest college preparatory schools, it was founded over a century ago and continues today to build on its original Four Cornerstones: Character, Courtesy, Scholarship, and Athletics.   Hockaday’s faculty are recognized as experienced leaders in their field and students in every grade benefit from outstanding faculty and access to unmatched resources.  Families who choose Hockaday care deeply about providing their daughters with a comprehensive and rigorous education, both inside and outside the classroom. Hockaday’s student body reflects the diversity that is deeply valued by the School.     Limitations and Disclaimer:   The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties and skills required for the position.  This job description reflects administration’s assignment of essential functions; and nothing in this herein restricts administration’s right to assign or reassign duties and responsibilities to this job at any time.   All job requirements are subject to possible modification to reasonably accommodate individuals with disabilities.  Some requirements may exclude individuals who pose a direct threat or significant risk to the health and safety of themselves or other employees.   This job description in no way states or implies that these are the only duties to be performed by the employee occupying this position.  Employees will be required to follow any other job-related instructions and to perform other job-related duties requested by their supervisor in compliance with Federal and State Laws.   Requirements are representative of minimum levels of knowledge, skills and/or abilities.  To perform this job successfully, the employee must possess the abilities or aptitudes to perform each duty proficiently.  Continued employment remains on an “at-will” basis.   The Hockaday School is an equal opportunity employer. It is our policy not to discriminate, and to comply with all applicable state and federal laws prohibiting discrimination in employment based on race, color, sex, sexual orientation, creed, religion, national origin, ethnicity, age, disability, veteran status, or other applicable protected classification. Fri, 27 Feb 2026 11:42:42 -0500