https://careers.nais.org Latest NAIS Career Center Jobs Mon, 11 May 2026 05:47:33 Z https://careers.nais.org/jobs/rss/22256922/part-time-history-teacher-remote https://careers.nais.org/jobs/rss/22256922/part-time-history-teacher-remote Stony Brook, New York, Official Mission Statement The Stony Brook School is an independent college preparatory school (grades 7-12) that exists to challenge young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order that they may serve the world through their character and leadership. About Gravitas Gravitas is the online program of The Stony Brook School. Through live, teacher-led courses , Gravitas extends SBS's distinctive approach to rigorous academics and Christian formation to students beyond our campus. Our remote team serves students across time zones and collaborates closely to deliver excellent instruction, timely feedback, and meaningful mentorship in a relational online learning environment. Gravitas is mission-driven and committed to helping students grow in knowledge, skill, and character for lives of service and leadership. Role Summary The Gravitas part-time History faculty position is a teaching and mentoring role focused on the intellectual and spiritual formation of students in a live, relational online environment. Part-time faculty teach between one and four live courses with classes meeting twice per week for 80 minutes each. Beyond live instruction, faculty invest meaningfully in students through thoughtful preparation, timely and substantive feedback, and availability outside of class. Part-time History faculty also contribute to the life of the Gravitas community by collaborating with colleagues on curriculum development, professional growth, and shared projects, and by supporting student activities and clubs as needed. Some classes may occur during evening hours, typically 8:00pm and 9:30pm US Eastern Time. Qualifications A Master's degree in History or a related field or History education Minimum of three years of teaching experience, including online instruction Excellent organizational skills and ability to meet grading deadlines Strong work ethic, high energy, and a demonstrated ability to connect with teenagers in an online learning environment Excellent oral and written communication skills, with the ability to respond quickly to all communications Eagerness to serve in a faith-based learning environment that emphasizes faithful Christian scholarship and character formation High proficiency with technology, including the ability to learn and wisely utilize a learning management system, online teaching and learning tools, Google Workspace, Zoom, and artificial intelligence Consistent and dependable high speed internet access Experience working as part of a collaborative team of teachers, openness to providing and receiving feedback as part of a culture of transparency Ability to interact professionally with parents and school community members Cultural awareness and sensitivity, recognizing that our students come from all over the world Demonstrated commitment to professional growth and lifelong learning Maturity, judgment, and stability appropriate for a demanding position Candidates must be eligible to work in the United States and maintain a permanent U.S. address . Equal Employment Opportunity The Stony Brook School is committed to a diverse and inclusive workforce and prohibits discrimination and harassment of any kind. All employment decisions at The Stony Brook School are based on business needs, job requirements, and individual qualifications, without regard to race, color, national origin, age, citizenship, genetic predisposition, disability, veteran status, or any other status protected by the laws or regulations in the locations where we operate. For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/3999653-738066.html   Thu, 07 May 2026 00:30:12 -0400 https://careers.nais.org/jobs/rss/22256596/upper-school-history-and-global-studies-teacher-part-time https://careers.nais.org/jobs/rss/22256596/upper-school-history-and-global-studies-teacher-part-time Princeton, New Jersey, The Hun School of Princeton seeks a dynamic, creative  Part-Time Upper School History and Global Studies Teacher  to teach Economics beginning in August 2026.  History and Global Studies expose students to a broad framework of historic, geographic, social, and cultural perspectives, encompassing Western and non-Western experiences. The department presents history as a means of exploring vital questions of both historic and contemporary relevance. Students learn both independently and cooperatively, developing skills in problem-solving and decision-making. The ideal candidate will be able to make history come alive for our students, focusing more intently on skill development and learner engagement than on conferring information within the context of a curriculum that privileges interdisciplinary connections and student agency. Responsibilities: Teach the equivalent of two (2) or three (3) year-long History and Global Studies (Economics) classes each year; Continuous professional growth in the content area; Team teach in our annual  NextTerm  minimester, if desired. Qualifications:  A bachelor’s degree; advanced degree preferred; Three years of full-time teaching experience is preferred, but other relevant experience will certainly be considered; Experience developing and teaching AP Economics classes preferred; A love for working with young people; A commitment to a diverse and inclusive community; A passion for teaching in an innovative, experiential, project-based, and student-centered environment; Ability to work collaboratively and effectively with students, parents, faculty, and staff; Personal qualities including resilience, approachability, and kindness; Excellent technology skills and experience integrating technology into the curriculum; A desire to contribute to school life outside of the classroom on a lively boarding school campus. Annual Salary Range: $19,000 to $38,000   The salary will be determined based on the candidate’s experience and qualifications as well as number of classes taught. The Hun School of Princeton is an E-Verify employer. Information regarding E-Verify can be found here:  E-Verify.gov . To apply:    The Hun School of Princeton Employment Application Wed, 06 May 2026 12:28:36 -0400 https://careers.nais.org/jobs/rss/22253632/middle-school-art-teacher https://careers.nais.org/jobs/rss/22253632/middle-school-art-teacher Hillsborough, California, https://www.paycomonline.net/v4/ats/web.php/portal/4E25086C16A854DAA21D0C9C64D6DBB0/jobs/188376 Tue, 05 May 2026 20:19:45 -0400 https://careers.nais.org/jobs/rss/22251137/director-of-equity-and-inclusion-social-studies-teacher https://careers.nais.org/jobs/rss/22251137/director-of-equity-and-inclusion-social-studies-teacher Berkeley, California, Applications for this job psting must be received by May 20th Job Description:  Maybeck High School, a small, independent, college-preparatory high school in Berkeley, seeks a Director of Equity and Inclusion/Social Studies Teacher at 80% beginning July 27, 2026. The Director of Equity & Inclusion plays a key role on the administrative team. This individual will be a strategic leader, systems-builder, and community-oriented facilitator who ensures that Maybeck’s commitments are visible, sustainable, and fully lived across the school. This role balances vision and practice, supporting staff, students, and families through courageous conversations, while embedding equity and belonging into daily school life.  Maybeck’s Mission: We are a vibrant community dedicated to learning, where all forms of diversity can flourish amid mutual support, respect, and responsibility. Through our small classes, high expectations, academic excellence, and programs outside the school, students prepare for college and acquire the tools to engage actively and creatively in the wider world.  Maybeck values experiential education, beginning and ending the year with all-school camping retreats, holding two weeks of immersive learning “Special Programs” in March, and engaging students in a range of elective activities on the weekends.  For more information about Maybeck High School, visit maybeckhs.org . Job Responsibilities: Lead, maintain, and strengthen existing structures (bias protocols, inclusive hiring practices, affinity programs, school-wide programs, etc.), ensuring consistency and institutional memory. Provide strategic leadership on development and implementation of DEI programs and accountability; leads visioning on upcoming strategic planning processes for DEI goals. Helps establish benchmarks for measuring plan effectiveness and builds upon and/or develops rubrics for achieving benchmarks. Partner with Dean of Faculty and Director of Learning Support to coach staff in translating DEI vision into daily practice; provide tools and support for navigating complex conversations and working with staff to ensure curriculum is culturally responsive, representing a wide range of voices and histories, and instruction supports and nurtures all identities.  Partner with the administration team to clarify and advance Maybeck’s equity and inclusion vision, growing from strong values, to sustainable systems, to a bold culture of equity and inclusion.  Family & Community Engagement: Build alignment with families through education, communication, and dialogue, along with supporting family affinity groups.  Collaboration: Work closely with the admin team, Diversity & Equity Committee, Student Support Team and others to ensure shared responsibility for E&I initiatives. Student Leadership & Well-Being: Work with the Diversity & Equity Committee to support students as changemakers by fostering opportunities for agency, identity development, and advocacy; develop strong relationships with students and support their needs around belonging and inclusion. Assembly & Programming: In collaboration with the Diversity and Equity Committee, organize guest speakers, workshops, and school-wide events that celebrate diversity and foster a community of learning.  Community Engaged Learning Program: Partner with a team of leaders to continue implementing curriculum and programming related to community engagement and service learning.  Desired:   Depending on the person’s background and experience, this position would ideally include teaching two semesters of 10th Grade Ethnic Studies and one Social Science elective course per semester connected to the Director of Equity & Inclusion’s area of interest and expertise. Desired Qualifications: Relational leader with strong listening and facilitation skills who leads with patience, humor, resilience, and compassion A systems-thinker who can guide the school toward institutional equity and belonging Ability to hold complexity and maintain focus, hold multiple perspectives, and discomfort Skilled at coaching, conflict navigation, and building capacity in others Strong understanding of equity and inclusion in independent school contexts Experience in social work or school counseling is a plus, but not required Position Details: All staff members at Maybeck High School are compensated according to a step scale based on years of experience and degrees earned. The 80% scale ranges from $66,300 to $101,516 based on background and experience. This 80% position includes medical, dental, and vision benefits, FSA/HSA, life insurance, and a 401K with generous employee match. Master’s Degrees earn an additional $800, PhDs: $1,600. Administrative staff have generous vacation in the summer and flexible hours during school breaks throughout the year. Maybeck sends staff yearly to various professional development opportunities based on staff member’s interests. Mon, 11 May 2026 11:00:46 -0400 https://careers.nais.org/jobs/rss/22243992/social-studies-teacher-part-time https://careers.nais.org/jobs/rss/22243992/social-studies-teacher-part-time Dorset, Vermont, Long Trail School seeks a dedicated and student-focused social studies teacher to join our faculty for the 2026-27 school year in a part-time capacity. Preferred candidates will have a comprehensive understanding of the developmental needs of middle school students, a passion for teaching, relate well to adolescents, and look to contribute to the school community. The position offers the opportunity to work in a small, tight-knit community that prioritizes the school’s core values of kindness, integrity, stewardship, openness, and responsibility. Through relationships with local organizations and our unique natural setting,  opportunities for experiential learning are strongly encouraged. LTS desires a creative, dynamic individual who can share their passions with our students as we strive to provide them with rich, powerful educational experiences both in and out of the classroom.    Qualities of a strong candidate are: The ability to actively engage students through a variety of instructional methods, creating a student-centered experience to engage students. Experience working with middle school students, employing a variety of strategies to engage and support the developmental needs of this age.  Experience with implementing differentiated lesson plans for a variety of learning styles/abilities. Investment in crafting an inclusive, strong learning culture and environment for our students.  Effective communication of clear academic and behavioral expectations.  The ability to effectively communicate with families about academic or behavioral concerns and student progress The strongest candidates will have the drive to engage enthusiastically outside of the classroom through athletics, arts, clubs, and trips.    Qualifications: Minimum of a Bachelor’s degree in History, Education, or a related field 2-3 years of experience working in education.   To apply for this position, please submit the following to Dean of Faculty, Sean Dempsey at sdempsey@longtrailschool.org :   Cover letter outlining your teaching philosophy, experience, and qualifications A current resume/CV Three professional references Fri, 01 May 2026 15:01:49 -0400 https://careers.nais.org/jobs/rss/22215985/high-school-history-teacher-part-time-26-27 https://careers.nais.org/jobs/rss/22215985/high-school-history-teacher-part-time-26-27 Washington, D.C., DEPARTMENT:  History REPORTS TO:  High School History Department Chair SUPERVISES:  N/A DATE:  August 17, 2026 FLSA:  Exempt TYPE OF ROLE:  Part-time COMPENSATION:  Salaried (based on experience) BENEFITS: Benefits eligible (dependent upon course load/FTE status) Note: Applications will be reviewed on a rolling basis.   Georgetown Day School in Washington, D.C. is seeking a High School History teacher. This position is part-time and will include teaching two or three sections of Upper School history courses. We seek an educator who is excited to work with students across the full range of the Upper School, from 9th through 12th grade, and who brings both strong historical scholarship and a deep commitment to engaging, discussion-based teaching. Likely, first-year teaching assignments include our 9th-grade Communities and Change course and 11th-grade U.S. History. Communities and Change is a foundational course that asks students to explore the relationship between local and global histories, with a particular focus on Washington, DC, its communities, and their connections to wider international movements and experiences. U.S. History invites students to examine the American past through multiple perspectives, emphasizing critical thinking, close reading, research, and analytical writing. At GDS, we prioritize community involvement as an essential part of excellent teaching. We seek educators who want to contribute to school life broadly—through advising, collaboration, student support, and participation in the many formal and informal ways that sustain a vibrant school community. Primary Duties and Responsibilities Teach two or three sections of History classes on assigned focus areas. Work collaboratively with other members of the History Department.  Responsible for all aspects of lesson planning, instruction and assessment.  Requires attendance at all department and faculty meetings. Additional Duties and Responsibilities  Additional duties outside this description may be assigned as necessary.   D.C. Wage Transparency Act  Regarding the salary range for this position, GDS follows a  Pay Equity Scale for Teaching Staff  that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience; which correlates to steps on our scale. A teacher entering in their 1st year of full-time teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year and each year of experience equates to approximately $1,000 to 1,500 additional compensation annually. There are additional opportunities on campus for coaching and various stipends, as well.   To Apply   Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org.   Qualifications Education and Experience A Bachelor’s of Arts in History or a related field is required A Master’s degree  Three years or more of history teaching experience, particularly at the high school level or higher is preferred.  Subject matter expertise in the Middle East is especially valued, as we are eager to deepen students’ opportunities to engage with that region’s histories and perspectives within our curriculum in future years. Skills The ability to build an inclusive, intellectually vibrant classroom Comfort working with a wide range of learners in grades 9-12 A commitment to collaboration with colleagues and to the life of the school beyond the classroom Americans with Disability Specifications Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.  Work Environment: Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.   As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways. Mon, 20 Apr 2026 18:56:05 -0400 https://careers.nais.org/jobs/rss/22196133/upper-school-history-teacher-part-time-part-time-durham-nc-us-today https://careers.nais.org/jobs/rss/22196133/upper-school-history-teacher-part-time-part-time-durham-nc-us-today Durham, North Carolina, Durham Academy is accepting applications for a part-time Upper School History teacher to begin August 1, 2026 and teach two classes. Candidates should have some successful experience teaching modern world history and/or United States history. All candidates must have a bachelor’s degree in History or a related field; master's degree preferred.     Our ideal candidate is an experienced History educator with the following qualities: Student-centered approach to teaching Eagerness to build supportive relationships with students in and beyond the classroom Enthusiasm to work actively and collaboratively with colleagues on curriculum development and alignment Willingness to try innovative teaching strategies  Commitment to continued professional growth and a passion for lifelong learning Ability to create and promote an inclusive learning environment Readiness to teach core history classes in either modern world history (9th grade) or United States history (10th grade).   Durham Academy Teachers Are culturally competent and believe in the central importance of diversity and equity in the life of the school. Model a student-centered approach to teaching in an active classroom.  Possess a command of pedagogical best practices, eagerly seek feedback on all aspects of their professional life, and are committed to lifelong professional growth. Collaborate authentically and actively while building and maintaining collegial relationships with colleagues. Are eager to build supportive relationships with students, successful partnerships with  parents/caregivers and participate actively in the life of the school beyond the classroom. Understand that student wellness is central to the student learning experience. Use technology thoughtfully and creatively to enhance teaching and learning. Innovate and experiment to discover the most compelling learning experiences for students.   Our School Founded in 1933, Durham Academy is an all-gender, independent day school with 1,267 students in Pre-kindergarten through grade 12 on three campuses. The purpose of a Durham Academy education is to prepare each student to live a  moral, happy and productive life . DA’s  Strategic Vision  commits to preparing students for life, meeting the needs of our learners and innovating more boldly, with a foundation broadening and deepening our work with diversity, equity and engagement. Durham Academy is accredited by the Southern Association of Independent Schools (SAIS) and a member of the National Association for College Admission Counseling (NACAC), the Southern Association for College Admission Counseling (SACAC) and the National Association of Independent Schools (NAIS).    Diversity, Equity and Engagement Mission Statement Diversity enlivens, improves and enriches the intellectual and social environment of an academic community and encompasses all aspects of humanity including racial identity, sex, religion, sexual orientation, socioeconomic status, ability, age and gender identity. We are committed to an ongoing process to increase the diversity of our community and to implement policies, programs and practices under which all members of our community feel welcomed, empowered, responsible and safe. Amidst our diversity we stand united in the pursuit of academic excellence and development of individual capabilities. Find out more about DA’s commitment to  diversity, equity and engagement here . (Adopted by the Durham Academy Board of Trustees in 2004 and updated in 2008)   Our Employment Policy Durham Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national or ethnic origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.   This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training. see above Sun, 12 Apr 2026 17:30:01 -0400 https://careers.nais.org/jobs/rss/22168886/ethos-online-faculty-social-science https://careers.nais.org/jobs/rss/22168886/ethos-online-faculty-social-science Remote,, ABOUT US In 2017, Ethos School ( Ethos ) was established by Greater Atlanta Christian School ( GAC ). The Mission Statement of Ethos School : “To help each student grow as Jesus did in wisdom, and stature, and in favor with God and man.”  Ethos was founded to cultivate an engaging, relational, and high-quality online learning experience for faith-based schools and homeschool families within a faith-filled context. Ethos now serves over 1,000 students from across the globe with over 100 courses available for grades 4-12.  Ethos School prepares students to lead and succeed in an ever-changing global economy through a transformative, virtual learning experience that is engaging, rigorous, and faith filled.   This innovative faculty position provides high-quality instructions, directions, and support for students in the online classroom environment. Candidates will be hired based on the organization’s current or anticipated staffing needs. Curriculum and Online Class Structure Responsible for implementing existing curriculum in Ethos online learning environments, creating additional assessments and learning activities as needed, and helping students excel at the AP Exams as applicable. Maintain regular synchronous sessions (minimum of ten sessions per semester per section). These sessions should range between 45 minutes to one hour and facilitate student learning. Facilitate and grade all assignments in a timely manner (within 24-72 hours). Enter final course grades after consultation with lead faculty and/or program director by Ethos deadline. Courses must be aligned with GAC face-to-face courses in curriculum, assessments, and outcomes. Communication Maintain regular points of contact at minimum 3 times per week with students either individually or in groups in order to facilitate learning. Communicate regularly with students and their families about classroom activities and student progress. This includes responding to Ethos emails within one business day. Collaborate with GAC teacher of the same course at least weekly.  Actively participate in PLC meetings as determined needed by the Chair of the PLC. Student Engagement and Assessment Manage student behavior to ensure every student is fully engaged. Identify unique student needs and collaborate with team members to effectively address those needs. Actively alert supervisors of drops in students’ grades and/or engagement. Analyzes data from Ethos students in comparison to GAC F2F students.  Uses the data to inform teaching and learning opportunities in Ethos and GAC F2F. Actively participate in regular required job-embedded professional development courses designed for the continual growth of the teaching and learning process at Ethos. Analyze data after the midterm and final exam of each semester with the Academic Dean of Ethos to measure student progress and inform the teaching and learning process. Experience and Education: Relevant teaching experience of 3+ years required, with AP experience in subject area preferred; Bachelor’s degree in subject area is required; a master’s degree is preferred; Experience with reading AP Exams either as Reader or Tablet Leader for College Board is preferred; Previous online teaching experience strongly preferred Current teaching certificate in Secondary Education is required; Knowledge of student cognitive development and various learning styles. Skills and Abilities Excellent interpersonal and communication skills; Outstanding organizational and project management skills with the ability to consistently meet deadlines; Ability to lead classroom and other activities with a heart of Christ and be an example of Christ to our students; Applicant must be able to create a curriculum that meets state/national/College Board and Ethos requirements; Applicant must be able to work with other Ethos educators to facilitate horizontal and vertical alignment of curriculum; Must be committed to the growth and promotion of the subject area at Ethos and in the community; Ability and willingness to reflect and improve instructional practices; Ability to embrace innovation as a tool to teach, engage, and motivate students; Share Ethos’ commitment to differentiated learning and exhibit comprehension of 21st Century learning skills, concepts, and tools; computer literate in software and internet-based applications; Collaborative nature, with the ability to build consensus; Self-motivated and solves problems, asking for input and initiating solutions as appropriate and reasonable; Capacity to quickly learn new software applications; ability to demonstrate good judgment when interacting with students, other faculty, and staff; Share a passion for online education as an effective model for educating students for the future. PHYSICAL REQUIREMENTS Majority of work is performed in front of a computer and on the telephone; must have the ability to use the computer and remain stationary for long periods of time. Manage conversations in person, online and by telephone. Work well under pressure and manage stress well. PRE-EMPLOYMENT REQUIREMENTS Successful background check and reference checking. Acknowledgment and agreement with ETHOS’s Statement of Faith and Community Covenant. ETHOS School Statement of Faith and Community Covenant   QUALIFICATIONS ETHOS  strives to create an inclusive environment that welcomes and values the diversity of the people we serve. We foster fairness and inclusion to create a workplace environment where everyone is treated with respect and dignity.  We are most interested in finding the best candidate for the job that is engaged and passionate about promoting our faith-based mission for our students, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't meet every one of the qualifications listed. Feel free to contact us with any questions about your application. ETHOS is an equal opportunity employer. As allowed by federal law,  ETHOS seeks applicants who are in concert with and will support its mission. https://www.ethosschool.org/ Wed, 01 Apr 2026 12:07:36 -0400