https://careers.nais.org Latest NAIS Career Center Jobs Sat, 09 May 2026 07:08:59 Z https://careers.nais.org/jobs/rss/22238672/diversity-equity-and-inclusion-integrator https://careers.nais.org/jobs/rss/22238672/diversity-equity-and-inclusion-integrator Brooklyn, New York, Mary McDowell Friends School (MMFS) invites applications for a full-time Diversity, Equity, and Inclusion (DEI) Integrator beginning August 2026.     Position Overview The DEI Integrator supports the mission of the school by coordinating the implementation of MMFS diversity and equity efforts throughout the school, including faculty recruitment, development, and retention, student recruitment and retention, curriculum, and school life culture.   Essential Responsibilities and Duties  Provide leadership in the areas of diversity, equity, and inclusion. Collaborate with administrators, faculty, staff, families, and students to implement the diversity and equity action plan.  Create an environment that invites students, families, faculty, administrators, and staff to bring their voices to the conversation and to listen in a respectful and caring manner. Improve MMFS's effectiveness in expanding and retaining students, families, faculty, and staff to better reflect the diversity of New York City and beyond. Work with faculty and staff to embed DEIJ skills across the curriculum. Serve as a resource for faculty in the area of student support. Promote best practices with respect to diversity and equity issues. Support student affinity groups and affinity programming for faculty/staff and parents. Teach a minimum of one course in collaboration with the Assistant Director of DEI In collaboration with the AHoS, DEI plan for and attend MMFS DEI programming. Attend three (one long-distance/two local) professional development conferences annually. Other duties as assigned. Communication: Communicate with all members of our community in a thoughtful and honest manner. Act with integrity and address all conflicts in a professional manner. Complete written reports, evaluations, and projects on an as-needed basis. Diversity and Equity Commitments Understand and participate in all school-wide diversity and equity initiatives. Examine administrative practice through the lens of race, identity, equity, and privilege. Provide an equitable framework for leadership decisions. Support a school culture that allows for social identities to feel welcome. Supervisory Responsibility This position has no supervisory responsibilities.   Position Type/Expected Hours of Work This is a full-time, exempt ten-month position that follows the academic calendar. Days and hours of work are Monday through Friday, 8:00 a.m. to 4:00 p.m. with a half-hour paid lunch; faculty meetings occur every Wednesday from 3:30 p.m. to 5 p.m. Evening and weekend work may be required as job duties demand and will be scheduled in advance.   Travel On occasion, travel between campuses is necessary for meetings, which are scheduled with advance notice and are within walking distance from each other. School trips are also scheduled with advance notice, and this position may be required to chaperone day-long and overnight school trips.   Work Environment & Physical Demands This position requires the ability to maintain the physical capacity required to navigate the school environment and to ensure the safety of the students. The ability to open filing cabinets and bend or stand for long periods of time, as necessary. Classroom locations vary based on student schedules;  this position occasionally ascends/descends stairs to teach from different rooms in the building.   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 the essential functions. Requirements Knowledge, Skills, and Abilities BA in education or related field; special education experience a plus. Previous experience as a teacher and/or DEI practitioner. Strong leadership and interpersonal skills. Strong communication skills, including public presentation skills A commitment to cultivating an anti-racist mindset within themselves and others.  Ability to work cooperatively and collaboratively with all levels of employees, management, and external agencies to maximize performance and problem-solving, and to achieve results. Willingness to learn and adapt to a new environment is required. Proficiency with Microsoft Office and G Suite applications.  Application To apply, please upload a letter of interest, resume, and contact information for three professional references as a .pdf (preferable) or Word document. If your background and experience are appropriate for the position, you will be contacted directly by a member of our search committee.   We offer a rewarding work experience in downtown Brooklyn, NY, where we encourage employees to bring their whole selves to work. We recognize, appreciate, celebrate, and honor our diverse community as we build an awareness of who each individual is and who we are collectively.   Applicants who enhance the diversity of the school's faculty and administration are strongly encouraged to apply. Please visit our  website  for more information on our school and a full list of  vacancies .   In compliance with NYC’s Pay Transparency Act, this position's annual base salary range is $75,000 - $85,000. Mary McDowell Friends School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, essential skills, internal peer equity, and market and organizational considerations when extending an offer.    Equal Employment Opportunity Employment at Mary McDowell Friends School is based solely on qualifications and competence for a particular position, without regard to race, color, ethnic origin, nationality, age, religion, sex, sexual orientation, veteran status, disability, familial status, or any other category protected by the law. Mary McDowell Friends School’s policy of non-discrimination extends to all employment practices, including but not limited to hiring, transfer, promotion, training, compensation, benefits, layoffs, and termination. Wed, 29 Apr 2026 17:02:56 -0400 https://careers.nais.org/jobs/rss/22238599/lower-school-tech-and-engineering-teacher https://careers.nais.org/jobs/rss/22238599/lower-school-tech-and-engineering-teacher New York, New York, The Quad Preparatory School Lower School Tech and Engineering Teacher Anticipated Opening for the 2026-27 School Year   Classification: Exempt Reports to: Associate Academic Director - Lower School Annual Salary Range: $64,000 - $84,000   At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.    As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor non-Quad Prep students onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff.   Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation   WHAT YOU’LL DO   The Quad Preparatory School is looking for a Lower School Tech and Engineering teacher who is able to teach grades K-5 for the 2026–27 school year. The ideal candidates will be able to teach a wide range of elementary computer science courses. Teachers will provide academic instruction and social-emotional support to students in collaboration with our clinicians. Our classrooms consist of no more than ten students, and some classes are taught with no more than five students.    Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians.    Plan and implement high-quality, engaging tech and engineering lessons that are differentiated to meet the learning needs of the students.  Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents. Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children.  Collaborate with the psychosocial teachers in planning and implementing an integrated program for executive functioning within the academic curriculum.  Map and evaluate curriculum. Collaborate with other members of the Specialist teams (art, theater, music, movement) to plan and implement integrated lessons and activities, bridging the academics and the arts. Develop and teach electives. Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs.  Maintain accurate records using both the student information system Veracross as well as carefully managed portfolios of student work to illustrate and record progress and achievement. Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.  Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects.  Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails. Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school.  Utilize Google Suite, in particular Google Drive, Docs, and Sheets.  Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., open houses, Curriculum Night, Carnivale).  Perform other duties as assigned, including, but not limited to leading a student club or elective (during the school day).   Competencies: Love for working with elementary-aged children Strong knowledge of and affinity for computer science, technology, digital citizenship and engineering Desire and ability to work with students with special needs Ability to successfully respond to and manage behavioral challenges Lesson planning and the ability to provide engaging and differentiated instruction Ability to connect with elementary school-aged children Effective oral and written communication A solid understanding of elementary school-aged children’s academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility   Required Education and Experience: Bachelor’s degree in computer science, technology, engineering, special education, education, or a related field. Experience working with elementary school students   Preferred Education and Experience:  Experience as an elementary school computer science teacher. Master’s degree in computer science, technology, engineering, education, or a related field. Special education training, including training in the areas of gifted education and twice-exceptional youth. Computer Science and/or Special Education teaching credential/certification. Experience teaching twice-exceptional youth.   Work Environment:    This job operates in a school setting. The school is located on the 4th floor of the building with an elevator. This role requires regular walking to various locations around the school and occasionally traveling to the Upper School campus approximately two blocks away.    Physical Demands:   While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.     Position Type and Expected Hours of Work:    This is a full-time exempt position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required, anticipate at least three of these events throughout the year. In general, though, hours are Monday–Friday 8am – 4pm.    Compensation and Benefits:    Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us! ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. *** ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org. The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Wed, 29 Apr 2026 15:15:51 -0400 https://careers.nais.org/jobs/rss/22203157/lower-school-associate-teacher https://careers.nais.org/jobs/rss/22203157/lower-school-associate-teacher Brooklyn, New York, Mary McDowell Friends School (MMFS) invites applications for a full-time Lower School Associate Teacher beginning August 2026.     Position Overview Associate Teachers support the mission of the school by overseeing the safety and well-being of the students in advisory, content area classes, core classrooms, and homeroom classes by monitoring and stimulating educational and social-emotional growth within the framework of the school’s mission by collaborating with the teaching partner to implement a curriculum that meets the needs of the MMFS student.   Associate Teachers work alongside experienced classroom teachers to develop skills in working with individual children and small groups, as well as gaining experience and confidence in building relationships with families and communicating about students’ learning and development in person and through documentation.   Essential Responsibilities and Duties  Work in collaboration with their teaching partner to implement parts of the curriculum and gradually assume increased responsibilities. Act as the advocate for homeroom students, supporting each student in their relationships with other teachers and working with the cooperating homeroom teacher to be the primary point person with parents. Supervise homeroom students when participating in division-wide and school-wide activities such as silence, assembly, and meeting special guests. Implement individualized student plans for homework, organization, and behavior. Participating fully in the life of the school, including professional development, MMFS committee, weekly faculty meetings, regular supervisory meetings, and all school silence and staff meetings. Write, edit, and submit timely trimester reports, grades, recommendations, evaluations, and other requests as needed. Duties based on assigned schedules include supervising a study hall, arrival/lunch/dismissal duty, student trips (including overnight trips), and student clubs. Leading a reading and math group independently. Other duties as assigned. Diversity and Equity Commitments Understand and participate in all school-wide diversity and equity initiatives. Examine administrative practice through the lens of race, identity, equity, and privilege. Provide an equitable framework for leadership decisions. Support a school culture that allows for social identities to feel welcome. Supervisory Responsibility This position has no supervisory responsibilities.   Position Type/Expected Hours of Work This is a full-time, exempt ten-month position that follows the academic calendar. Days and hours of work are Monday through Friday, 8:00 a.m. to 3:30 p.m. with a half-hour paid lunch; faculty meetings occur every Wednesday from 3:30 p.m. to 5 p.m. Evening and weekend work may be required as job duties demand and will be scheduled in advance.   Travel On occasion, travel between campuses is necessary for meetings, which are scheduled with advance notice and are within walking distance from each other. School trips are also scheduled with advance notice, and teachers are required to chaperone day-long and overnight school trips.   Work Environment & Physical Demands This position requires the ability to maintain the physical capacity required to navigate the school environment and to ensure the safety of the students. The ability to open filing cabinets and bend or stand for long periods of time, as necessary. Classroom locations vary based on student schedules;  this position occasionally ascends/descends stairs to teach from different rooms in the building.   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 the essential functions.     Requirements  Knowledge, Skills, and Abilities BA in education or related field; special education experience a plus. Ability to work cooperatively and collaboratively with all levels of employees, management, and external agencies to maximize performance and problem-solving, and to achieve results. Willingness to learn and adapt to a new environment is required. Familiarity with new technologies; GSuite and Veracross a plus Commitment to equity and justice, including knowledge and skills related to cultural competency, are desired. Application To apply, please upload a letter of interest, resume, and contact information for three professional references as a .pdf (preferable) or Word document. If your background and experience are appropriate for the position, you will be contacted directly by a member of our search committee.   We offer a rewarding work experience in downtown Brooklyn, NY, where we encourage employees to bring their whole selves to work. We recognize, appreciate, celebrate, and honor our diverse community as we build an awareness of who each individual is and who we are collectively.   Applicants who enhance the diversity of the school's faculty and administration are strongly encouraged to apply. Please visit our  website  for more information on our school and a full list of  vacancies .    In compliance with NYC’s Pay Transparency Act, this position's annual base salary range is $50,000 - $59,000. Mary McDowell Friends School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, essential skills, internal peer equity, and market and organizational considerations when extending an offer.    Equal Employment Opportunity Employment at Mary McDowell Friends School is based solely on qualifications and competence for a particular position, without regard to race, color, ethnic origin, nationality, age, religion, sex, sexual orientation, veteran status, disability, familial status, or any other category protected by the law. Mary McDowell Friends School’s policy of non-discrimination extends to all employment practices, including but not limited to hiring, transfer, promotion, training, compensation, benefits, layoffs, and termination.   Wed, 15 Apr 2026 16:35:54 -0400 https://careers.nais.org/jobs/rss/22203161/middle-school-associate-teacher https://careers.nais.org/jobs/rss/22203161/middle-school-associate-teacher Brooklyn, New York, Mary McDowell Friends School (MMFS) invites applications for a full-time Middle School Associate Teacher beginning August 2026.     Position Overview Associate Teachers support the mission of the school by overseeing the safety and well-being of the students in advisory, content area classes, core classrooms, and homeroom classes by monitoring and stimulating educational and social-emotional growth within the framework of the school’s mission by collaborating with the teaching partner to implement a curriculum that meets the needs of the MMFS student.   Associate Teachers work alongside experienced classroom teachers to develop skills in working with individual children and small groups, as well as gaining experience and confidence in building relationships with families and communicating about students’ learning and development in person and through documentation.   Essential Responsibilities and Duties  Work in collaboration with their teaching partner to implement parts of the curriculum and gradually assume increased responsibilities. Act as the advocate for homeroom students, supporting each student in their relationships with other teachers and working with the cooperating homeroom teacher to be the primary point person with parents. Supervise homeroom students when participating in division-wide and school-wide activities such as silence, assembly, and meeting special guests. Implement individualized student plans for homework, organization, and behavior. Participating fully in the life of the school, including professional development, MMFS committee, weekly faculty meetings, regular supervisory meetings, and all school silence and staff meetings. Write, edit, and submit timely trimester reports, grades, recommendations, evaluations, and other requests as needed. Duties based on assigned schedules include supervising a study hall, arrival/lunch/dismissal duty, student trips (including overnight trips), and student clubs. Other duties as assigned. Diversity and Equity Commitments Understand and participate in all school-wide diversity and equity initiatives. Examine administrative practice through the lens of race, identity, equity, and privilege. Provide an equitable framework for leadership decisions. Support a school culture that allows for social identities to feel welcome. Supervisory Responsibility This position has no supervisory responsibilities.   Position Type/Expected Hours of Work This is a full-time, exempt ten-month position that follows the academic calendar. Days and hours of work are Monday through Friday, 8:00 a.m. to 3:30 p.m. with a half-hour paid lunch; faculty meetings occur every Wednesday from 3:30 p.m. to 5 p.m. Evening and weekend work may be required as job duties demand and will be scheduled in advance.   Travel On occasion, travel between campuses is necessary for meetings, which are scheduled with advance notice and are within walking distance from each other. School trips are also scheduled with advance notice, and teachers are required to chaperone day-long and overnight school trips.   Work Environment & Physical Demands This position requires the ability to maintain the physical capacity required to navigate the school environment and to ensure the safety of the students. The ability to open filing cabinets and bend or stand for long periods of time, as necessary. Classroom locations vary based on student schedules;  this position ascends/descends stairs to teach from different rooms in the building.   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 the essential functions. Requirements Knowledge, Skills, and Abilities BA in education or related field; special education experience a plus. Ability to work cooperatively and collaboratively with all levels of employees, management, and external agencies to maximize performance and problem-solving and to achieve results. Willingness to learn and adapt to a new environment is required. Familiarity with new technologies; GSuite and Veracross a plus  Experience in the special education, private sector, or Independent School system is a plus. Commitment to equity and justice, including knowledge and skills related to cultural competency, are desired. Application To apply, please upload a letter of interest, resume, and contact information for three professional references as a .pdf (preferable) or Word document. If your background and experience are appropriate for the position, you will be contacted directly by a member of our search committee.   We offer a rewarding work experience in downtown Brooklyn, NY, where we encourage employees to bring their whole selves to work. We recognize, appreciate, celebrate, and honor our diverse community as we build an awareness of who each individual is and who we are collectively.   Applicants who enhance the diversity of the school's faculty and administration are strongly encouraged to apply. Please visit our  website  for more information on our school and a full list of  vacancies .   In compliance with NYC’s Pay Transparency Act, this position's annual base salary range is $50,000 - $59,000. Mary McDowell Friends School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, essential skills, internal peer equity, and market and organizational considerations when extending an offer.    Equal Employment Opportunity Employment at Mary McDowell Friends School is based solely on qualifications and competence for a particular position, without regard to race, color, ethnic origin, nationality, age, religion, sex, sexual orientation, veteran status, disability, familial status, or any other category protected by the law. Mary McDowell Friends School’s policy of non-discrimination extends to all employment practices, including but not limited to hiring, transfer, promotion, training, compensation, benefits, layoffs, and termination.  Wed, 15 Apr 2026 16:42:57 -0400 https://careers.nais.org/jobs/rss/22196119/math-science-academic-support-program-teacher https://careers.nais.org/jobs/rss/22196119/math-science-academic-support-program-teacher Cornwall-on-Hudson, New York, The Storm King School is an 8th-12th grade, co-educational, college preparatory boarding/day school of 180 students. Our students come from throughout the US and 23 countries. We are located in the spectacular Hudson Highlands, overlooking the Hudson River and surrounded by 6,000 acres of green space made up of Black Rock Forest and Storm King State Park. The Academic Support Program Math & Science Teacher will be responsible for teaching four sections, coach two seasons and participate in the residential life program. Key Responsibilities: Our Academic Support Program (ASP) courses, serving students who have identified learning differences, use the same rigorous curriculum as The Storm King School’s traditional classes. ASP classes are small, averaging five students, and are designed to meet the specific needs of each student. Classes offer individualized attention and implement organizational strategies and flexible pedagogy designed to boost academic confidence and performance. Classes will include Biology, Environmental Science and Chemistry, and will include Math teaching duties as well, from basic Algebra through Precalculus. Other duties include living in a boy’s dormitory in an attached apartment and acting as one of four residential faculty dorm parents in that dorm, supervising weekend and after-school assignments, coaching sports, and supervising clubs when needed; attending parent/teacher meetings; attending faculty/staff meetings, dorm meetings and others as required; and driving groups of students as needed for athletics, weekend, or other activities. Coaching expertise in any of the following areas preferred: girls basketball, fencing, boy and girls lacrosse and girls soccer. Qualifications Bachelor’s degree required, Master’s degree preferred; candidates with certification and/or training in teaching Advanced Placement preferred Minimum 2-5 years experience preferred Ability to adapt instructional approach to meet the learning needs of a range of students Excellent communication skills Excellent cultural competency and experience working in an internationally diverse community of colleagues, students, and parents New York State Driver’s License required; it can be acquired shortly after being hired Successful completion of background check Salary and Benefits: The salary range for a full-time position is between $50,000-60,000 depending on experience. A full range of benefits are included, including on-campus housing. How to Apply: Please send a cover letter, resume, and three professional references to: Dr. Tim Lance, Associate Head of School via email  employment@sks.org .  Website:   www.sks.org Sun, 12 Apr 2026 10:20:00 -0400 https://careers.nais.org/jobs/rss/22191926/lower-school-learning-support-teacher https://careers.nais.org/jobs/rss/22191926/lower-school-learning-support-teacher New York, New York, Title: Lower School Learning Support Teacher Status: Full Time Start Date: August, 2026 Salary: $55,000 - $95,000   GENERAL OBJECTIVE  The Lower School Learning Support Teacher holds the caseload for the Learning Support Program for Grades 1- 6, helping families navigate educational evaluations and evaluating IESPs. Responsibilities include working directly with individual students and small groups to support academic work across a wide range of subjects and by bringing subject content in alignment with the developmental stages of the students, in harmony with the values and practices of Waldorf education, as well as offering resources for teachers, conducting classroom observations, and acting as a liaison between teachers, parents/guardians, and outside providers.   REPORTS TO   Lower School Chair  College of Teachers   HOURS WORKED  Full-time; exempt. Regular hours are 7:30 am to 3:30 pm, Tuesdays, Thursdays, and Fridays; and 8:00 am – 4:00 pm on Mondays and Wednesdays, with additional hours for faculty and parent meetings, school festivals, class trips, and community events.  Teachers are expected to be on campus two weeks before the start of the school year and two weeks after its conclusion. Lesson preparation beyond the regular workday is expected. Teachers are also asked to remain reasonably reachable during school breaks and summer recess for school planning and communication.    DUTIES AND RESPONSIBILITIES  Teaching and Student Support   Designs and delivers lessons informed by Waldorf methodology, with an emphasis on storytelling, rhythm, imagination, movement, and artistry.  Creates developmentally appropriate, engaging, and well-sequenced lessons that support the academic, artistic, and emotional life of students with a variety of learning needs.  Support the academic progress of Lower School students through small group, individual, and in-classroom assistance  Teach and guide students in Academic Lab in the Lower School on Mondays and Wednesdays  Conduct Student Assessments in grades 1- 6 in alignment with the Lower School Chair  Differentiate instruction to support diverse learning styles and individual student needs  Incorporate culturally responsive pedagogy and inclusive practices into lesson planning and classroom interaction  Collaborate with Class Teachers, Subject Teachers, and Learning Support Team to ensure the well-being and success of students  Maintain a compassionate, respectful, and orderly classroom atmosphere aligned with Rudolf Steiner School’s values and the Principles of Waldorf Education  Regularly assess student work and provide timely, meaningful feedback to students, teachers, and parents  Support class transitions, morning greetings, and end-of-day rituals where applicable  Maintain substitute plans and documentation of lesson plans as needed  May accompany overnight class trips and outings when subject expertise or participation is appropriate or needed    Classroom Environment and Materials  Create and maintain a classroom or teaching space that is inviting, intentional, and reflects the beauty, rhythm, and integrity of Waldorf education  Ensure lesson content is seasonal, curriculum-related, and includes active student work  Maintain teaching materials aligned with Waldorf pedagogy and manage resources and supplies  Prepare the teaching environment at the start of the school year and ensure proper closure and organization at year’s end.  Parent Communication and Community Building  Maintain consistent and proactive communication with parents/guardians regarding curriculum and student progress  Participate in back-to-school nights, parent evenings, and conferences in coordination with Class Teachers  Send a welcome message to families prior to the school year and share curriculum overviews as appropriate  Engage in class and school festivals and supports community life  Collaborate with Class and Subject Teachers to foster a positive class culture and strengthen school-home relationships  Documentation, Assessment, and Reports  Develop summaries of student IESPs or other evaluations to create Personalized Education Plans (PEPs)  Work as the liaison between the DOE, parents, and teachers  Keep accurate and reflective records of student progress and participation  Complete narrative reports for students in their caseload  Use assessments for each class as assigned by grade level and subject area.  Share materials, caseloads, and curriculum plan with the Lower School Chair and mentor (if applicable) prior to the school year  Apply thoughtful, inclusive approaches to assessment that consider developmental readiness, learning differences, and cultural context  Conduct student reviews and support planning with the Learning Support Team and College of Teachers  Leadership and Supervision   Chair the Lower School Learning Support Meetings, sending agendas and keeping minutes  Guide teachers and classroom assistants, interns, or support teachers as it applies to techniques or instructional methods to support learning differences in the classroom  Provide resources, educational opportunities, and techniques for faculty and parents regarding learning differences  Participate in hiring and scheduling processes as needed  Delegate responsibilities appropriately to foster a collegial and respectful working environment  Ensures student safety and supervision throughout all instructional periods.  School Life and Professionalism  Arrive punctually and maintain professional demeanor, attire, and communication  Attend weekly faculty meetings (All Colleagues and Area), professional development, and in-service days  Actively contribute to school festivals, events, and community traditions including but not limited to Fall Fair, May Day, and assemblies  Supports enrollment and outreach efforts, including tours, interviews, and student visiting days  Demonstrate flexibility, cooperation, and a commitment to the school’s mission and shared work  Practice clear, kind, and timely communication with colleagues and families  Honor confidentiality and adhere to all policies outlined in the Employee Handbook  Demonstrates cultural competency and respect for diverse backgrounds, identities, and perspectives in all aspects of teaching, communication, and collaboration.  PROFESSIONAL DEVELOPMENT  Commit to ongoing study and renewal of Waldorf pedagogy and new research regarding students with learning differences through personal study, workshops, and mentoring  Actively participate in Faculty Seminar as requested, mentoring, evaluations, and assigned trainings  Engage in professional learning in areas such as culturally responsive teaching, neurodiversity, and developmentally aligned instruction  Seek and integrate feedback for personal and professional growth    QUALIFICATIONS   Bachelor’s degree required; Master’s degree preferred.  Waldorf Teacher Certification from an AWSNA-recognized institute or equivalent experience required (or a clear path to certification).  Expertise in Special Education and understanding ADHD, autism spectrum disorder, and other learning differences, etc.  Experience in an educational setting, working with students who have diverse learning needs, special education, accommodations, coordinating IESPs/504 plans, direct student support, assessment work, etc.  Good documentation, data-tracking, and associated administrative skills.  Strong understanding of and enthusiasm for Waldorf education.  Commitment to professional growth and collaborative work.  Demonstrated commitment to equity, inclusion, and support for diverse learners.  Must meet all background checks, fingerprinting, and NYC health and safety compliance standards.  Must maintain current First Aid/CPR certification and be compliant with all licensing/training requirements SALARY The salary range for this position is $55,000-$95,000. Steiner provides exceptional benefits, including robust healthcare, professional development, and the opportunity for flexible work during school breaks. To be considered for this position, please send a letter of interest, a resume, and contact information for three references to our employment page .   Rudolf Steiner School, Inc. is a nonprofit, tax-exempt organization incorporated under the laws of New York State and is committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based on race, creed, gender, religion, ancestry, citizenship, sex, sexual orientation, sexual and reproductive health decisions, gender identity, gender expression, predisposing genetic characteristics, disability, national origin, or any other characteristic protected by applicable law. Fri, 10 Apr 2026 08:53:08 -0400 https://careers.nais.org/jobs/rss/22188957/learning-specialist-leave-replacement-lower-division https://careers.nais.org/jobs/rss/22188957/learning-specialist-leave-replacement-lower-division New York, New York, WHY TEACH AT AVENUES? A top-tier school in New York City, offering a truly global education. Teaching and learning through dual language immersion and challenging interdisciplinary projects. A culture of creativity, entrepreneurship and deep collaboration. State-of-the-art technology throughout. Brilliant colleagues, with widely diverse experience, creating a unique educational experience together. There is no place quite like Avenues. DEEP COLLABORATION, CONSTANT EVOLUTION Collaboration here isn't a buzzword: it's woven into everything we do. Teams of English and Spanish or Chinese teachers share two classes of students, collaborating to nurture their students' social, emotional and academic growth. Teacher teams share responsibility for the curriculum and plan together daily. This intense collaboration is challenging as well as exciting: we're always evolving, learning from each other and seeking to improve. Dates of position:  August 21, 2026 - November 2026 THE OPPORTUNITY Avenues is seeking a Learning Specialist (Leave Replacement) to join the team of inspiring educators in the Lower Division, grades 1-5. The Learning Specialist will ensure that students have the skills and support they need to be successful in the immersion program.  Responsibilities The Learning Specialist’s responsibilities will include, but are not limited to, the following: Student Support Support the implementation and enacted Tier 1 support in the classroom in the areas of math and literacy.  Support, supplement, and extend classroom literacy instruction to small groups of students using Orton Gillingham and other research informed methods Push in facilitation as needed for reading, writing, phonics, math, and word study  Administer, score and analyze running records, decoding and encoding assessments Support students writing development within the workshop model using alternative methods as needed Collaboration Work in partnership with other Learning and Language Specialists, members of Student Success Team, classroom teachers, Associate Division Heads, and Division Heads to ensure that each student is progressing in his/her academic skills.    If hired for this leave replacement position, the annual salary range is between $80,000 - $125,000. The salary may vary depending on your professional experience and skills. Because this is a leave replacement position, the salary offered will be prorated against the start and end dates of the position. Competitive benefits for benefits eligible roles include medical, dental, life insurance, 401K savings plan, generous paid time off, family forming benefits, health and wellness benefits and more. Avenues is deeply committed to diversity, equity and inclusion throughout our organization. We strive to uphold a culture in which every colleague feels that they belong, are trusted, and are valued. We welcome applications from candidates of all backgrounds, and strongly encourage candidates from traditionally underrepresented communities or groups to apply. Avenues offers competitive compensation and a generous benefits package.  Avenues upholds the highest standards for safeguarding the physical and emotional wellbeing of children. As an essential aspect of this commitment, all offers are contingent upon successful completion of careful reference and background checks.  What You Bring Superb ability as a teacher with more than 5 years of experience Deep understanding of discipline-specific expertise, either in math or literacy, within the context of a school environment Expertise in applying current assessments specific to your field that will best assess our students and that allow for clear referrals Experience teaching with clear evidence of student learning and growth Profound commitment to ensuring and nurturing children's wellbeing Highly effective collaborator, eager to listen deeply, contribute to a team and achieve goals together Dedication to learning and developing the craft of teaching Very resourceful and adaptive, eager to embrace constant change, growth and learning Bachelor’s degree; graduate degree in education or related field is ideal Professional fluency in English required ELL and/or Special Education background preferred but not required Thu, 09 Apr 2026 13:32:00 -0400 https://careers.nais.org/jobs/rss/22174891/lower-school-psychosocial-teacher https://careers.nais.org/jobs/rss/22174891/lower-school-psychosocial-teacher New York, New York, The Quad Preparatory School Lower School Psychosocial Teacher  Anticipated Opening for the 2026-27 School Year   Classification: Exempt  Reports to: Lower School Clinical Co-Head and/or Lower School Dean of Students Annual Salary Range: $50,000 - $69,000   At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.    As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team, plan, and prep. PROTECTED TIME * Staffing permitted, we strive to provide coverage to allow you to learn from one another, participate in one of our special PD programs, conduct original research, develop special projects, and participate in our initiatives to create the culture YOU want to work in.   EXTRAS You can build a private practice or tutor onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff.   Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation         WHAT YOU’LL DO   The Quad Preparatory School is looking for individuals to fill the role of Psychosocial Teacher in our Lower School program, working with students in grades 1-5, during the 2026-27 school year. Psychosocial teachers work in tandem with the head academic teachers to provide social-emotional and relevant academic (e.g., executive functioning) support to students. Psychosocial teachers also provide social-emotional, self-regulatory, and executive functioning support to students in the milieu of the school day.     Psychosocial  teachers have the opportunity to receive mentorship and support from the Lower School leadership team, academic head teachers, and the clinical staff. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers and clinicians.    Empower students to optimize their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success. Coach students in utilizing psychosocial and executive functioning skills in classes and during work periods and transitions. (Psychosocial teachers do not support academic concepts and skills, rather the social, emotional and executive functioning skills necessary for carrying out academic assignments). Facilitate projects and/or independent activities nurturing the talents and interests of individual students in collaboration with the academic teachers and clinical team.  Establish and continuously monitor students’ individual psychosocial goals and strategies. Assist students with personalized projects and daily living skills as determined by their schedule. Assist academic staff in psychosocial aspects of student interaction. Provide explicit executive function (EF) scaffolding and instruction, including visual supports, pre-planning, and strategies for successful group work. Model executive function and social communication skills, such as flexible thinking, self-monitoring, respectful collaboration, and shared interactive play. Demonstrate and apply strong working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, emotional regulation) in lesson planning and intervention. Apply evidence-based practices responsive to the intensity, complexity, and asynchronous development of gifted and twice-exceptional (2e) learners. Engage in ongoing learning and professional development related to executive function, gifted education, and neurodiversity, informed by curiosity about individual learner profiles. Work cooperatively with school administrators, colleagues, and parents to deliver a fully-integrated, student-centered learning environment for each individual learner. Participate in all training and staff development modules, including reading required books and articles on cutting-edge 2E and other educational developments. Perform other duties as assigned.   Competencies: Love for working with children Desire and ability to work with students with special needs Ability to connect with middle and high school aged students (grades 6-12) Effective oral and written communication A solid understanding of elementary-aged and adolescent children’s social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility   Required Education and Experience: Bachelor’s degree in psychology, education, or related field  One year of paid experience working with children in grades 1-6   Preferred Education and Experience:  Experience working with twice-exceptional youth Crisis prevention and intervention    Work Environment:  This job operates in a school setting. The school is located on the fifth and sixth floors of a building with one elevator. This role requires working in various locations around the school and accompanying students to a local park for outdoor time.   Physical Demands:  While performing the duties of this job, the employee is regularly required to talk and listen. This position is very active and requires standing, walking, bending, kneeling, and stooping all day. The employee must occasionally lift and/or move items under 20 pounds. During fire drills, the employee, unless physically unable, will need to use the stairs to go to ground level from the fourth floor. Typing is required for composing emails and writing reports. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   Position Type and Expected Hours of Work:  This is a full-time position in an educational facility which is open eight hours a day. Teachers work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required. In general, though, hours are Monday-Friday 8am - 4pm.   Compensation and Benefits:  Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program.   Want to learn more about Quad Prep? Connect with us!   ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. ***   ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Fri, 03 Apr 2026 10:18:24 -0400 https://careers.nais.org/jobs/rss/22174888/lower-school-psychosocial-assistant https://careers.nais.org/jobs/rss/22174888/lower-school-psychosocial-assistant New York, New York, The Quad Preparatory School Lower School 1:1 Psychosocial Assistant Anticipated Opening for 2026-2027 School Year     Classification: Non-Exempt  Reports to: Lower School Clinical Co-Head Annual Salary Range: $34,000 - $48,000   At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.    As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff.   Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation   WHAT YOU’LL DO   The Quad Preparatory School is looking for 1:1 psychosocial assistants in our Lower School program (Kindergarten-5th grade) for the 2026-2027 school year. As a psychosocial assistant, your main role is to implement psychosocial strategies and interventions with the student that you are paired with. This student will be a student in a Lower School classroom, so you will be working directly as a team with their Head Academic Teachers, their Psychosocial Teacher, and their Associate Teacher. In addition, you will be working collaboratively with your students' clinical team (counselor, occupational therapist, speech-language therapist, and possibly a learning specialist) to ensure that you are meeting your students’ needs and creating a successful learning environment for them.   Psychosocial assistants  have the opportunity to receive mentorship and support from the Lower School Clinical Director, classroom head and associate teachers, and the clinical staff, including licensed speech and language pathologists, occupational therapists, and psychologists. You will receive significant professional development and experience working with twice-exceptional youth while being mentored by veteran special education teachers and clinicians.    Expectations: The Quad Preparatory School is looking for a 1:1 Psychosocial Assistant. Duties include: Work primarily with one assigned student to support all areas of learning, including academic content, psychosocial goals, and implementation of behavioral plans; Track psychosocial and executive functioning goals for assigned student; Engage in data collection to monitor psychosocial progress Collaboratively write progress reports for assigned student; Ensure safety of student, through use of Crisis Prevention techniques; Support other students as instructed by supervisor; with classroom team, implement general classroom supports and routines Assist with providing support for students throughout the day (e.g. during outdoor recess, academic work periods, specials, lunch and snack) Assist assigned student with transitions between classes and activities; includes use of visual timers, reminders prior to transitions, prompts and praise for transitioning Implement instructional activities (provided by teachers) driven by student learning styles and multiple assessment alternatives, when students may need a break from group learning; Empower student to take charge of their learning by providing all necessary scaffolding and modeling, materials, and consistently maintaining a high level of expectation for student success; Demonstrate and apply working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation) in daily instruction and intervention. Apply executive function frameworks consistently in treatment planning, instructional support, and behavioral interventions.   Collaborate with all academic and clinical staff members to support student in daily tasks and enrich learning experiences, and implement classroom-wide supports and routines as directed. Work cooperatively with school administrators, special support personnel, colleagues, and parents to deliver a fully-integrated, student-centered learning environment for assigned student; Apply evidence-based practices responsive to the intensity, complexity, and asynchronous development of gifted and twice-exceptional (2e) learners. Demonstrate curiosity and actively learn about the cognitive, social-emotional, and executive functioning profiles of gifted and 2e students. Participate in all training and staff development modules, including reading required books and articles on cutting-edge 2E and other educational developments; Must be able to use GSuite, specifically Google Drive; Perform other duties as assigned   Competencies: Love for working with children Desire and ability to work with students with special needs Ability to connect with older elementary school-aged children Experience in crisis intervention Providing engaging instruction Effective oral and written communication A solid understanding of elementary school-aged children’s academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility   Required Education and Experience: Bachelor's Degree Crisis management experience   Work Environment:  This job operates in a school setting. The school is located on the 4 th floor of the building with an elevator. This role requires regular walking to various locations around the school and occasionally traveling to the Upper School campus approximately two blocks away.    Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must be able to lift and/or move items above or around 100 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.    Position Type and Expected Hours of Work:    This is a full-time non-exempt position in an educational facility which is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required. In general, though, hours are Monday-Friday 8am - 4pm.    Compensation and Benefits:  Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program.   Want to learn more about Quad Prep? Connect with us!     Want to learn more about Quad Prep? Connect with us!   ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. *** ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Fri, 03 Apr 2026 10:15:58 -0400 https://careers.nais.org/jobs/rss/22174877/testing-center-coordinator https://careers.nais.org/jobs/rss/22174877/testing-center-coordinator New York, New York, The Testing Center Coordinator supports and manages the Testing Center, which serves Middle and Upper School students who require accommodations such as extra time or a separate location. Responsibilities include scheduling and coordinating testing logistics with faculty, providing support to students, and proctoring assessments in a structured and organized environment. This role reports to the Director of Academic Support and Solutions. Responsibilities include: Provide attentive proctoring during testing sessions to maintain a secure and positive testing environment. Ensure adherence to all testing protocols and procedures. Organize and prepare all necessary materials for testing. Manage the Testing Center schedule in collaboration with teaching faculty to ensure a controlled environment that doesn’t exceed capacity.  Enforce start and end times of multiple testing sessions running simultaneously. Monitor the testing environment to prevent disruptions and ensure that students are following Testing Center guidelines. Provide support for students as needed. Maintain accurate records of testing sessions. Communicate effectively with teachers, students, the Academic Support team, and administrators regarding testing schedules, procedures, and accommodations. Work closely with the Academic Support team to ensure that all necessary accommodations for students are implemented in the Testing Center and effectively communicated to faculty and students. Qualifications: Bachelor’s degree.  Strong organizational skills, effective communication abilities, and a compassionate approach to working with students. Previous experience in educational settings or working with students with learning plans is preferred. Availability to work during Testing Center hours, including before, during, or after school. Commitment to diversity, equity, and inclusion. Positivity, flexibility, collaboration skills, and a sense of humor. The full-time salary range for this position is $50,000-$65,000. When extending an offer for employment, Trevor Day School bases the salary upon several factors that include (but are not limited to) the scope and responsibilities of the position, the candidate’s work experience, education, training, key skills, and peer salary equity. The school also offers a competitive benefits package. Trevor Day School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. We celebrate diversity and are committed to creating an inclusive environment for all employees.   Thu, 09 Apr 2026 15:59:49 -0400 https://careers.nais.org/jobs/rss/22174895/speech-language-pathologist https://careers.nais.org/jobs/rss/22174895/speech-language-pathologist New York, New York, The Quad Preparatory School Speech-Language Pathologist (Full-time & Part-time) Anticipated Opening for the 2026-27 School Year Classification: Exempt Reports to: Upper School Co-Head, Clinical  Annual Salary Range for Full-time Equivalent: $65,000 - $85,000     At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.    As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff.   Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation   WHAT YOU’LL DO  The Quad Preparatory School is looking for full-time and part-time speech-language pathologists to join our Lower and Upper School division for the 2026-27 school year. The Lower School SLP works with a caseload of lower school (i.e., K-6th grade) students. The Upper School SLP works with a caseload of middle school and high school (i.e., 6th-12th grade) students. Clinical services in our school are provided in a highly collaborative and integrated manner so as to generalize skills for success in natural and nuanced environments. Our speech-language staff play an integral role in maintaining the social-cognitive support integrated throughout our program, which is a foundational aspect of The Quad Preparatory School. In addition to addressing students’ social-cognitive needs, our speech and language team provides language-based intervention. The SLP will have the opportunity to receive mentorship from senior clinicians, as well as through our consultative services provided by members of the Social Thinking® Training and Speakers’ Collaborative.   Expectations: Provide individual and group speech and language therapy to students based on individualized treatment plans Use a social-cognitive framework and the school’s specific psychosocial curriculum for pragmatic language therapy, based on the foundations of the Social Thinking® methodology and treatment tools Provide language-based literacy intervention and support academic staff in implementation of literacy strategies Screen students for possible speech and/or language delays/disabilities when concern is reported by parent(s) or teacher(s) or at clinician’s discretion with supervisor approval Advise and coach teachers and staff in regards to each child's individual social and language-based needs Collaborate with other clinical staff and academic staff to integrate explicit instruction in executive functioning and social cognitive skills in academic classes throughout the school day Participate in calls with outside providers and parents as much as is needed and at a minimum of once per month for each family Meet with parents/guardians to provide feedback on pupils’ progress as needed and minimum at scheduled parent-teacher conferences Participate in weekly Psychosocial Team meetings with all faculty and staff Actively participate in supervision sessions with direct supervisor Demonstrate working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation). Apply EF frameworks consistently in treatment planning and intervention. Demonstrates curiosity and actively learn about the cognitive, social-emotional, and EF profiles of gifted and twice-exceptional (2e) learners. Apply evidence-based practices that reflect the intensity, complexity, and asynchronous development common in gifted populations. Engage in ongoing professional development related to EF, gifted education, and neurodiversity. Utilize school’s platforms for staff-family and staff-student communication, goal tracking, etc., including Zoom, Google Suite, Altitude Learning platform Complete session notes, other data tracking of student goals, and report cards Perform other duties as assigned     Competencies: Passion for working with children Desire and ability to work with students with special needs Ability to connect with middle and high school- age children Knowledge of various clinical interventions and use of a collaborative approach to meet the unique needs of each child Effective oral and written communication skills A solid understanding of adolescent children’s academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility     Required Education and Experience: Master’s degree in speech-language pathology/communication sciences and disorders New York State licensure (or eligible) in speech-language pathology ASHA certification Experience working with lower school or middle school and high school-age students Experience working with children with varying learning needs Experience with social-cognitive interventions   Preferred Education and Experience:  Experience working with twice-exceptional youth     Work Environment:  This job operates in a school setting. The Lower School is located on the 4th floor of the building with an elevator. The Upper school is located on the ground, fifth, and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the other campus approximately two blocks away.   Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.     Position Type and Expected Hours of Work:  This is a full-time exempt or part-time position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required, anticipate at least three of these events throughout the year. In general, though, hours are Monday-Friday 8am - 4pm.    Compensation and Benefits:  Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us!   ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. *** ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Fri, 03 Apr 2026 10:23:18 -0400 https://careers.nais.org/jobs/rss/22152634/learning-support-specialist https://careers.nais.org/jobs/rss/22152634/learning-support-specialist Lake Placid, New York, Learning Support Specialist This  Learning Support Specialist  will assist in supporting our middle school students and their unique learning styles. The ideal candidate will have demonstrated skills and experience in evaluating and aiding children with various learning strengths and challenges. This teacher will be responsible for teaching a full course load of learning support classes as well as serving as a houseparent. A candidate must also demonstrate excellent communication and collaboration skills, creativity, and a high degree of self-direction and flexibility. Major Responsibilities 1) Student Relationships Creating an inclusive, welcoming, learning-motivated classroom environment where students’ voices are celebrated. Be attuned to the specific learning needs and social and emotional development of each student. Serve as a houseparent in a house of 8-12 students; provide instruction in health, wellness, and character education while coaching, mentoring, and counseling. Provide academic support for students outside of class time (answering homework questions, providing extra writing help, etc.), as needed. 2) Learning Facilitate age-appropriate exploratory, investigative, and challenging instruction. Plan instruction that inspires enthusiasm and confidence. Bring Experience with skill-building strategies and tools of learning support such as mnemonics, graphic organizers, webs and two column notes for enhancing comprehension, visualizing, making inferences, drawing conclusions and synthesizing information Create learning experiences by incorporating a range of instruction modalities. Assess understanding using a variety of formative and summative assessments. Utilize assessment feedback to adjust instruction and continuously improve student learning. Use technology creatively and effectively in a one-to-one laptop environment. Attend and collaborate in the organization of annual overnight educational trips. Actively pursue student-centered professional learning opportunities aligned with school goals and initiatives. 3) Community Active collaboration with other middle school teachers, educators, and specialist teachers to develop curriculum, plan trips, interdisciplinary learning opportunities, and special projects. Communicate regularly with parents regarding curriculum, student progress, and course placements. Be a positive and contributing member of the school community. Supervise students in other roles such as recess, lunch, field trips, etc. Participate actively in department, grade-level team, and faculty meetings as scheduled. Pursue relevant opportunities for professional growth and development. See here for a comprehensive overview of this position and how to apply. Thu, 26 Mar 2026 15:06:51 -0400 https://careers.nais.org/jobs/rss/22107275/lower-school-associate-art-teacher https://careers.nais.org/jobs/rss/22107275/lower-school-associate-art-teacher Brooklyn, New York, Mary McDowell Friends School (MMFS) invites applications for a full-time Lower School Associate Art Teacher beginning August 2026. Position Overview Associate Teachers support the mission of the school by overseeing the safety and well-being of the students in advisory, content area classes, core classrooms, and homeroom classes by monitoring and stimulating educational and social-emotional growth within the framework of the school’s mission by collaborating with the teaching partner to implement a curriculum that meets the needs of the MMFS student. Associate Teachers work alongside experienced classroom teachers to develop skills in working with individual children and small groups, as well as gaining experience and confidence in building relationships with families and communicating about students’ learning and development in person and through documentation. Essential Responsibilities and Duties Work in collaboration with their teaching partner to implement parts of the curriculum and gradually assume increased responsibilities. Act as the advocate for homeroom students, supporting each student in their relationships with other teachers and working with the cooperating homeroom teacher to be the primary point person with parents. Supervise homeroom students when participating in division-wide and school-wide activities such as silence, assembly, and meeting special guests. Implement individualized student plans for homework, organization, and behavior. Participating fully in the life of the school, including professional development, MMFS committee, weekly faculty meetings, regular supervisory meetings, and all school silence and staff meetings. Write, edit, and submit timely trimester reports, grades, recommendations, evaluations, and other requests as needed. Duties based on assigned schedules include supervising a study hall, arrival/lunch/dismissal duty, student trips (including overnight trips), and student clubs. Leading a reading and math group independently. Other duties as assigned. Diversity and Equity Commitments Understand and participate in all school-wide diversity and equity initiatives. Examine administrative practice through the lens of race, identity, equity, and privilege. Provide an equitable framework for leadership decisions. Support a school culture that allows for social identities to feel welcome. Supervisory Responsibility This position has no supervisory responsibilities. Position Type/Expected Hours of Work This is a full-time, exempt ten-month position that follows the academic calendar. Days and hours of work are Monday through Friday, 8:00 a.m. to 3:30 p.m. with a half hour paid lunch; faculty meetings occur every Wednesday from 3:30 p.m. to 5 p.m. Evening and weekend work may be required as job duties demand and will be scheduled in advance. Travel On occasion, travel between campuses is necessary for meetings, which are scheduled with advance notice and are within walking distance from each other. School trips are also scheduled with advance notice, and teachers are required to chaperone day-long and overnight school trips. Work Environment & Physical Demands This position requires the ability to maintain the physical capacity required to navigate the school environment and to ensure the safety of the students. The ability to open filing cabinets and bend or stand for long periods of time, as necessary. Classroom locations vary based on student schedules; this position occasionally ascends/descends stairs to teach from different rooms in the building. 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 the essential functions. Requirements Knowledge, Skills, and Abilities BA in education or related field; special education experience a plus. Ability to work cooperatively and collaboratively with all levels of employees, management, and external agencies to maximize performance and problem-solving and to achieve results. Willingness to learn and adapt to a new environment is required. Proficiency with Microsoft Office and G Suite applications. Commitment to equity and justice, including knowledge and skills related to cultural competency, are desired. Application To apply, please upload a letter of interest, resume, and contact information for three professional references as a .pdf (preferable) or Word document. If your background and experience are appropriate for the position, you will be contacted directly by a member of our search committee.   We offer a rewarding work experience in downtown Brooklyn, NY, where we encourage employees to bring their whole selves to work. We recognize, appreciate, celebrate, and honor our diverse community as we build an awareness of who each individual is and who we are collectively. Applicants who enhance the diversity of the school's faculty and administration are strongly encouraged to apply. Please visit our  website  for more information on our school and a full list of  vacancies .   In compliance with NYC’s Pay Transparency Act, this position's annual base salary range is $50,000 - $59,000. Mary McDowell Friends School considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, essential skills, internal peer equity, and market and organizational considerations when extending an offer. Equal Employment Opportunity Employment at Mary McDowell Friends School is based solely on qualifications and competence for a particular position, without regard to race, color, ethnic origin, nationality, age, religion, sex, sexual orientation, veteran status, disability, familial status, or any other category protected by the law. Mary McDowell Friends School’s policy of non-discrimination extends to all employment practices, including but not limited to hiring, transfer, promotion, training, compensation, benefits, layoffs, and termination. Tue, 10 Mar 2026 10:16:17 -0400