https://careers.nais.org Latest NAIS Career Center Jobs Sat, 09 May 2026 07:39:38 Z https://careers.nais.org/jobs/rss/22259708/upper-school-math-teacher https://careers.nais.org/jobs/rss/22259708/upper-school-math-teacher St. Louis, Missouri, Summary The Secondary Math Teacher is a student-centered teaching role within Principia School’s Upper School. The teacher designs and delivers engaging mathematics instruction that emphasizes conceptual understanding, problem solving, and the meaningful application of skills. Using a variety of instructional strategies, the teacher supports diverse learners, fosters critical thinking, and encourages students to take ownership of their learning. In addition to classroom instruction, the Secondary Math Teacher mentors students as a teacher, character educator, and advisor, contributing to a supportive and inclusive learning environment grounded in Principia’s commitment to character education. This role also includes participation in experiential education initiatives, such as chaperoning school activities, social events, and trips, and active engagement in the broader life of the school community. Who We Are At our award-winning Early Childhood through grade 12 Principia School in St. Louis, Missouri, and top-ranked Principia College in Elsah, Illinois, Principia faculty and staff make up a close-knit community of educators, coaches, and professionals taking a distinct approach to education—blending academic excellence with Christian Science-based character education. Principia’s team of over 500 employees supports not only Principia School and Principia College, but also a worldwide network of alumni and friends.? At Principia School, our core value is  LOVE . Love and its attributes underpin our foundational beliefs as well as our educational approach. We focus on developing the whole child—intellectually, physically, mentally, socially, and spiritually, preparing students for the next steps in life. We foster a challenging yet supportive environment where character unfolds naturally, and talent is cultivated through boundless opportunities. Character education plays an essential role in every aspect of the student experience, and classroom work is augmented by character trips, leadership development, and real-world, hands-on, project-based learning. Principia employees are part of an engaging academic community preparing students to be tomorrow’s leaders, thinkers, and changemakers. We strive to create a  collaborative and inclusive environment where everyone feels they belong and are valued. Primary Responsibilities Display a strong interest in and commitment to working with Upper School students (grades 9–12) Model enthusiasm and love for mathematics and its applications Plan lessons that invoke student interest and ownership, connect learning to real-life situations, and meet the needs of future-ready learners to make the content relevant and meaningful Integrate technology effectively in a 1:1 laptop environment to enhance and redefine learning Incorporate future-ready skills and STEM best practices to foster critical thinking, problem-solving, collaboration, research, and communication skills Differentiate process, product, and content to support a wide range of learners and help each student recognize their unlimited potential Teach various mathematics courses with an understanding of each course’s place within the overall departmental scope and sequence Collaborate as a member of the Math Department to support curricular and instructional goals, including weekly meetings Pursue ongoing professional development and apply best educational practices while contributing to a professional learning community Handle discipline situations effectively in ways that support student character growth Secondary Responsibilities Demonstrates a strong interest and commitment to working with a wide range of students, helping them feel successful and recognize their unlimited potential Demonstrates commitment to preparing students to be thoughtful, informed, and active citizens Recognizes character education as an essential and natural part of daily classroom and ensemble instruction Collaborates effectively with colleagues, coaches, parents, houseparents, and administrators to support shared curricular, instructional, and student-life goals Supports mutual curricular and instructional goals with Upper School colleagues through collaboration and regular communication Participates as a member of a departmental team, including attending at weekly meetings and collaborative planning Serves as an advisor to a group of 8-10 Upper School students Supports innovative and engaging student recruitment and retention efforts Pursues ongoing professional development, applies best educational practices, and contributes to a professional learning community focused on continuous improvement. Participates in required professional development on Monday and Wednesday afternoons Fulfills all responsibilities expected of a faculty member, including curriculum development, lesson planning, grading and assessment, administrative tasks, meetings, supervision, family communication, and participation in school events as assigned Lead and mentor small groups of students as a Crew Leader, including oversight during fall Character Trips and active participation in House activities Attends and supports curricular trips, festivals, service-learning performance opportunities, and school activities, including chaperoning social events and travel Performs other duties as assigned in support of the school’s mission and programmatic needs Core Competencies Principia values the unique strengths each employee brings to their role. The following competencies are especially important for success at Principia: Continuous Learning & Expertise: Demonstrates mastery in your area of responsibility and seeks opportunities for professional growth and development. Accountability & Results Orientation: Manages time and priorities effectively, meets commitments, and consistently delivers high-quality outcomes. Problem Solving & Judgment: Approaches challenges thoughtfully, considers multiple perspectives, and makes sound, timely decisions that support institutional goals. Proactivity & Ownership: Takes initiative, anticipates needs, and drives projects forward with minimal supervision while taking responsibility for outcomes. Excellence & Attention to Detail: Produces accurate, polished, and high-quality work; continuously looks for ways to improve systems, processes, and results. Service Orientation: Builds positive, supportive relationships and responds promptly and professionally to the needs of students, colleagues, and other stakeholders. Collaboration & Collegiality: Works cooperatively across departments and teams; values input from others and contributes to a positive, respectful environment. Communication: Shares information clearly and concisely; listens carefully to others and adjusts communication style for different audiences and situations. Inclusion & Belonging: Demonstrates respect for all people; values diverse perspectives and fosters a culture of inclusion, belonging, and mutual respect. Culture & Team Building: Fosters a culture of trust, collaboration, and open communication; demonstrates genuine care for team members’ well-being and development. Minimum Qualifications Student of Christian Science preferred  Supportive of Principia’s guiding statements as articulated here:  https://www.principia.edu/about/guiding-statements   Bachelor's degree in mathematics or a closely related field required, with sufficient coursework to teach high school math through advanced levels (including Statistics) Master's degree in mathematics or master’s in education with a minimum of 18 graduate credit hours in mathematics preferred Ability or experience teaching dual credit math courses (particularly statistics) preferred, or experience teaching AP statistics Teaching certification preferred, and required within two years of hire Experience teaching a diverse population of students and in varied school environments preferred The statements above describe the general nature and level of work but are not a complete list of responsibilities and are subject to change at the discretion of Principia.  Compensation and Benefits We offer a competitive salary range for this position, starting at $51,000 annually for candidates with a bachelor's degree and no prior teaching experience. Salary is commensurate with degree and years of teaching experience. In addition to salary, our comprehensive total rewards package includes: Generous Employee Tuition Discount: Enjoy a 90% discount on tuition (pro-rated for part-time staff) for your eligible children enrolled from Pre-K3 through College (infant and acorn programs excluded). Relocation: Principia provides a relocation reimbursement of up to 12% of your annual salary, when moving from outside a radius of more than 50 miles. Professional Development: Access to learning opportunities, training programs, and career growth support. Comprehensive Benefits: Learn more about all our benefits here, including comprehensive health, dental, and vision plans, paid time off, a 403(b) retirement plan with Principia matching, and more. Fri, 08 May 2026 00:17:30 -0400 https://careers.nais.org/jobs/rss/22262117/assistant-early-childhood-teacher https://careers.nais.org/jobs/rss/22262117/assistant-early-childhood-teacher North Bethesda, Maryland, Summary Description: Green Acres School is seeking a full-time assistant early childhood teacher to join our dynamic staff community for the 2026–2027 school year.  The assistant teacher works in collaboration with the pre-k, kindergarten, and specials teachers to implement a program that promotes social, emotional, cognitive, and physical development of each child in the program.  This teacher will support in addressing multiple needs within lively classroom atmospheres.  Responsibilities: Build positive, nurturing relationships with students Assist teachers in preparing and facilitating classroom activities Engage students in small groups or one-on-one during homecorner, choice time, and outdoor play Accompany  homecorner groups to specials and support specials teachers as needed Support with daily routines and maintenance  Support teachers with snack and lunch in accordance with OCC regulations  Help children dress for outside play and changing after accidents as needed Set up for rest time Support daily clean-up and maintenance of classroom and outdoor materials Work with teachers to create and maintain classroom documentation and displays Ability to lift up to 25lbs (must be able to lift children on/off swings, help with climbing on outdoor equipment, etc.) Fulfillment of all OCC teacher training, licensing, and background requirements  To apply: Send a cover letter, Green Acres School Employment Application form (https://www.greenacres.org/uploaded/June_2025_Application_for_Employment_Fillable.pdf), resume, and statement of educational philosophy to employment@greenacres.org. All items are necessary for an application to be considered. Questions may be addressed to employment@greenacres.org or 301.881.4100. A bachelor’s degree is required; an advanced degree is preferred.  Previous experience relevant to this position. A sincere love of working with children and a love of teaching. Curiosity and a growth mindset. Fri, 08 May 2026 10:56:39 -0400 https://careers.nais.org/jobs/rss/22259707/upper-school-art-teacher-ceramics https://careers.nais.org/jobs/rss/22259707/upper-school-art-teacher-ceramics St. Louis, Missouri, Summary The Ceramics Faculty role is a creative, skilled, and student-centered teaching position within the Upper School Visual Arts Department at Principia School. The teacher leads foundation through advanced ceramics courses, guiding students in hand-building, wheel-throwing, glazing, and sculptural processes within a safe, inclusive, and process-driven studio environment. Through thoughtful instruction and mentorship, the ceramics faculty member fosters technical skill, creative risk-taking, critical thinking, and the development of each student’s artistic voice. Depending on experience and departmental needs, the ceramics faculty member may also contribute to additional visual arts courses such as Painting, Sculpture, or Integrated Studies, and collaborate on interdisciplinary projects. As a member of Principia’s close-knit, mission-driven community, this role includes participation in curriculum development, student advising, and broader school life while supporting Principia’s commitment to character education, creative exploration, and spiritual growth grounded in Christian Science values. Who We Are At our award-winning Early Childhood through grade 12 Principia School in St. Louis, Missouri, and top-ranked Principia College in Elsah, Illinois, Principia faculty and staff make up a close-knit community of educators, coaches, and professionals taking a distinct approach to education—blending academic excellence with Christian Science-based character education. Principia’s team of over 500 employees supports not only Principia School and Principia College, but also a worldwide network of alumni and friends.  At Principia School, our core value is  LOVE . Love and its attributes underpin our foundational beliefs as well as our educational approach. We focus on developing the whole child—intellectually, physically, mentally, socially, and spiritually, preparing students for the next steps in life. We foster a challenging yet supportive environment where character unfolds naturally, and talent is cultivated through boundless opportunities. Character education plays an essential role in every aspect of the student experience, and classroom work is augmented by character trips, leadership development, and real-world, hands-on, project-based learning. Principia employees are part of an engaging academic community preparing students to be tomorrow’s leaders, thinkers, and changemakers. We strive to create a  collaborative and inclusive environment  where everyone feels they belong and are valued. Primary Responsibilities     Teach Ceramics and Art courses for grades 9–12 at foundation through advanced levels, emphasizing creativity, critical thinking, collaboration, visual literacy, craftsperson-ship, and student voice Design authentic and transferable learning experiences that connect studio practice to students’ lived experiences, contemporary issues, sustainability, and community Evaluate student learning using clear rubrics that emphasize process, habits, and final work, providing constructive feedback that supports student agency Support students in portfolio development, exhibitions, and community-based art opportunities Demonstrate strong commitment to working with a wide range of students, helping each feel successful and recognize their unlimited potential Prepare students to be thoughtful, informed, and active citizens through inquiry, reflection, and artmaking Integrate character education naturally into daily classroom and studio instruction Collaborate effectively with colleagues, coaches, parents, houseparents, and administrators to support shared curricular, instructional, and student-life goals Support mutual curricular and instructional goals with Upper School colleagues through regular communication and collaboration Participate as an active member of the Visual Arts Department through weekly meetings, collaborative planning, curriculum development, and program review Manage and maintain the ceramics studio and equipment, including kilns, wheels, pug mill, slab roller, tools, and safety procedures Oversee clay and glaze systems, including reclaiming and recycling materials using an industry-grade pug mill Manage the studio budget and procurement of materials with sustainability and responsible resource use in mind Secondary Responsibilities Demonstrates a strong interest and commitment to working with a wide range of students, helping them feel successful and recognize their unlimited potential Demonstrates commitment to preparing students to be thoughtful, informed, and active citizens Recognizes character education as an essential and natural part of daily classroom and ensemble instruction Collaborates effectively with colleagues, coaches, parents, houseparents, and administrators to support shared curricular, instructional, and student-life goals Supports mutual curricular and instructional goals with Upper School colleagues through collaboration and regular communication Participates as a member of a departmental team, including attending at weekly meetings and collaborative planning Serves as an advisor to a group of 8-10 Upper School students Supports innovative and engaging student recruitment and retention efforts Pursues ongoing professional development, applies best educational practices, and contributes to a professional learning community focused on continuous improvement. Participates in required professional development on Monday and Wednesday afternoons Fulfills all responsibilities expected of a faculty member, including curriculum development, lesson planning, grading and assessment, administrative tasks, meetings, supervision, family communication, and participation in school events as assigned Lead and mentor small groups of students as a Crew Leader, including oversight during fall Character Trips and active participation in House activities Attends and supports curricular trips, festivals, service-learning performance opportunities, and school activities, including chaperoning social events and travel Performs other duties as assigned in support of the school’s mission and programmatic needs  Core Competencies   Principia values the unique strengths each employee brings to their role. The following competencies are especially important for success at Principia: Continuous Learning & Expertise:  Demonstrates mastery in your area of responsibility and seeks opportunities for professional growth and development. Accountability & Results Orientation:  Manages time and priorities effectively, meets commitments, and consistently delivers high-quality outcomes. Problem Solving & Judgment:  Approaches challenges thoughtfully, considers multiple perspectives, and makes sound, timely decisions that support institutional goals. Proactivity & Ownership:  Takes initiative, anticipates needs, and drives projects forward with minimal supervision while taking responsibility for outcomes. Excellence & Attention to Detail:  Produces accurate, polished, and high-quality work; continuously looks for ways to improve systems, processes, and results. Service Orientation:  Builds positive, supportive relationships and responds promptly and professionally to the needs of students, colleagues, and other stakeholders. Collaboration & Collegiality:  Works cooperatively across departments and teams; values input from others and contributes to a positive, respectful environment. Communication:  Shares information clearly and concisely; listens carefully to others and adjusts communication style for different audiences and situations. Inclusion & Belonging:  Demonstrates respect for all people; values diverse perspectives and fosters a culture of inclusion, belonging, and mutual respect. Leadership:  Inspires and guides others with clarity, compassion, and accountability; supports individual and team growth in alignment with Principia’s mission and goals. Culture & Team Building:  Fosters a culture of trust, collaboration, and open communication; demonstrates genuine care for team members’ well-being and development. Resource Stewardship:  Manages budgets, time, and resources responsibly and strategically to achieve departmental and institutional objectives. Minimum Qualifications     Student of Christian Science preferred  Supportive of Principia’s guiding statements as articulated here:  https://www.principia.edu/about/guiding-statements   Master’s degree in Ceramics, Studio Art, or Art Education preferred; bachelor’s degree with significant professional studio experience considered Demonstrated expertise in ceramics, including wheel-throwing, hand-building, glazing, kiln operation, and studio management Experience teaching high school students in a studio art setting Proficiency with learning management systems and digital tools to support instruction and assessment Command of a range of artistic media, enabling flexible and responsive use of tools and materials Portfolio demonstrating professional practice and student work  The statements above describe the general nature and level of work but are not a complete list of responsibilities and are subject to change at the discretion of Principia. Compensation and Benefits We offer a competitive salary range for this position, starting at $51,000 annually for candidates with a Bachelor’s degree and no prior teaching experience. Salary is commensurate with degree and years of teaching experience. In addition to salary, our comprehensive total rewards package includes: Generous Employee Tuition Discount: Enjoy a 90% discount on tuition (pro-rated for part-time staff) for your eligible children enrolled from Pre-K3 through College (infant and acorn programs excluded). Relocation: Principia provides a relocation reimbursement of up to 12% of your annual salary, when moving from outside a radius of more than 50 miles. Professional Development: Access to learning opportunities, training programs, and career growth support. Comprehensive Benefits: Learn more about all our benefits here, including comprehensive health, dental, and vision plans, paid time off, a 403(b) retirement plan with Principia matching, and more. Fri, 08 May 2026 00:10:00 -0400 https://careers.nais.org/jobs/rss/22262353/second-grade-teacher https://careers.nais.org/jobs/rss/22262353/second-grade-teacher Washington, D.C., Capitol Hill Day School seeks a full-time Second Grade teacher for the 2026-2027 academic year. At Capitol Hill Day School, learning is challenging, engaging, playful, and relevant to the real world. Students learn across subjects with an experiential curriculum that integrates academic subjects and the arts, physical education, service learning, and technology. Through an extensive field education program, students take part in experiences beyond the classroom related to topics of study. Teachers collaborate in developing, planning, and implementing curriculum; school-wide, they create a spirit of camaraderie through their interactions with students, parents, and other members of the staff. Also essential to the School’s program is its commitment to diversity, ensuring that students from varying backgrounds, cultures, and learning styles learn from and with each other. Emphasis is placed on building a classroom community that respects each individual while teaching children how to become caring, engaged members of the group.   Elementary teachers create integrated thematic units of study that draw out children’s natural curiosity and sense of wonder while helping them to develop schema and skills to understand their world. The elementary curriculum promotes inquiry and is rooted in progressive practice. More explicit instruction in areas of math, science, social studies, and language arts is balanced with project-based learning. This role is a co-teaching position with teachers collaborating in planning and implementing curriculum along with reflecting on their practice. Requirements Master’s degree and/or extensive teaching experience at the elementary grade level; understanding of child development and experience working with a range of needs and abilities; interest in creating curriculum that balances socio-emotional, cognitive, and physical development; experience with Responsive Classroom, instructional methods aligned with the Science of Reading, math curriculum development and pedagogy along with project-based learning is a plus.  Differences in religion, socio-economic status, racial and cultural heritage, sexual orientation, and gender identity and expression create the opportunity for people to learn from each other as they learn with each other. As such, Capitol Hill Day School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, termination, compensation, and training.   Salary range for this position is $66,000-$95,000 annually, based on experience and qualifications. Fri, 08 May 2026 15:41:48 -0400 https://careers.nais.org/jobs/rss/22262043/librarian https://careers.nais.org/jobs/rss/22262043/librarian Washington, D.C., Description: The successful candidate will manage and oversee St. Anselm’s Abbey School’s library, which will move to a brand-new space in the newly built Benedictine Learning Center in summer 2026.  The librarian is responsible for all aspects of the school’s library programming across grades 6-12 and serves as an important resource for the school’s roughly 230 students and over 60 faculty and staff. The librarian’s primary responsibilities include the following: Manage and develop the library’s collection, resources, and programming to support the school’s mission and curriculum across both Middle and Upper School grades. Collaborate with administrators, department chairs, and classroom teachers to promote literacy, research skills, and media fluency. Maintain and supervise the library’s physical space and daily activities, fostering an environment that is both welcoming and productive. Teach a twice-weekly Library Skills class to sixth grade students, collaborating with other sixth grade teachers to develop cross-curricular learning opportunities. Serve as a member of the all-school Curriculum Committee and other relevant faculty/staff committees. Monitor individual students or small groups for assigned study hall periods during the academic day. Moderate student book clubs and/or other relevant extracurricular activities. Serve as an advisor to a small group of students in the school’s weekly advisory program. This is a full-time, 10-month position (mid-August through mid-June). There is the possibility of additional duties during summer 2026 as the school’s library moves into its new space in the Benedictine Learning Center. To Apply: Please send resume and cover letter to employment@saintanselms.org under the subject line “Librarian.” Applications will be considered until the position has been filled. Qualifications: A master’s degree in library science. Experience working in an educational setting (middle/high school library experience preferred). Proficiency with relevant technology and database tools, including LibGuides, Follett Destiny, and Microsoft and Google products. Teaching experience and/or experience collaborating with faculty would be an asset. An appreciation for adolescent boys and an understanding of the mission of St. Anselm’s Abbey School. Fri, 08 May 2026 08:29:47 -0400 https://careers.nais.org/jobs/rss/22262071/medical-director https://careers.nais.org/jobs/rss/22262071/medical-director Pottstown, Pennsylvania, The Hill School Mission:  The Hill School prepares young people from across the country and around the world for college, careers, and life. Within a family school environment and a rigorous liberal arts curriculum, we challenge our young people to work hard; think and reason; seek fulfillment; serve the common good; and be prepared to lead as citizens of the world, uniquely guided by our motto, "Whatsoever Things Are True." Position Summary  The Medical Director oversees all health, wellness, counseling, nutrition, and athletic training programs, staff, and facilities. The Director ensures efficient, effective, and appropriate support is provided to students. The Director works in conjunction with the administration, the teaching faculty, and the entire wellness team that comprises three separate but coordinated clinics (Wellness Center, Counseling Center, Athletic Training) to optimize the highest quality of medical care. Start Date: August 1, 2026 (ideal, but flexible) Qualifications Board-Certified Physician (MD or DO) with an unrestricted Pennsylvania medical license (or qualified to be licensed) OR Family Nurse Practitioner licensed (or qualified to be licensed) in the Commonwealth of Pennsylvania with experience in Pediatrics and/or Emergency Medicine. 7+ years of experience as an administrator, manager, and/or supervisor with responsibility for policy and procedure execution. 7+ years of experience providing pediatric or advanced clinical care. Experience in an academic or residential setting is preferred, but not required. Strong ability to develop and manage budgets. Excellent communication and interpersonal skills. High level of competency with relevant medical technology and software. Responsibilities Provide overall leadership and operational oversight of the Wellness Center, Counseling Center, and Athletic Training Room, ensuring high-quality, coordinated, and student-centered care. Assist the Wellness Center Director in managing the day-to-day operations of the Wellness Center, including administration and providing care to students, as well as oversight on workflows, care practices, and internal and external communications. Establish, implement, and regularly review policies and procedures related to student health and wellness, including medication storage and dispensation. Ensure all health records and medical file systems, including the electronic health record platform, are secure, compliant, and effectively managed; serve as Program Manager for the system. Serve as the primary point of contact for communication with students, parents, faculty, and staff regarding health and wellness matters; consult with families and coordinate follow-up care as appropriate. Facilitate, with appropriate consent, the sharing of relevant health information with School personnel and external healthcare providers. Provide direct clinical care as needed, including response to emergency medical situations and crisis-level health concerns. Partner with the Consulting Physician to ensure appropriate clinical oversight as required by Pennsylvania licensure, including collaboration related to Nurse Practitioner and athletic training supervision. Ensure appropriate staffing coverage and scheduling across the Wellness and Counseling Centers to meet student needs at all times when school is in session. Develop and monitor key metrics to assess and improve student health and well-being. Ensure compliance with all applicable local, state, and federal health regulations; maintain relationships with public health authorities and external healthcare providers. Collaborate with legal counsel, insurance providers, and school leadership to manage risk and respond to complex health-related situations. Partner with the Business Office on the Health and Wellness budget, including insurance billing, international student coverage, and student account coordination. Coordinate on-call medical coverage, including collaboration with outside providers, to ensure continuous access to care. Reporting Structure and Collaboration Direct reports include: Director of the Wellness Center, Director of the Counseling Center, Director of Athletic Training, all of whom oversee staffs in those respective clinics. Supported by a Consulting Physician who provides guidance on policies and procedural oversight, as well as irregular student health matters that arise. Serve as Chair of the Medical Leave Committee of five administrators (Director of Counseling, Dean of Students, Academic Dean, Director of Residential Life) that meets regularly and is responsible for directing all pertinent matters and related communication. Member of standing committees: Advisory Team, Student Support Team, Crisis Team, Safety Committee. Attitude and Demeanor Publicly support the mission and vision of The Hill School in a positive and professional manner. Work as a dynamic team member in a professional collaborative environment. Energetic and organized enough to thrive in an extremely fast-paced environment while collaborating with a growing team to produce great work. Ability to wear many hats, learn new things every day, and have the ability to switch from a variety of roles with ease and excitement. Communicate effectively with warmth, sensitivity, humor, and understanding as they deal with administrative colleagues, teachers, students, alumni, parents, faculty, staff, and program associates. Possess a "service attitude" - willingness to be flexible to meet the needs of the department and school. Application Materials and Deadline   To be considered for this position, please submit the following materials by May 31, 2026. Cover Letter Resume/CV Fri, 08 May 2026 12:18:58 -0400 https://careers.nais.org/jobs/rss/22262406/learning-specialist https://careers.nais.org/jobs/rss/22262406/learning-specialist St. Louis, Missouri, The Whitfield School, an innovative educational institution for students in grades 6-12, is seeking a Learning Specialist for the 2026-2027 academic year. We are seeking individuals who employ research-based best practice to actively engage students with diagnosed learning differences, teachers, and families throughout the learning process. This individual will directly support students in their developmental understanding of their learning profile and facilitate access to and use of resources that enhance learning. Additionally, this individual will work to facilitate communication between students and teachers in an effort to maintain an accessible and equitable school experience. This position will report to the Director of Teaching and Learning.  Primary responsibilities include the following:  Provide academic and organizational support to students in 1:1 and small group settings. Specific areas of support include reading comprehension strategies, outlining and drafting strategies, time management, and study strategies Maintain regular communication with faculty regarding student progress  Attend grade level meetings to acquire faculty feedback and provide suggestions for supporting students Partner with parents and students to develop and implement interventions Create and update individual student learning profiles Oversee implementation of accommodations identified by the school Work to gather school based information in support of outside evaluations Collaborate with-on site academic support tutors  Work with the Admissions team to support incoming students with learning profiles Collaborate with the Director of Teaching and Learning to gather data for the purpose of progress monitoring In addition to demonstrating a passion for this work, the strongest candidates will have the following qualifications: A minimum of five years of experience in teaching, coaching, and/or academic intervention  Bachelor’s degree in Education or related field; Master’s degree a plus Broad understanding of the research around learning differences, neurodiversity, and effective learning strategies Experience with interpreting educational and neuropsychological evaluations and translating evaluation results into school based language Background in and commitment to culturally responsive teaching and learning Strong interpersonal, organizational, and communication (oral and written) abilities Ability to work collaboratively and independently, as needed and appropriate Proficient computer skills, including familiarity with Google suite and Microsoft Office suite Interested candidates should submit the Whitfield Application for Employment form ( click here ) which includes submitting two PDF files through the application:  Cover letter as introduction to search committee Resume detailing experiences and qualifications Questions about the position can be directed to the Director of Teaching and Learning Dr. Erica Carswell, Erica.Carswell@whitfieldschool.org Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. The Whitfield School is an equal opportunity employer and we encourage all candidates to apply. Fri, 08 May 2026 16:57:21 -0400 https://careers.nais.org/jobs/rss/22262302/early-learning-lead-teacher https://careers.nais.org/jobs/rss/22262302/early-learning-lead-teacher Saugerties, New York, Overview  Middle Way School is pioneering a new model of education based on the best in education research and enhanced by the wisdom and compassion of Buddhist traditions. Master teachers with a deep understanding of childhood development are the pillars of this education. Lead teachers are responsible for co-creating, evaluating, implementing and documenting curricula in cooperation with the Head of School, division heads, curriculum coordinators, and other teachers in the school. Lead teachers are responsible for supporting students’ development in all areas including social-emotional, physical, and academic. They also work with the Dharma Education Liaison to integrate Buddhist wisdom and practice into the classroom. Lead teachers assess students’ progress and report to parents regularly.  MWS school culture relies on daily meditation and ample professional support. We expect our teachers to meet conventional outcomes in unconventional ways and use skillful means to differentiate in ways that help meet students academically and socially. Teachers are expected to explore the Middle Way model of development and actively engage in its creation. Being a practicing Buddhist is not necessary, however, an understanding of Buddhist principles and terminology is expected. In addition, we ask that all staff develop a personal contemplative practice of some kind.   Responsibilities Create a positive, nurturing classroom community Set up and maintain an organized and inviting classroom environment Develop and document curriculum including unit and lesson plans Work collaboratively and individually (with guidance from the Academic Curriculum Liaison) on curriculum development, instructional methods, assessment, and differentiation in all academic areas Offer differentiated instruction to support all students Provide developmentally-appropriate interdisciplinary curriculum Implement a daily, productive, intentional, and engaging choice time Maintain frequent contact with parents including a weekly newsletter Write narrative reports twice per year and lead parent-teacher conferences with benchmarks documentation twice per year Provide day-to-day guidance for assistants, substitutes and other classroom supports Develop, planning and supervising field trips Conduct home visits for new students (under the age of 5) Plan and participate in seasonal celebrations and events Supervise up to one lunch or recess period each day Participate in the admissions process Explore and maintain a contemplative practice and occasional dharma study Pursue ongoing professional development Participate in summer curriculum development and classroom setup Other duties and responsibilities may be assigned from time to time as business needs require Core Competencies Knowledge of current best practices in  early childhood education, including play-based learning, outdoor education,  early childhood development, mindfulness, and social-emotional learning  Background in progressive education and constructivist theory and ability to put it into practice Knowledge, understanding, and use of active learning strategies to support a range of learners Ability to creatively integrate and adapt curriculum to engage learners A creative and rigorous approach to information gathering and analysis, ability to understand broad ideas and synthesize Ability to implement effective classroom management strategies Demonstration of personal and professional commitment to diversity,  equity , inclusion, justice and belonging. Clear communication – excellent command of written and spoken English  Ability to work collaboratively as part of a team – especially when it is necessary to facilitate change, overcome an impasse, face an issue, or ensure that decisions are made. Ability to write and speak in depth about the tenets of Progressive education. Training in a systematic, multi-sensory approach to reading instruction  Qualities A passion for education and carrying out the vision and mission of Middle Way A love and understanding of children and early childhood development An interest in personal and professional growth, Open to the teachings of the Buddhadharma  Flexible, open-minded, adaptable, patient with change Able to work independently and in teams Practical and resourceful  Able to see the merits of perspectives other than their own; openness to different and new ways of doing things Reliable and respectful of deadlines Humor! Required Education/Experience Master’s degree required. 3-5 years of experience in early childhood  teaching preferred Familiarity with Responsive Classroom preferred Working Conditions Ability to position oneself to work with young children and remain in a stationary position for periods of time. Ability to observe details at close range and communicate information and ideas so others will understand. Must be able to exchange accurate information to ensure children’s health and safety. Ability to work in outdoor weather conditions. May require moving items weighing up to 30 lbs. Some supports are available to assist with this.  Terms On-site at Middle Way School in Saugerties, NY Full-time, exempt position Schedule is 7:55 AM - 3:30 PM plus one weekly staff meeting from 3:30 - 5:00 PM for the entirety of the 2026-2027 academic year All school breaks paid  Group health insurance eligibility 75% tuition reduction benefit All employees must pass a New York State background check Salary range of $46,500 to $53,000 How to Apply Please send a cover letter explaining why you are interested in a position at Middle Way along with a resume to careers@middlewayschool.org .  We hire and enroll without discriminating against any identifying factor which may include race, age, national or ethnic origin,  religion, sex, sexual orientation, gender identity, or socioeconomic background. We will make accessibility accommodations for individuals with disabilities to the fullest extent possible. As an institution and as individuals we recognize that we have the responsibility to actively change the power differences that perpetuate biases against historically underrepresented groups. Our inclusion efforts are a dynamic process. We welcome your experience and invite your input on how our school community can continue to evolve. Fri, 08 May 2026 14:49:31 -0400 https://careers.nais.org/jobs/rss/22262192/math-specialist https://careers.nais.org/jobs/rss/22262192/math-specialist N Bethesda, Maryland, Georgetown Preparatory School seeks a full-time Math Specialist for the 2026-27 academic year. Georgetown Preparatory School, the nation's oldest Jesuit high school, is currently seeking a full-time Math Specialist. The ideal candidate will have a Master’s Degree in Math or Education, teaching experience at the high school or middle school level, experience working with and developing curriculum for students requiring additional math support, comfort with and enthusiasm for a rigorous mathematics curriculum, and a desire to work collaboratively to support both teachers and students. The Math Specialist will report to the Academic Dean. Specific responsibilities include: Analyze student performance data to identify trends, strengths, and areas for improvement. Set realistic goals and monitor progress for students identified as struggling math students. Provide Tier III support for students as needed. For Tier II intervention, teach sections of Math Support within the Math Department. Collaborate with the Math Department and academic support staff on appropriate intervention strategies and research-based best practices for math instruction. The Math Specialist’s skills and understandings should include: Understand the full vertical scope and articulation of the Georgetown Prep Math Curriculum. Develop a clear understanding of the skillsets required for success and advancement throughout the math curriculum - from Algebra to Advanced Calculus. Assess students’ developmental understanding of math concepts and develop student-specific differentiated instructional strategies to help students address challenges in both tutoring and classroom instructional settings. Offer classroom teachers various differentiated and alternative instructional strategies to address challenges observed in the classroom. Develop rapport with students and teachers. Demonstrate patience and practice cura personalis in working with struggling students. Applicants must be enthusiastic, energetic, and willing to teach as a member of a team, in conjunction with other members of the faculty both in and outside of the department. The ideal candidate also has experience with and appreciation for the Jesuit model of education, and a desire to train and care for the whole student in accordance with the Jesuit philosophy cura personalis . Georgetown Prep requires a commitment to the mission and values of the school, as well as a willingness to contribute to the co-curricular program. Georgetown Preparatory School, located outside Washington, DC and founded in 1789, is an independent, Jesuit, college preparatory, residential and day school for young men in grades 9-12. Enrollment is 500. The average class size is 16.   How to apply: All interested candidates should submit their application through our website employment section. Candidates should include the following:   A letter of interest addressed to the Headmaster Resume A response to the following case study and prompt:   Joe Hoya currently attends Georgetown Prep and is enrolled in Algebra I, Prep’s on-level freshman math class. Joe was successful in middle school and earned mostly As in his math classes. On the SSAT, Joe scored in the 20th percentile of all test takers on the Quantitative Section.   At Prep, Joe struggled in Algebra I from the start. He completed all of his homework, though his parents reported that he often took over an hour to complete what his teacher estimated should take no more than 30 minutes. On tests and quizzes, he scored in the 70s and he earned a high C for the first quarter. He occasionally visited the math office for extra help, but having never been one to struggle in math, he felt somewhat shy about asking for help. In addition, he made the varsity soccer team, which he felt impacted his availability to see his math teacher as he struggled to find the balance between sports and academics.   Now, in the second quarter, Joe Hoya’s performance has declined significantly. He has stopped completing his homework. His quiz and test scores have dropped into the 40s and 50s, and he is increasingly showing gaps in content knowledge and problem solving skills. His teacher reports that he is withdrawn during class and that he does not come to office hours despite repeated invitations to do so.   Joe Hoya has been referred to you in your role as the Math Specialist. Describe your course of action for working with this student. (Maximum response: 1000 words)   Compensation is commensurate with experience. Georgetown Prep offers a comprehensive and competitive benefit package (including health, disability, sick and vacation leave, 403B retirement plan with match, and a variety of other employee-valued benefits).  To apply, please begin the application process by clicking on this link: https://www.paycomonline.net/v4/ats/web.php/portal/E858A81C2D17922CC42E80D267E79E50/jobs/43247       As a Catholic institution, Georgetown Preparatory School is an Equal Employment Opportunity employer in compliance with all applicable EEO laws.    More information about Georgetown Prep is available at  www.gprep.org . Fri, 08 May 2026 12:24:05 -0400 https://careers.nais.org/jobs/rss/22262130/lead-co-teacher-kindergarten-homeroom https://careers.nais.org/jobs/rss/22262130/lead-co-teacher-kindergarten-homeroom Washington, D.C., Position: Lead CO-Teacher for Kindergarten Homeroom Please visit: https://canva.link/1elr16xi5vay301 St. Patrick’s seeks an enthusiastic, collaborative, and student-centered teacher to join our vibrant PK3–Grade 8 community of 465 learners in the heart of Washington, DC. At St. Patrick’s, students shine infinitely brighter as they discover their talents and stretch toward their full potential, grow infinitely stronger by developing their values, spirituality, and character, and care infinitely more as they gain confidence in their roles as compassionate global citizens. Kindergarten classrooms at St. Patrick’s use a co-teaching model. Co-Teachers collaborate to work with alignment on all matters to create a classroom that meets the developmental realities of Kindergarten students. Co-Homeroom Teachers play a central role in fostering a love of learning, building a strong sense of community within their classrooms, and instilling the skills and competencies in students to help them thrive in a range of school settings. Co-Homeroom Teachers cultivate a warm, inclusive classroom environment where students feel valued, supported, and empowered to grow academically, socially, and emotionally through the teaching team’s planning and collaborative structures. Acting as the primary point of contacts for their students, Co-Homeroom Teachers collaborate closely with Special-Subject Teachers, Learning Specialists, School Counselors and families to ensure the success of each child. They teach core subjects such as language arts (reading, writing, grammar, and vocabulary), social studies, and math, while integrating social-emotional learning and equity, diversity, and inclusion principles into daily instruction. In partnership with Learning Specialists, who provide additional academic support and extension, and Special-Subject Teachers in religion, science, art, music, Spanish, library, technology, and physical education, Co-Homeroom Teachers create an enriching experience for every student. At St. Patrick’s, strong partnerships with families are key to student success. Co-Homeroom Teachers collaborate to foster open, proactive communication with parents through: Presentations at Back-to-School Night and parent events; Scheduled Parent-Teacher Conferences and detailed narrative reports each trimester; Regular updates on student progress, including the timely return of assignments with feedback; Interim reports for students requiring additional attention or support; and, Maintaining regular communications including announcements, curricular updates, and, when appropriate, photos of student engagement and experiences. Beyond instruction, Co-Homeroom Teachers manage and share essential daily tasks such as taking attendance, posting schedules, setting-up lessons, and supervising lunch and recess. Teachers proactively address academic, behavioral, or social challenges, working in partnership with parents and the Head of Lower School and School Counselors to recommend interventions or additional support as needed. The school day begins with Homeroom Teachers arriving at 7:45 am to prepare classrooms, plan activities, and connect with colleagues. Teachers welcome students at 8:00 am, with classes beginning promptly at 8:05 am. The day concludes with teachers overseeing carpool at 2:50 pm, assisting students as needed until 3:45 pm. A typical lower school classroom has between 15 and 18 students. See this sample schedule to better understand the planning periods available to teachers and the typical flow of our six-day rotation. The ideal candidate for the Homeroom Teacher position will possess: A bachelor’s degree in education or a related field (master’s degree preferred); Three to five years of successful teaching experience; A deep understanding of elementary-age child development and diverse learning needs; Expertise in reading and mathematics instruction; Strong communication skills, both written and verbal; A collaborative, collegial approach to working with others; and, Successful completion of the ongoing background checks and maintenance of Safeguarding God’s Children Certification (one day course every couple years). In addition to these qualifications, candidates can learn more about the qualities of a St. Patrick’s Educator by looking at our pilot Faculty Competencies Document. The program:  The St. Patrick’s student experience is joyful and intentional. Here, students spend their formative school years discovering new strengths and stretching their skills.  Dynamic opportunities, purposeful programming, differentiated instruction, and masterful teaching across subject areas build students into compassionate collaborators, flexible thinkers, and adept problem solvers. Early Childhood is intentional and play-based, Lower School challenges and engages, and Middle School is a launching pad for success.  We encourage our educators to bring their unique ideas and teaching approaches to life, broadening existing areas of study and introducing new methods to enrich the learning experience. Faculty use a range of instructional frameworks for classroom instruction to reflect the mission of fostering academic excellence, character development and SEL, and lifelong learning. Through team meetings and collaboration, teachers build curriculum using a variety of resources. We maximize the power of our professional educators, who know their students best. Additionally, we research the best curriculum commercially available and include it as one of the resources available to teachers. The classroom community, cultivated by the Homeroom Teacher, respects the diverse needs, abilities, and interests of each student, encouraging creativity, critical thinking, and innovation.  Students graduate with a strong foundation, deep curiosity, and an enthusiasm for learning, developing integrity, empathy, and a sense of purpose in order to make their mark on the world.  Our school is rooted in the Episcopal tradition as expressed through our values. We recognize the infinite value of all community members as children of God. As such, the belief in the power of relationships and our continued work in equity, diversity, inclusion, justice, and belonging, reflects our Episcopal Identity. We are proud to be an Episcopal School. That also means families of all faiths—and those who do not practice a faith tradition—are warmly welcomed here. Our chapels are inclusive, supporting students in standing in their own faith or beliefs while being open to others’ experiences and traditions. Chapels seek to build community, recognize significant cultural traditions and holidays, and develop moral character through liturgy, children’s books, and community speakers. Each of our chapels is designed to ensure feelings of inclusion and belonging—a hallmark of Episcopal Schools. “I love being in DC. It offers so many great options for field trips that bring our studies to life. I also love being in the city for my personal life as it is a hub of culture from the Kennedy Center, to Union Market, to amazing restaurants and the broad range of free opportunities.” --Middle School Teacher “St. Patrick’s is an amazing place to work. Every single one of my colleagues is an amazing teacher who really cares about each child. The students love coming to school everyday and are so happy and eager to learn.”--Lower School Homeroom Teacher St. Patrick’s values professional growth as an integral part of a teacher’s journey. Faculty members set annual goals in collaboration with growth coaches, engage in regular faculty meetings, and participate in schoolwide initiatives and committees. With generous resources and opportunities for development, teachers are encouraged to stay current with best practices and bring new ideas to their classrooms. In addition to workshops, courses, and conferences, St. Patrick’s offers innovation grants to teams or individuals to pursue the development of signature programs for the school. Our faculty regularly present at conferences, sharing their curriculum and expertise. Each year, we send Faculty and Staff to NAIS PoCC and NAIS Annual Conference. We are active members of NAES, AIMS, and ISM. Our teachers are trained in Positive Discipline and Responsive Classroom. We enjoy new learning opportunities through Project Zero, Teachers College, GOA, and Leadership + Design. As part of professional growth, St. Patrick’s seeks to create opportunities to develop leadership skills, from running in-house courses to appointing grade-level team leaders. We strive to create spaces for building new skills. Some examples of leadership opportunities include faculty growth coaching, participating in the faculty onboarding team, supporting task force work, representing the faculty on the Board of Trustees, or running one of our many affinity groups.   The school contributes 7.5% of employees’ base salaries to the TIAA/CREF Retirement Annuity program, and employees contribute 2.5% of their base salaries. Health insurance is provided through CareFirst BlueChoice. The premium is split between the school and the employee, with each paying 50%. Employees can select between HMO and Point of Service (POS) plans. Parental Leave for both birthing and non-birthing parents, up to 14 and 6 week respectively. Two times your salary in life insurance. Onsite parking, reduced lunch fees, free extended day for enrolled students, and three faculty & staff parties a year are just some examples of the way we care for faculty & staff. View our Benefits Guide Here . The ideal candidate for the Homeroom Teacher position will possess: A bachelor’s degree in education or a related field (master’s degree preferred); Three to five years of successful teaching experience; A deep understanding of elementary-age child development and diverse learning needs; Expertise in reading and mathematics instruction; Strong communication skills, both written and verbal; A collaborative, collegial approach to working with others; and, Successful completion of the ongoing background checks and maintenance of Safeguarding God’s Children Certification (one day course every couple years). In addition to these qualifications, candidates can learn more about the qualities of a St. Patrick’s Educator by looking at our pilot Faculty Competencies Document. Commensurate with Experience and Education Level Fri, 08 May 2026 11:10:30 -0400 https://careers.nais.org/jobs/rss/22262287/upper-division-lower-division-elementary-teacher https://careers.nais.org/jobs/rss/22262287/upper-division-lower-division-elementary-teacher Van Nuys, California, Laurence School Description : Laurence School was founded in 1953 by educators with a visionary educational philosophy focused on teaching the "Total Child." Our founders recognized the importance of social, emotional and physical development in children's ability to learn, as well as the need to engage children in interactive learning experiences. Rooted in this tradition, we provide children with a challenging, integrated academic curriculum, character-based education, and diverse enrichment and athletic opportunities in a nurturing environment. At Laurence, we value curiosity, aiming to develop creative thinkers, future leaders, and lifelong learners.   Our Kindergarten through 6th Grade school pours the entirety of its resources and passion into elementary education. Everything from our STEAM program to our performing arts program is geared towards teaching students beginning at age five, and the skills and lessons are designed to spiral up through the grades, building our students into confident, well-rounded, young adults who matriculate to select middle schools in the Los Angeles area   Laurence School is currently seeking a full time Upper Division Elementary Teacher for the 2026-2027 school year who is an energetic, creative and skillful educator, responsible for developing curriculum to enhance students’ skills and knowledge in various subjects and concepts, encourage students’ social/emotional skills and promote thoughtful student participation. ESSENTIAL JOB RESPONSIBILITIES : An elementary teacher at Laurence School is responsible for delivering curriculum to a classroom of students. Working within the faculty team, this instructor works to develop students’ understanding of both academic content while also fostering crucial social-emotional learning. The essential job responsibilities shall include, but not be limited to, the following: Cultivate and model a respectful, safe, creative, and engaging classroom Utilize best instructional practices, methods, materials and technology Plan and implement appropriately challenging curriculum in both large and small groups. Work collaboratively and communicate effectively. Relate to and communicate well with all members of the school community. Guide and develop students to become confident and successful in their classroom experience. Employ effective teaching methods and student management skills. Communicate student progress with the administration and parents. Perform other duties as assigned. Note: Senate Bill (SB) 848 Requirement Effective January 1, 2026, Senate Bill 848 (SB848) requires all applicants to disclose all prior school employment. Laurence School complies with SB 848 and will contact each listed school. Please list all prior school employment on the employment application.     Job Qualifications : Minimum of 5 years experience with teaching/working with children in a school setting. Multiple Subject Teaching Credential or Master’s Degree in Education. Able to pass state and federal background checks Fri, 08 May 2026 14:21:53 -0400 https://careers.nais.org/jobs/rss/22259549/middle-school-science-teacher https://careers.nais.org/jobs/rss/22259549/middle-school-science-teacher Austin, Texas, Why St. Michael’s Prep? Located in the hills of southwest  Austin, Texas , St. Michael’s Catholic Preparatory School is an outstanding co-educational Independent Catholic school serving students from Pre-Kindergarten through 12th grade in Austin, Texas. The Lower School comprises PreK 3-4th grades, the Middle School houses grades 5-8, and the Upper School contains grades 9-12. We are distinguished by our  Catholic tradition,  a welcoming and diverse community, excellent academic programs, and a variety of extracurricular activities. Additionally, we are a technology-rich school. Thus, teachers and staff are expected to demonstrate meaningful skill with technology and an enthusiasm for technological growth in order to create authentic learning experiences for their students. Teachers and staff at St. Michael’s Prep further serve as role models that inspire students to think critically, reflect, explore, and apply their faith concretely to their lives. We are one community with three divisions, united in our commitment to put students first as we educate them in mind, body, and spirit. Our values : Integrity, Courage, & Excellence Our mission: St. Michael’s Prep cultivates a transformative, Independent school experience rooted in Catholic spirituality where we seek excellence in every pursuit and form virtuous leaders who positively impact the world. We are anchored by the  Catholic Social Teachings (CST)  and promote inclusion by advocating for a society based on love and justice, where all people have inherent dignity. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. We employ and optimize practices that promote growth of critical thinking, collaboration, communication, and creativity.   Summary of Position St. Michael’s Catholic Preparatory School seeks a dynamic, experienced, and collaborative Middle School Science Teacher for the 2026–2027 school year. The ideal candidate will demonstrate a strong passion for science, a commitment to student success, and a positive, growth-oriented mindset. We seek an educator who values collaboration, communicates effectively with colleagues and families, and approaches teaching and learning with professionalism, flexibility, and a desire for continuous growth. Middle school science at St. Michael’s Prep is grounded in a hands-on, inquiry-based approach designed to develop a strong foundation in scientific principles. Students explore topics including the Periodic Table, density, force and motion, energy transformations, Earth’s layers, tectonic plates, and space exploration. The curriculum also includes life science concepts such as the matter and energy cycle, biodiversity, genetics, cell theory, ecological succession, and heredity. Through laboratory investigations, discussion, and interactive learning experiences, students strengthen their critical thinking skills and deepen their understanding of the natural world. The successful candidate must work effectively as a member of a team, possess strong oral and written communication skills, and demonstrate a commitment to lifelong learning. St. Michael’s Prep is dedicated to educating the whole child, with attention to social and emotional development alongside academic achievement. We believe students learn best and are most willing to take appropriate academic risks when they feel confident, supported, and secure in their learning environment. Accordingly, we seek educators who prioritize relationship-building, foster belonging, and support the development of students’ social and emotional skills while providing excellent instruction. This middle school position includes teaching four sections of science classes, one elective, serving as a grade-level advisor, and duties. This is a full-time, 10-month faculty position beginning in August 2026.   Essential Duties and Responsibilities Design a comprehensive program of study aligned with the PK-12th grade curriculum, tailored to meet students' diverse needs, interests, and abilities. Deliver feedback to students and parents through diverse channels, including progress reports, conferences, calls, emails, and individual meetings, providing insightful comments and targeted guidance for improvement. Adjust teaching methods to accommodate students with identified learning differences, adhering to outlined accommodations in Student Support Plans. Exhibit organizational skills, creativity, and a collaborative approach while working with colleagues from various curricular departments. Utilize a variety of formative and summative assessments to gauge student understanding. Attend an Intersession trip, a grade-level specific academic trip in the second semester. Undertake additional responsibilities as assigned, including supervision during lunch, recess, and carpool duties. Qualifications and Education Requirements A collaborative and curious approach to teaching and learning A bachelor’s degree required; Master’s degree preferred At least two years of teaching experience preferred Teaching experience in Science in independent schools is preferred Experience as a student advisor is preferred  Qualified candidates should  complete an online application for employment and attach a cover letter and résumé .  Contact Mrs. Linder, the Dean of Stem  klinder@smcprep.org ,  with any questions.   St. Michael’s Catholic Preparatory School is an Equal Opportunity Employer and offers equal employment opportunity to all applicants for employment and all employees without regard to race, color, religion, sex, gender, national origin, age, physical or mental disability, genetic information, veteran status, military service, application for military service, or any other status protected by applicable law. See: https://www.smcprep.org/careers Thu, 07 May 2026 14:47:38 -0400 https://careers.nais.org/jobs/rss/22259477/mathematics-teacher-upper-school https://careers.nais.org/jobs/rss/22259477/mathematics-teacher-upper-school San Francisco, California, Our School The International School of San Francisco is a PK-12 independent school in San Francisco.  Founded in 1962, the school is a multicultural, multilingual educational institution with over 1,100 students across an urban campus in the heart of the city. Guided by the principles of academic rigor and diversity, the International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Mission Our international community brings together people from many backgrounds. Together we strive to create a shared culture that develops compassionate, confident, and principled people who will make the world better. We base our community on these values: Respect, Integrity, Inclusion, Collaboration, and Curiosity. Opportunity Working at The International School of San Francisco opens up a myriad of opportunities – both personal and professional. Critical to our Strategic Plan in creating a proud, engaged community, we appreciate our faculty and staff by fostering a community of ongoing learning, respect, and collegiality and by providing competitive compensation and benefits. It is also of paramount importance to us that we continue to foster an environment of diversity, equity, and inclusion as we build a school community of individuals who are an actual representation of the world we live in. If this appeals to you, here is what we offer:  A chance to work in a truly multicultural, multilingual environment  Transformative professional development opportunities, including International Baccalaureate, bilingualism and international education Access to cutting edge teaching and learning experiences Ability to participate in international travel through our Global Travel Program  A chance to work in a truly multicultural, multilingual environment  A supportive school community and the world’s best colleagues    Position Overview We are seeking an experienced Upper School Mathematics teacher who is passionate, engaging and motivated to teach our eager learners. Candidates should be compelling educational practitioners who have a strong mathematics background and are confident in their capacity to create and deliver a dynamic and engaging curriculum and find joy working with young adolescents. Focus and Responsibilities  Prepare engaging and differentiated lesson plans according to our upper school curriculum, as a part of our International Baccalaureate program Develop, enhance and document curriculum, while ensuring continued coordination and collaboration with colleagues from the math department  Regularly assess the students’ progress Participate fully in the professional community and contribute to school life  Serve as an Advisor As needed, participate in school’s outdoor education and global travel trips and engage in ongoing professional development Qualifications Minimum of 2 years teaching experience, preferably with Middle or High School students Bachelor’s degree or equivalent in relevant field, Master’s degree preferred  Excellent communication skills with both students and parents  Positive history of collegiality and collaboration with other teachers and administrators  Benefits Medical, Dental, Vision 403B - 5% match after 2 years of service Commuter Benefits  Long Term Disability  2 Personal days 10 Sick days Paid Holidays and breaks Salary range for this position $66,404 - $110,975 depending on experience and qualifications.   EQUAL EMPLOYMENT OPPORTUNITY POLICY The International School of San Francisco is committed to providing an open, fair, inclusive, non-discriminatory environment for all individuals across differences of race, religion, sexual orientation, gender identity, national origin, socio-economic status, ethnicity, age, physical ability, or medical condition. We seek to increase the presence, representation, and inclusion of U.S. historically under-represented people of color, international, bilingual, and bicultural students, faculty, and staff; and, to provide an environment that will attract and retain individuals identified as lesbian, gay, bisexual, transgender, queer, questioning and intersex (LGBTQQI). Minimum of 2 years teaching experience, preferably with Middle or High School students Bachelor’s degree or equivalent in relevant field, Master’s degree preferred  Excellent communication skills with both students and parents  Positive history of collegiality and collaboration with other teachers and administrators  Thu, 07 May 2026 13:18:24 -0400 https://careers.nais.org/jobs/rss/22259455/upper-school-counselor-college-and-social-emotional https://careers.nais.org/jobs/rss/22259455/upper-school-counselor-college-and-social-emotional Lafayette, Colorado, School Overview Inspire. Innovate. Belong. At Dawson, we believe that exceptional education is built on the strength, expertise, and dedication of our faculty. We seek committed, creative, and engaged educators who embrace collaboration, maintain high expectations for themselves and their students, and foster meaningful relationships with colleagues and families. As a student-centered, college-preparatory school for grades K-12, Dawson provides a dynamic environment where faculty are empowered to innovate, personalize learning, and inspire students to reach their full potential. Our faculty are not just teachers but mentors and lifelong learners who bring curiosity, empathy, and professionalism to every interaction. They engage in ongoing professional development, apply best practices in education, and contribute to a school culture that values belonging, inquiry, and growth. Dawson Mission Statement Dawson School is dedicated to excellence of mind, body, and character. We prepare students, through challenging and relevant learning, to become creative, resilient problem-solvers who bring their best to the world. Why Join Dawson? Innovative Teaching Environment : We foster creativity through hands-on learning and encourage the integration of technology to enhance student experiences. Professional Growth : We invest in our educators through workshops, conferences, and collaborative learning opportunities. Community Engagement : Become part of a supportive, relationship-driven environment.  Work-Life Balance : We prioritize well-being with reasonable class sizes and a collaborative culture. What You’ll Love About Us Retirement: 401(k) plan with employer contribution. Healthcare: Medical, dental, and vision plans with HSA/FSA options, plus free telehealth services. Wellness: Access to an employee assistance program, on-site gym, outdoor swimming pool, and certified athletic trainer. Enjoy free, chef-prepared lunches and a walkable, secure campus. Life Insurance & Voluntary Benefits: Group life insurance with additional voluntary coverage options. Time-off: Flexible sick time and paid time off. Career and personal development: Support and encouragement for continuous learning and growth, ensuring faculty and staff remain knowledgeable, skilled, and effective in their roles. Sustainable: Free parking with access to EV charging stations and ECO Pass for RTD. A Strong Sense of Belonging Position Overview We are seeking a caring and enthusiastic Full-Time Upper School Counselor to join our community for the 2026–2027 school year.  This new position will work directly with the Director of College Counseling, the current Upper School Counselor, and the Upper School Director. This role involves providing social-emotional counseling, college counseling, and leading our internship program. As an Upper School counselor, you will support students as they grow academically, socially, and emotionally, helping them develop confidence, self-advocacy, and responsibility for their learning. Working closely with teachers, the counselor will contribute to a supportive and inclusive learning environment for all students. The counselor will teach sections of our junior and senior college counseling classes, advise individual students on the college search and application process, and manage the internship program. The counselor will communicate regularly with families to support students’ social-emotional health, academic planning, and post-secondary success. The job opening is for August 2026 Yearly Salary range: $55,000 - $100,000 Position is a 1.0 Full-Time Equivalent (FTE) At Dawson, you will: Shape the region’s strongest college-preparatory program through academic excellence and experiential learning. Collaborate with talented colleagues in a supportive and respectful environment. Engage in meaningful professional development to refine your craft and advance your career. Challenge and support students in a learning community that values curiosity, resilience, and purpose. Be part of a school that recognizes and invests in the well-being of its educators through competitive compensation and benefits, along with a culture that nurtures both personal and professional fulfillment. What You’ll Need to Get the Job Done Master’s degree in school counseling, counseling, social work, or a related field. Current State of Colorado licensure in counseling or social work. At least three years of experience counseling adolescents, or equivalent experience working with teens. Prior experience in college counseling, preferably in an independent school setting Knowledge of child welfare laws and best practices, including mandatory reporting requirements and follow-up procedures. Excellent written and verbal communication skills, strong organizational abilities, and the capacity to manage multiple priorities and deadlines effectively Warm, approachable, and student-centered demeanor, with a genuine enthusiasm for working with upper school students. A collaborative mindset that reflects teamwork, professionalism, and shared responsibility. Ability to thoughtfully integrate technology into counseling, instruction, and communication. Commitment to maintaining strict confidentiality and professional ethical standards. Proficiency with Excel and Google Workspace tools, including Drive, Sheets, and Documents. Specifics about the job: Social-Emotional Counselor Report to and collaborate closely with the Director of Upper School Respond with care and professionalism to students experiencing emotional distress, including conducting safety assessments and working in partnership with advisors, teachers, counselors, and the Director of Upper School Communicate and collaborate with outside therapists to support upper school students and ensure continuity of care Serve as a trusted resource for students, faculty, administrators, and families in understanding and supporting the social, emotional, behavioral, and personal needs of upper school students Contribute to the life of the school by assisting with school-wide programs, experiential learning opportunities, class trips, and Winterim College Counselor Guide students through all aspects of the college application process, emphasizing thoughtful self-reflection, responsible decision-making, and ethical application practices Assist in the planning, teaching, and facilitation of College Counseling class, as well as Parent Night programs, providing families with clear, timely, and developmentally appropriate information about the college search and application process Meet individually with students to provide personalized, balanced, and informed guidance that supports students in identifying post-secondary options aligned with their interests, strengths, and goals Assist with the coordination and administration of college entrance examinations, including serving as a Test Center for College Board assessments (PSAT, SAT, AP) and the ACT, in accordance with established testing protocols Meet with college admissions representatives during campus visits Participate in ongoing professional development at the local and national levels to remain current with evolving college admissions practices and ethical standards Coordinate recruitment, selection, and placement of student interns Continue to develop strategic partnerships with local businesses, career centers, and community organizations Track program metrics and outcomes (participation rates, retention, post-graduation pathways) Organize networking events, workshops, and career exploration sessions To apply for this position: Interested candidates are invited to submit a cover letter and resume through the Dawson website at www.dawsonschool.org. To apply, click ABOUT at the top of the page, select Careers , scroll to the middle of the page, click View Current Job Openings , and choose the Upper School Counselor position. Please note that only online applications will be accepted. We kindly ask that no phone calls be made regarding this position. Dawson School Diversity Statement Dawson is united in nurturing a culture of belonging that embraces diversity of thought, experience, identity, and passion. Dawson actively promotes and embraces the exchange of diverse perspectives, experiences, and backgrounds through curricular design, community involvement, and the integration of our four virtues - respect, compassion, courage, and integrity - into every aspect of our community life. It is our responsibility to provide a safe and inclusive learning environment for all members of our community, regardless of race, ethnicity, gender identity, sexual orientation, socioeconomic status, age, ability, or religion, as well as to cultivate in each student the ability to make empathetic, socially responsible decisions. Applicant Acknowledgment and Certification By submitting my application, I acknowledge and certify that the information provided is true and complete to the best of my knowledge. I authorize the employer to verify any information it deems relevant to my employment application, including my employment history, educational background, credit history, and record of criminal convictions. I understand that my former employers, educational institutions, and personal references may release information about me in response to inquiries from the employer. I further understand that any offer of employment is contingent upon satisfactory reference checks and the successful completion of a criminal history check. I acknowledge that providing false, misleading, or incomplete information, or omitting material facts in my application or during the interview process, may result in denial of employment or termination if already employed. I also understand that I must provide unexpired documentation establishing my legal authorization to work in the United States within three business days of my employment start date. If employed, I understand that my employment will be on an at-will basis, meaning it is not guaranteed for any specific duration and may be terminated by either party at any time, with or without cause or notice. The School is an Equal Opportunity Employer and provides equal consideration to all applicants and employees based solely on job-related qualifications, in compliance with all applicable local, state, and federal laws.   Master’s degree in school counseling, counseling, social work, or a related field. Current State of Colorado licensure in counseling or social work. At least three years of experience counseling adolescents, or equivalent experience working with teens. Prior experience in college counseling, preferably in an independent school setting Knowledge of child welfare laws and best practices, including mandatory reporting requirements and follow-up procedures. Excellent written and verbal communication skills, strong organizational abilities, and the capacity to manage multiple priorities and deadlines effectively Warm, approachable, and student-centered demeanor, with a genuine enthusiasm for working with upper school students. A collaborative mindset that reflects teamwork, professionalism, and shared responsibility. Ability to thoughtfully integrate technology into counseling, instruction, and communication. Commitment to maintaining strict confidentiality and professional ethical standards. Proficiency with Excel and Google Workspace tools, including Drive, Sheets, and Documents.   Thu, 07 May 2026 12:39:29 -0400 https://careers.nais.org/jobs/rss/22259323/spanish-teacher-lower-school-one-year-position-part-time-75 https://careers.nais.org/jobs/rss/22259323/spanish-teacher-lower-school-one-year-position-part-time-75 New York, New York, Friends Seminary educates students from kindergarten through twelfth grade, adhering to the values of the Religious Society of Friends. We strive to build a diverse school where students exercise their curiosity and imagination as they develop as scholars, artists and athletes. In a community that cultivates the practices of keen observation, unhurried reflection, critical thinking, and coherent expression, we listen for the single voice as we seek unity. The disciplines of silence, study, and service provide the matrix for growth: silence opens us to change; study helps us to know the world; service challenges us to put our values into practice. At Friends Seminary, education is rooted in the Quaker belief in the Inner Light – that of God in every person. Guided by the testimonies of integrity, peace, equality, and simplicity, we prepare students to engage in the world that is and to help bring about a world that ought to be. Founded in 1786, Friends Seminary, the oldest continually operating coeducational, independent Quaker school in New York City, seeks a responsible, experienced elementary school Spanish teacher for the 2026-2027 school year. Qualified candidates will demonstrate strong organizational skills, flexibility, and a passion for working with Lower School students. Additionally, solid collaboration skills are critical as this position requires working closely with grade level colleagues and content area specialists. Fostering a classroom with a focus on inquiry-based learning and the active exchange of ideas is central to our Lower School program. This is a position that requires a deep love and appreciation for Spanish language, Latin cultures, and the learning needs and styles of our youngest learners at Friends Seminary. Warmth, patience, and a sense of humor are key elements to being successful in this role. The community of Friends Seminary celebrates the uniqueness of each child. In the Lower School, we encourage our children to “follow their curiosity and exercise their imaginations… to bring about a world that ought to be.” We help children cultivate a strong sense of their identity and academic talent through joy, structure and play in a child-centered environment. The Lower School Spanish teacher reports to the Head of Lower School and World Languages Department Chair. Responsibilities Teach grade 3 and 4 Spanish classes  Foster community, social emotional development, and academic learning for Lower School students View curriculum as well as classroom and School culture through a lens focused on the core values of equality, diversity, and community engagement Collaborate with the World Languages teachers on curriculum development, stewardship of curricular materials, and annual documentation Collaborate with Lower School colleagues to foster curricular integration and student support Utilize assessment to foster knowledge of students and inform instruction Partner with learning specialists and Lower School Psychologist to support individual learning and emotional needs of students Communicate with families through curriculum evenings, newsletters, informal email and conversation, family visiting, progress reports, and conferences Attend faculty meetings weekly on Monday after school Support the mission and philosophy of the School Perform additional responsibilities as assigned Qualifications   Native level proficiency in Spanish Proficiency with the use of technology for teaching and learning Familiarity with or training in Responsive Classroom 3+ years of teaching experience with elementary school-aged children Strong communication skills, both verbal and written Required Education Bachelor's degree in relevant field or elementary education required; master’s degree preferred Compensation Annual salary range for 2026-2027 based on years of teaching experience and level of degrees earned:  $84,000-$169,000. The salary for this position will be pro-rated based on the part-time nature of the role.  Benefits Friends Seminary offers excellent benefits including paid time off, health, dental, vision, 403(b) with a School-paid match; wide-ranging opportunities for professional development, including tuition support and summer grants; and a talented and dedicated team of teaching colleagues and supportive administrators. Successful candidates will join a dynamic and forward-thinking teaching community of over 150 educators. To apply, please submit the following: Completed Friends Seminary employment application Cover letter Resume Statement of educational philosophy Contact information for three personal references When submitting your materials, kindly be sure to reference your first and last name, the position for which you are applying, and where you heard about the position in the subject line. i.e. [last name], [first name] - LS Spanish Teacher - Friends Seminary website . You will receive a confirmation email when you submit your application. No phone calls, please. Submit all materials to: lowerschooljobs@friendsseminary.org Friends Seminary actively promotes diversity, equity, inclusion, and anti-racism in all its programs and operations, including admissions, financial aid, hiring, and all facets of the educational experience. To form a community which strives to reflect the world’s diversity, we do not discriminate on the basis of race or color, religion, nationality, ethnicity, economic background, physical ability, sex, gender identity or expression, or sexual orientation. Friends Seminary is an equal opportunity employer. Candidates of color and members of other underrepresented groups are strongly encouraged to apply. We urge all applicants to identify and express their individuality and the ways in which they might enrich and diversify the School community. Moreover, all successful applicants, whether for a faculty or administrative staff post, must demonstrate an ongoing commitment to diversity, equity, inclusion, and anti-racism in their professional lives. Applicants for a faculty position should highlight ways their curriculum, pedagogy, and classroom culture may advance these goals. Applicants for an administrative staff position should highlight ways they seek to promote these goals in their office work, programming, or operational endeavors. The salary for this position will be pro-rated based on the part-time nature of the role. Thu, 07 May 2026 09:05:14 -0400 https://careers.nais.org/jobs/rss/22259555/6th-grade-english-language-arts-teacher https://careers.nais.org/jobs/rss/22259555/6th-grade-english-language-arts-teacher Austin, Texas, Why St. Michael’s Prep? Located in the hills of southwest  Austin, Texas , St. Michael’s Catholic Preparatory School is an outstanding co-educational Independent Catholic school serving students from Pre-Kindergarten through 12th grade in Austin, Texas. The Lower School is comprised of PreK 3-4th grades, the Middle School houses grades 5-8, and the Upper School contains grades 9-12. We are distinguished by our  Catholic tradition,  a welcoming and diverse community, excellent academic programs, and a variety of extracurricular activities. Additionally, we are a technology-rich school. Thus, teachers and staff are expected to demonstrate meaningful skill with technology and an enthusiasm for technological growth in order to create authentic learning experiences for their students. Teachers and staff at St. Michael’s Prep further serve as role models that inspire students to think critically, reflect, explore, and apply their faith concretely to their lives. We are one community with three divisions, united in our commitment to put students first as we educate them in mind, body, and spirit. Our values : Integrity, Courage, & Excellence Our mission: St. Michael’s Prep cultivates a transformative, Independent school experience rooted in Catholic spirituality where we seek excellence in every pursuit and form virtuous leaders who positively impact the world. We are anchored by the  Catholic Social Teachings (CST ) and promote inclusion by advocating for a society based on love and justice, where all people have inherent dignity. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. We employ and optimize practices that promote growth of critical thinking, collaboration, communication, and creativity.   Ideal Candidates Ideal candidates for positions at our school are experienced in and continue to develop expertise in social-emotional learning, project-based learning, innovative teaching strategies, technology-rich and differentiated instruction. Ideal candidates thrive in a collaborative environment designing and delivering innovative and creative cross-curricular instructional units to students with diverse learning styles and needs.   Summary of Position St. Michael’s Catholic Preparatory School seeks a dynamic, experienced, and collaborative 6th Grade English Language Arts Teacher for the 2026-2027 school year. The candidate must work well on a team, have excellent oral and written communication skills with colleagues and the community, and be a motivated, life-long learner. Experience integrating reading and academic writing instruction is preferred. St. Michael’s Prep believes in teaching to the whole child, focusing on social and emotional development alongside a child’s academic progress. We know that children learn best and will take the necessary risks in the learning process when they feel confident, comfortable, and secure in their learning environment; therefore, we look to employ educators who value building relationships and teaching social and emotional skills in addition to providing excellent academic instruction. This middle school position entails teaching four sections of classes, one elective, and serving as a grade-level advisor. This is a full-time, 10-month faculty position that begins August 2026. The employee will report to the Head of Middle School.   Essential Duties and Responsibilities Design a comprehensive program of study aligned with the PK-12th grade curriculum, tailored to meet students' diverse needs, interests, and abilities. Deliver feedback to students and parents through diverse channels, including progress reports, conferences, calls, emails, and individual meetings, providing insightful comments and targeted guidance for improvement. Adjust teaching methods to accommodate students with identified learning differences, adhering to outlined accommodations in Student Support Plans. Exhibit organizational skills, creativity, and a collaborative approach while working with colleagues from various curricular departments. Utilize a variety of formative and summative assessments to gauge student understanding. Attend a grade-level retreat in the Fall semester and an Intersession trip in the second semester. Teach one elective course; designed in collaboration with the Head of Middle School. Undertake additional responsibilities as assigned, including supervision during lunch, recess, and carpool duties. Qualifications and Education Requirements A collaborative and curious approach to teaching and learning A bachelor’s degree required; Master’s degree preferred At least two years of teaching experience required English Language Arts teaching experience in independent schools is preferred Experience as a student advisor is preferred   Qualified candidates should  complete an online application for employment and attach a cover letter and résumé .  You will receive an email confirming receipt of your application and additional details to complete the application process. Contact Dr. Laura Lopez, Head of Middle School at llopez@smcprep.org with any questions.   St. Michael’s Catholic Preparatory School is an Equal Opportunity Employer and offers equal employment opportunity to all applicants for employment and all employees without regard to race, color, religion, sex, gender, national origin, age, physical or mental disability, genetic information, veteran status, military service, application for military service, or any other status protected by applicable law. See: https://www.smcprep.org/careers Thu, 07 May 2026 14:52:23 -0400 https://careers.nais.org/jobs/rss/22259345/upper-school-counselor-grades-10-12 https://careers.nais.org/jobs/rss/22259345/upper-school-counselor-grades-10-12 Miami, Florida, The Upper School Counselor at Carrollton is responsible for collaborating with counselors across grades M–12 and for overseeing a comprehensive, developmentally responsive school counseling program. The counselor actively coordinates appropriate counseling services to ensure a seamless, mission-aligned program that reflects the Sacred Heart Goals and Criteria , including, but not limited to, developmental curriculum, parent education, faculty and staff support, and academic advising. Under the direct leadership of the Director of Student Support Services and in collaboration with the Upper School Head, the Associate Upper School Head, the Student Support Services team, and school administration, the Upper School Counselor will champion the holistic well-being of every student in her care. Essential duties and responsibilities: The essential duties and responsibilities of this position include, but are not limited to, the following: A commitment to the Goals and Criteria of Sacred Heart network schools as articulated in the school mission. Providing individual student counseling for students in grades 10–12, offering developmental, preventive, remedial, and responsive support. Leading small group counseling with a focus on healthy communication, conflict resolution, and social-emotional skill development. Designing and implementing counselor-led SEL curriculum in small groups, in collaboration and consultation with other counselors, advisors, teachers, and administrators as needed. Maintaining a referral list of outside counselors, psychologists, and testing services, and consulting with these professionals as appropriate to support students comprehensively. Coordinating individual student planning to assist students in establishing personal goals and developing future plans, in consultation and collaboration with the Upper School Head, Student Support Services Team, and faculty. Collaborating with Academic Advisors and College Counselors to foster student achievement and success, including consultation regarding individual learning profiles, accommodations, and students’ strengths and challenges. Supporting the Upper School administration, the Director of R.I.S.E., academic advisors, educators, and parents regarding psychoeducational evaluations and accommodations as needed. Collaborating with the Dean of Students to plan for proactive and responsive guidance opportunities through Upper School assemblies and class meetings. Providing proactive and responsive faculty education in consultation and collaboration with the Dean of Teaching and Learning regarding relevant developmental topics and student issues. Consulting and collaborating with Upper School administration, educators, and parents in all areas pertaining to a developmentally sound school program. Assuming teaching duties as needed. Facilitating parent education opportunities in which school counselors discuss relevant developmental topics as a resource to parents and the broader school community. Ensuring that counseling services are accessible and available to all students; respond to referrals from parents, educators, and administrators as needed. Participating in faculty meetings, liturgies, chapels, retreats, school assemblies, and special events, including Back-to-School Night, admissions showcases, and a minimum of 2 overnight student trips per year. Utilizing school data and program feedback to evaluate the impact of the counseling program and drive continuous improvement. Participating in reflective, self-directed, ongoing professional development.  Performing other related duties as assigned.  Qualifications   Minimum of a Master’s Degree in Counseling, Psychology, or a related field Experience in school counseling at the secondary level preferred At least three to five years of experience in counseling or a related field is preferred Intercultural competency and a commitment to supporting social justice, inclusion, and diversity as articulated in the Sacred Heart Goals & Criteria . Commitment to ongoing professional growth Enthusiasm for counseling students of all abilities Strong communication skills Demonstrated success with effective use of technology Interested candidates should submit an employment application through Employment Opportunities - Carrollton School of the Sacred Heart . Thu, 07 May 2026 09:52:24 -0400 https://careers.nais.org/jobs/rss/22259454/interim-middle-school-theatre-teacher-director https://careers.nais.org/jobs/rss/22259454/interim-middle-school-theatre-teacher-director Brooklyn, New York, POSITION STATEMENT Interim Middle School Theatre Teacher & Director Start Date: Monday, 5/11/2026   OVERVIEW Brooklyn Friends School (BFS), a thriving Early Childhood-12 grade school located in vibrant Downtown Brooklyn, seeks a Interim Middle School Theatre Teacher & Director within a dynamic community of colleagues (BFS uses the all-inclusive term, colleagues, to refer to all rather than one that delineates faculty/staff). Founded in 1867, Brooklyn Friends School’s pillars – diversity, equity & belonging; global social impact; and wholeness & wellbeing –  serve as guideposts for our action-oriented collective work. Our school’s history has been illustrious and reflective of the expansive nature of human experiences. Guided by our mission , BFS provides a dynamic, diverse, and robust social/emotional environment and academic program that cultivates compassionate, intellectually curious, and confident changemakers. As a school, we affirm that human diversity includes, but is not limited to: race, ethnicity, culture, national origin, religion, gender, gender identity and  expression, sexual orientation, age, socioeconomic class, family structure and physical ability, as well as diversity of thought, talents, and learning style. Brooklyn Friends School does not discriminate based on these characteristics or any characteristic prohibited by law and provides reasonable accommodations to otherwise qualified colleagues and applicants. If you need an accommodation related to any part of the hiring process, please send an email to hiring@brooklynfriends.org .    This short video gives you a glimpse into our contemporary experience.   THE POSITION Brooklyn Friends School’s Performing Arts Department provides a welcoming, vibrant learning environment that nurtures passion for creativity, curiosity, and supported risk taking. In Middle School, all 5th and 6th grade students take a semester of Theatre while 7th & 8th grade students generally choose Theatre as a semester-long elective course. The Middle School also hosts an annual Middle School Play for students in grades 5-8 and an annual Middle School-Upper School Musical for students in grades 7-12.  Brooklyn Friends School seeks a creative, dynamic, and equity-focused Interim Middle School Theatre Teacher & Director to join our community. Rooted in the school’s Quaker mission and values, this colleague will foster a joyful, inclusive, and rigorous learning environment for students in grades 5–8 throughout the Theatre program. This role includes directing two full-scale productions each year: the Middle School Play and a combined Middle & Upper School Musical. The candidate will be skilled in creating student-centered performance experiences that elevate diverse voices, experiences and foster collaboration, critical thinking, and self-expression. Primarily assigned to the Middle School, this role may also serve as co-advisor in the Middle School, responsible for the overall support and wellbeing of a small group of students in their care. All Middle School teachers are expected to be active community members, sharing supervisory duties and general support and care of the school community.     Primary Responsibilities Include: This position reports to the Head of Middle School Teach Theatre classes to students in grades 5-8 for the remainder of the 2025-2026 school year Support the academic/social/emotional development of all students Collaborate well with colleagues to plan, create, and implement curriculum Communicate effectively with families with regard to all aspects of classroom life and child development Be responsible for ongoing student assessment Share supervisory duties and general support and care of the school community   Serve as a Middle School advisor Perform necessary routine tasks and daily maintenance of the Pearl Street Meeting House, stage, and backstage areas Serves as an active community member that is highly collaborative and partners well with teachers, families, administration, and students  After-school hours are required for learning community, departmental, and all-school meetings  Please note that this opportunity includes the possibility of continuing into the full time position for the 2026-2027 school year beginning on August 24, 2026. Additional duties and responsibilities for the full time position include but are not limited to: Direct the annual Middle School Play for students in grades 5-8 Direct the annual Middle-Upper School Musical for students in grades 7-12 Communicate effectively with families with regard to all aspects of the audition, rehearsal, and productions process for mainstage Middle School Theatre productions and the MS/US Musical After-school rehearsal and productions schedules are determined in collaboration with the Performing Arts Department Chair and Middle School/Upper School Leadership teams Qualifications and Characteristics Sought: Bachelor’s degree in Theatre, Theatre Education, or a related field (Master’s preferred) Alignment with Brooklyn Friends School’s Quaker mission and educational philosophy Cultural competency and commitment to diversity, equity, and belonging Demonstrated experience teaching theater to middle school students Directing and technical theater experience required Passion for theater as a medium for storytelling, activism, and inclusion Demonstrated organizational, collaborative and communication skills Enthusiasm for working in a collaborative, values-driven school community Ability to meet and adhere to multiple deadlines and strong organizational skills A creative, enthusiastic, and innovative attitude A high level of organization and self-initiative Approaches work with flexibility, patience, grace, connection, and a willingness to learn  A respect for the life of the child Joyful and has a respectful sense of humor Compassion, integrity, and open-mindedness in all interactions Collegiality, approachability, flexibility, and adaptability Consistently strong, respectful, and gracious interpersonal and communication skills After-school hours are required at times for rehearsals and performances Physical Requirements of the Job:  Must be able to work in a school environment including prolonged periods of sitting and standing. Must be able to stand, bend over, twist and reach to access file cabinets, bookshelves and navigate office and workstation spaces. Must be able to ambulate through hallways and classroom settings, including walking up stairs. Must be able to lift and carry up to 25 pounds. Must be able to carry and manipulate set pieces of varying weights, shapes and sizes. Must be able to climb ladders and reach/pull ropes. Must be able to lift and carry small children up to 40lbs in the case of emergency.   Union Status : Union Salary Range: $71,601 -$97,540 This salary range represents the expected annual salary range for this position. Ultimately, in determining your pay, we'll consider your education level, experience, and other job-related factors. Benefits: Colleagues may be eligible to participate in employment benefits including, but not limited to, health insurance, dental insurance, vision insurance. Benefits are subject to change at any time, and are subject to applicable plan documents.   To apply, please provide the following: Cover letter addressed to the Head of Middle School. Along with punctuating your interest and experience, your cover letter should also address the ways in which you feel that your professional journey aligns with our school’s Quaker values and pillars of social justice and civic engagement,  Resume/Curriculum Vitae List of three references (with emails, phone numbers, and relationship to you). Supporting materials encouraged (letters of recommendation, evidence of teaching, productions directing, and/or performing, etc.) Please email the above attachments as a single PDF to: hiring@brooklynfriends.org and put Interim Middle School Theatre Teacher & Director  in the subject line. Thu, 07 May 2026 12:33:53 -0400 https://careers.nais.org/jobs/rss/22259367/spanish-teacher https://careers.nais.org/jobs/rss/22259367/spanish-teacher Richmond, Virginia, Trinity Episcopal School seeks a dynamic, joyful, and engaging full-time high school Spanish teacher to join our faculty for the 2026–2027 school year. This position could include teaching a range of courses across the department, from introductory through advanced levels (Spanish I–V), within a collaborative and student-centered academic environment. The ideal candidate is a passionate educator who loves working with high school students and is committed to fostering curiosity, confidence and proficiency in language learning. We seek a teacher who brings energy to the classroom, values relationships and is excited to help students grow as communicators and global citizens. Key Responsibilities Teach multiple levels of high school Spanish (Spanish I–V), with a focus on building proficiency in speaking, listening, reading and writing Design and deliver engaging, student-centered lessons that promote communication, cultural understanding and critical thinking Use a variety of instructional strategies, including authentic materials and technology, to support diverse learners Assess student learning through a range of formative and summative approaches aligned with best practices in language acquisition Collaborate with colleagues within the department and across disciplines to enhance student learning and program development Contribute to the life of the school through advising, coaching and/or sponsoring co-curricular activities About Trinity Episcopal School Trinity Episcopal School is an independent, coeducational day school for grades 8–12 located in Richmond, Virginia. As an IB World School, Trinity offers a rigorous and supportive academic program that emphasizes critical thinking, global perspective, and meaningful student engagement. Grounded in our mission to help students discover their paths, develop their talents, and strengthen their character, Trinity is a dynamic community where relationships matter and students are encouraged to take ownership of their learning and lives. Faculty are trusted as professionals and work collaboratively to create a vibrant, engaging school environment.   Interested candidates should have the following qualities: Bachelor's degree in Spanish  Classroom experience and passion for teaching Spanish Commitment to a holistic, student-centered approach to teaching Demonstrate a willingness to engage students in developing skills in speaking, reading, listening and writing Spanish for comprehension, communication, appreciation and interpretation of the language and culture  Experience with employing a variety of instructional strategies to engage students’ critical thinking, including the innovative use of technology Strong classroom management skills for grades 8-12 Joyful, positive presence and strong desire to inspire and connect with teenagers. Understanding of multiple learning styles and the ability to adapt as needed Excellent interpersonal communication skills Willingness to contribute to the school community as a club sponsor, coach and/or other position working with students outside of the classroom Ability to collaborate within a vibrant, supportive professional community. Preferred Experience Familiarity with or experience in the International Baccalaureate (IB) Diploma Programme Experience integrating educational technology into language instruction Interest in curriculum development and program growth Application Process Interested candidates should submit: A cover letter and résumé A sample 50-minute lesson plan appropriate for a high school Spanish class Copies of undergraduate and graduate transcripts Materials should be sent electronically to: employment@trinityes.org Thu, 07 May 2026 10:32:00 -0400 https://careers.nais.org/jobs/rss/22259442/middle-school-upper-school-science-teacher https://careers.nais.org/jobs/rss/22259442/middle-school-upper-school-science-teacher Brooklyn, New York, Mary McDowell Friends School (MMFS) invites applications for a full-time Middle School/Upper School Head Science Teacher beginning August 2026. Position Overview Head 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 designing a challenging, creative, and developmentally appropriate curriculum to teach students with learning disabilities. The Quaker beliefs, testimonies, and practices are integrated into our work with students, colleagues, families, and the broader community. Essential Responsibilities and Duties: Differentiate teaching methods, instructional materials, and assessment tools to meet students' varying needs and interests Implement individualized and differentiated student plans for homework, organization, and behavior; assign and provide prompt feedback to classwork and homework Participate in all CSE reviews and meetings and testify at impartial hearings Collaborate with division directors/academic dean, Speech-Language Pathologist professionals, occupational therapists, and counseling team members to address students’ needs Work with other teachers and administrators in the development, evaluation, and revision of school programs Write, edit, and submit timely trimester reports, grades, recommendations, evaluations, and other requests as needed 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 Participate fully in the life of the school, including professional development, MMFS committees, weekly faculty meetings, regular supervisory meetings, and all school silence and staff meetings Supervise student activities, including study hall, student trips (including overnight trips), advisory, student clubs, etc. 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, 7:45 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 Travel between campuses is necessary on occasion for meetings, which are scheduled with advanced notice and are within walking distance from each other. Work Environment & Physical Demands This job 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, and staff may need to teach from different rooms. 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 MA required in the content area; special education experience a plus 3-5 years of direct teaching experience in Biology, Environmental Science, or Chemistry; independent or charter school experience a plus Strong oral and written communication with parents, children, and colleagues Commitment to equity and justice, including knowledge and skills related to cultural competencies The ability to create a classroom environment where students feel safe, supported, and challenged Strong collaboration and teamwork skills Growth mindset and the ability to use feedback to improve practice Familiarity with new technologies; GSuite and Veracross a plus 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, the annual base salary range for this position is $70,000 – $85,000, with the potential to reach up to $115,000 commensurate with experience. 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 and 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. Thu, 07 May 2026 12:11:39 -0400 https://careers.nais.org/jobs/rss/22259575/head-of-library-and-information-services https://careers.nais.org/jobs/rss/22259575/head-of-library-and-information-services Toronto, Ontario, Canada, St. Clement’s School is seeking a Head of Library and Information Services to join our community starting August 31, 2026 , with an orientation day on August 27, 2026. Reporting to the Vice Principal, this role provides strategic leadership for the Lassonde Library and works collaboratively with Heads of School, faculty across disciplines, and library staff to support students from Grades 1–12. As a member of the School’s Curriculum Leadership Team, the Head of Library and Information Services contributes to both the strategic vision and daily life of the library. This role is ideal for an educator who thrives at program development, bringing creativity, intellectual curiosity, and fluency across traditional and evolving literacies - including digital, media, and information literacy. With a strong commitment to equity?centred literacy, the Head of Library and Information Services helps shape how students engage thoughtfully, ethically, and confidently with information across an ever changing world. KEY RESPONSIBILITIES Maintain a professional and welcoming library environment, and manage student behavior conducive to a positive learning environment; Provide leadership and direction to support the educational, operational; and strategic goals of the school library and information services; Promote the ethical use of information and assist students and staff in locating materials, researching, citation, and evaluation of sources; Collaborate with faculty to teach information literacy skills to students and to plan integrated curriculum bringing the library to the classroom; Working with the Director of Digital Learning, support the development and integration of AI literacy and evolving research practices for the School teaching students to evaluate sources, navigate digital environments and use information ethically and effectively; Create engaging library programming, including author visits, reading initiatives, and events to engage the community; Manage general library functions, including acquisition of new materials, collection development, readers’ advisory, management and promotion of the birthday book program, management of online resources (including eBooks, LibGuides, SCS Reads, the library’s Edsby page, and online databases), administration of the online library catalogue, cataloguing and classification, budget planning, inventory, orientation, literacy initiatives, and scheduling classes and special events; Promote literacy and reading throughout the school community; Assist with new and emerging technology tools in a school library environment; Attend and participate at faculty meetings and PD opportunities; Attend and participate in school functions and meetings as required; Recruit, manage, and train parent and student volunteers; Remain current with school library trends and innovations; Commitment to co-curricular activities, and full participation in the life of the School; and Other duties as required. QUALIFICATIONS, EXPERIENCE AND ATTRIBUTES OF OUR IDEAL CANDIDATE Member in good standing with the Ontario College of Teachers with Teacher Librarian Specialist qualifications preferred; A Master’s degree in Library and Information Science is an asset; Previous work in a school setting; Strong leadership skills including planning, budgeting, and appropriate delegation; Reliable, cooperative, and collaborative; Current knowledge of copyright laws and practices; Excellent technology skills in both Windows and Mac, including the ability to support others; Superior verbal and written communication skills; Strong customer service and work ethic, works effectively and respectfully with a wide range of patrons; Organizational skills including prioritizing tasks and deadlines; A willingness to participate in the life of the School; and Clear criminal record check is required as a condition of employment. Salary is based on our Faculty Salary Grid and varies by qualifications and years of experience. Salaries below are based on full-time equivalency of (1.0); Salaries are based on qualifications and experience. The range for individuals with less than seven years of qualifying teaching experience is $60,000 – $105,000. The range for individuals with more than seven years of teaching experience is $85,000 – $134,000. (Progression within the band is based on set qualifications and experience.) These amounts are based on our current year grid, which may increase for the 2026 – 2027 academic year. Thu, 07 May 2026 15:17:40 -0400 https://careers.nais.org/jobs/rss/22259539/middle-school-math-teacher https://careers.nais.org/jobs/rss/22259539/middle-school-math-teacher Austin, Texas, Why St. Michael’s Prep? Located in the hills of southwest  Austin, Texas , St. Michael’s Catholic Preparatory School is an outstanding co-educational Independent Catholic school serving students from Pre-Kindergarten through 12th grade in Austin, Texas. The Lower School comprises PreK 3-4th grades, the Middle School houses grades 5-8, and the Upper School contains grades 9-12. We are distinguished by our  Catholic tradition,  a welcoming and diverse community, excellent academic programs, and a variety of extracurricular activities. Additionally, we are a technology-rich school. Thus, teachers and staff are expected to demonstrate meaningful skill with technology and an enthusiasm for technological growth in order to create authentic learning experiences for their students. Teachers and staff at St. Michael’s Prep further serve as role models that inspire students to think critically, reflect, explore, and apply their faith concretely to their lives. We are one community with three divisions, united in our commitment to put students first as we educate them in mind, body, and spirit. Our values : Integrity, Courage, & Excellence Our mission: St. Michael’s Prep cultivates a transformative, Independent school experience rooted in Catholic spirituality where we seek excellence in every pursuit and form virtuous leaders who positively impact the world. We are anchored by the  Catholic Social Teachings (CST)  and promote inclusion by advocating for a society based on love and justice, where all people have inherent dignity. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. We employ and optimize practices that promote growth of critical thinking, collaboration, communication, and creativity.   Ideal Candidates A math teacher in our learning community fosters a student-centered environment where students are active participants in their learning and teachers serve as facilitators of meaningful mathematical experiences. Through inquiry, collaboration, purposeful discourse, and timely feedback, teachers support students in progressing in their learning while developing critical thinking, problem-solving, and conceptual understanding. This role requires cultivating a classroom culture that values curiosity, intellectual risk-taking, respectful collaboration, and productive struggle. Teachers are expected to support students in building strong conceptual foundations, making connections across learning, and developing the confidence and agency to think critically and contribute meaningfully within a community of learners.   Summary of Position  St. Michael’s Catholic Preparatory School seeks a dynamic, experienced, and collaborative Middle School Math Teacher (Grade 6) for the 2026-2027 school year. The candidate must work well on a team, have excellent oral and written communication skills with colleagues and the community, and be a motivated, life-long learner. St. Michael’s Prep believes in teaching the whole child, focusing on social and emotional development alongside academic progress. We know that children learn best and will take the necessary risks in the learning process when they feel confident, comfortable, and secure in their learning environment; therefore, we look to employ educators who value building relationships and teaching social and emotional skills in addition to providing excellent academic instruction.  This middle school position entails teaching four sections of classes, one elective, and serving as a grade-level advisor. This is a full-time, 10-month faculty position that begins August 2026. The employee will report to the Head of Middle School.   Essential Duties and Responsibilities Design a comprehensive program of study aligned with the PreK-12th-grade curriculum, tailored to meet students' diverse needs, interests, and abilities. Deliver feedback to students and parents through diverse channels, including progress reports, conferences, calls, emails, and individual meetings, providing insightful comments and targeted guidance for improvement. Adjust teaching methods to accommodate students with identified learning differences, adhering to outlined accommodations in Student Support Plans. Exhibit organizational skills, creativity, and a collaborative approach while working with colleagues from various curricular departments. Utilize a variety of formative and summative assessments to gauge student understanding. Attend an Intersession trip and grade-level day retreat. Undertake additional responsibilities as assigned, including supervision during lunch, recess, and carpool duties. Qualifications and Education Requirements A bachelor’s degree required; a master’s degree preferred At least two years of teaching experience is preferred Math teaching experience in independent schools is preferred Experience as a student advisor is preferred  Qualified candidates should  complete an online application for employment and attach a cover letter and résumé .   Contact Mrs. Linder, klinder@smcprep.org  Dean of STEM with any questions.    St. Michael’s Catholic Preparatory School is an Equal Opportunity Employer and offers equal employment opportunity to all applicants for employment and all employees without regard to race, color, religion, sex, gender, national origin, age, physical or mental disability, genetic information, veteran status, military service, application for military service, or any other status protected by applicable law. See: https://www.smcprep.org/careers Thu, 07 May 2026 14:34:54 -0400 https://careers.nais.org/jobs/rss/22259340/lower-school-counselor-grades-4-6 https://careers.nais.org/jobs/rss/22259340/lower-school-counselor-grades-4-6 Miami, Florida, Carrollton School of the Sacred Heart seeks a Lower School Counselor to serve students in Grades 4–6 (ages 9–12). This counselor will work at the intersection of social-emotional learning and individualized student support, providing proactive programming and responsive counseling during a pivotal period of development marked by deepening self-awareness, increasing peer complexity, and growing academic demands. This counselor will be part of the Student Support Services team and will serve as a trusted adult presence, helping students develop the resilience, emotional intelligence, and interpersonal skills they will carry into the Upper School and beyond.   Under the direct leadership of the Director of Student Support Services, and in collaboration with the Lower School Head, Associate Lower School Head, the Student Support Services team, and school administration, the Lower School Counselor, Grades 4–6, will work both proactively and responsively to support the whole child: academically, socially, emotionally, and spiritually.   Essential duties and responsibilities: The essential duties and responsibilities of this position include, but are not limited to, the following: A commitment to the Goals and Criteria of Sacred Heart network schools as articulated in the school mission. Serves as an active member of the Student Support Services and Counseling teams, collaborating to support individual students while contributing to the overall effectiveness and responsiveness of the team as needed. Designing, implementing, and continuously evaluating a comprehensive, developmentally appropriate social, emotional, and developmental curriculum for Grades 4–6. Delivering regular social, emotional, and developmental curriculum in partnership with teachers, addressing topics such as self-concept and identity, emotional regulation, responsible decision-making, empathy, healthy peer relationships, conflict resolution, and digital citizenship. Developing and leading targeted programming around key Grades 4–6 developmental milestones and transitions, including the bridge from the Primary and the transition into the Upper School. Collaborating with faculty to integrate social, emotional, and developmental practices into daily classroom routines and the broader school culture. Providing individual counseling to students experiencing social, emotional, or behavioral challenges, making timely and appropriate referrals to licensed mental health professionals when clinically indicated. Responding to and managing crises or emergencies affecting students, following established school protocols, and coordinating appropriately with administrators, families, and outside professionals Facilitating small group sessions addressing common Grades 4–6 concerns such as anxiety, friendship and peer dynamics, academic stress, self-advocacy, identity development, and navigating change. Building genuine, trust-based relationships with all students in Grades 4–6, maintaining an accessible and welcoming counseling presence across classrooms, outdoor spaces, and school events. Supporting students and families through significant transitions, including the move from Grade 6 into the Upper School. Reviewing Psychoeducational evaluations and participating in parent meetings as well as outside provider meetings related to students' diagnosis.  Partnering with the Student Support Services team and school leadership to develop, implement, and monitor student learning plans. Engaging families as active partners, sharing observations, providing developmentally grounded guidance, and coordinating referrals to appropriate community resources. Collaborating with the Upper School counseling team to ensure smooth, well-supported transitions for students entering Grade 7. Presenting to Grade 4-6 parents on relevant topics related to students' social, emotional, and developmental milestones.  Participating in student support team meetings, interdisciplinary case consultations, family conferences, and relevant school-wide committees. Participating in faculty meetings, liturgies, chapels, retreats, school assemblies, and special events, including Back-to-School Night and admissions showcases. Utilizing school data and program feedback to evaluate the impact of the counseling program and drive continuous improvement. Participating in reflective, self-directed, ongoing professional development.  Performing other related duties as assigned.    Qualifications     A Master’s degree in Counseling, Psychology, or a closely related field is required Strong grounding in child and early adolescent development, including the social, emotional, and cognitive characteristics of students in Grades 4–6. At least three to five years of experience in counseling or a related field is preferred Intercultural competency and a commitment to supporting social justice, inclusion, and diversity as articulated in the Sacred Heart Goals & Criteria . Commitment to ongoing professional growth Enthusiasm for counseling students of all abilities Strong communication skills Demonstrated success with effective use of technology Interested candidates should submit an employment application through Employment Opportunities - Carrollton School of the Sacred Heart .    Thu, 07 May 2026 09:50:15 -0400 https://careers.nais.org/jobs/rss/22259557/5th-grade-english-language-arts-teacher https://careers.nais.org/jobs/rss/22259557/5th-grade-english-language-arts-teacher Austin, Texas, Why St. Michael’s Prep? Located in the hills of southwest  Austin, Texas , St. Michael’s Catholic Preparatory School is an outstanding co-educational Independent Catholic school serving students from Pre-Kindergarten through 12th grade in Austin, Texas. The Lower School is comprised of PreK 3-4th grades, the Middle School houses grades 5-8, and the Upper School contains grades 9-12. We are distinguished by our  Catholic tradition,  a welcoming and diverse community, excellent academic programs, and a variety of extracurricular activities. Additionally, we are a technology-rich school. Thus, teachers and staff are expected to demonstrate meaningful skill with technology and an enthusiasm for technological growth in order to create authentic learning experiences for their students. Teachers and staff at St. Michael’s Prep further serve as role models that inspire students to think critically, reflect, explore, and apply their faith concretely to their lives. We are one community with three divisions, united in our commitment to put students first as we educate them in mind, body, and spirit. Our values : Integrity, Courage, & Excellence Our mission: St. Michael’s Prep cultivates a transformative, Independent school experience rooted in Catholic spirituality where we seek excellence in every pursuit and form virtuous leaders who positively impact the world. We are anchored by the  Catholic Social Teachings (CST ) and promote inclusion by advocating for a society based on love and justice, where all people have inherent dignity. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. We employ and optimize practices that promote growth of critical thinking, collaboration, communication, and creativity.   Ideal Candidates Ideal candidates for positions at our school are experienced in and continue to develop expertise in social-emotional learning, project-based learning, innovative teaching strategies, technology-rich and differentiated instruction. Ideal candidates thrive in a collaborative environment designing and delivering innovative and creative cross-curricular instructional units to students with diverse learning styles and needs.   Summary of Position St. Michael’s Catholic Preparatory School seeks a dynamic, experienced, and collaborative 5th Grade English Language Arts Teacher for the 2026-2027 school year. The candidate must work well on a team, have excellent oral and written communication skills with colleagues and the community, and be a motivated, life-long learner. Experience integrating reading and academic writing instruction is preferred. St. Michael’s Prep believes in teaching to the whole child, focusing on social and emotional development alongside a child’s academic progress. We know that children learn best and will take the necessary risks in the learning process when they feel confident, comfortable, and secure in their learning environment; therefore, we look to employ educators who value building relationships and teaching social and emotional skills in addition to providing excellent academic instruction. This middle school position entails teaching four sections of classes, one elective, and serving as a grade-level advisor. This is a full-time, 10-month faculty position that begins August 2026. The employee will report to the Head of Middle School.   Essential Duties and Responsibilities Design a comprehensive program of study aligned with the PK-12th grade curriculum, tailored to meet students' diverse needs, interests, and abilities. Deliver feedback to students and parents through diverse channels, including progress reports, conferences, calls, emails, and individual meetings, providing insightful comments and targeted guidance for improvement. Adjust teaching methods to accommodate students with identified learning differences, adhering to outlined accommodations in Student Support Plans. Exhibit organizational skills, creativity, and a collaborative approach while working with colleagues from various curricular departments. Utilize a variety of formative and summative assessments to gauge student understanding. Attend a grade-level retreat in the Fall semester and an Intersession trip in the second semester. Teach one elective course; designed in collaboration with the Head of Middle School. Undertake additional responsibilities as assigned, including supervision during lunch, recess, and carpool duties. Qualifications and Education Requirements A collaborative and curious approach to teaching and learning A bachelor’s degree required; Master’s degree preferred At least two years of teaching experience required English Language Arts teaching experience in independent schools is preferred Experience as a student advisor is preferred   Qualified candidates should  complete an online application for employment and attach a cover letter and résumé .  You will receive an email confirming receipt of your application and additional details to complete the application process. Contact Dr. Laura Lopez, Head of Middle School at llopez@smcprep.org with any questions.   St. Michael’s Catholic Preparatory School is an Equal Opportunity Employer and offers equal employment opportunity to all applicants for employment and all employees without regard to race, color, religion, sex, gender, national origin, age, physical or mental disability, genetic information, veteran status, military service, application for military service, or any other status protected by applicable law. See: https://www.smcprep.org/careers Thu, 07 May 2026 14:54:16 -0400 https://careers.nais.org/jobs/rss/22259489/k-4-homeroom-teacher https://careers.nais.org/jobs/rss/22259489/k-4-homeroom-teacher Charlottesville, Virginia, About the School Since 1910, St. Anne’s-Belfield School has been committed to nurturing the whole student: body, heart, mind, and soul. As the  largest independent school  in the college town of Charlottesville, Va., our 900+ students, age 2 through Grade 12, inspire us each day as we aspire to educate the next generation of exemplary citizens and visionary leaders.  As a member of our school community, you'd be joining a team of people who are passionate about their roles and contributing to a community of purpose and belonging. Those who thrive at St. Anne’s-Belfield are people who, as outlined in our  Portrait of a Graduate , pursue knowledge to generate impact, seek to engage diverse perspectives and practices, engage in reflection, demonstrate moral character and integrity, and work to understand and meet the needs of the community.  Our  two beautiful campuses  on 55 acres serve as vibrant hubs for curiosity, creativity, and academic excellence. This is perfectly complemented by our location in Charlottesville, one of the top 5 happiest cities in the U.S., as recognized by National Geographic and Outside Magazine. Opportunities abound to connect with nature, enjoy arts and culture, engage with the University of Virginia, only one mile away, and explore American history both within our region or Richmond (one hour by car) and Washington, D.C. (two hours by car). If you're looking for a  dynamic learning environment  where your contributions help spark each child’s potential, we invite you to consider a career with St. Anne’s-Belfield. We at St. Anne's-Belfield School believe it is the quality and passion of our people that set us apart. We seek to hire the best teachers,  administrators , staff members, and coaches to support our student body by offering a competitive benefits package and providing a wonderful working environment. About the Position St. Anne’s-Belfield School seeks a full-time Lower School teacher for a homeroom class for the 2026-2027 school year. A homeroom teacher is responsible for planning and delivering curriculum, including morning meetings in the philosophy of Responsive Classroom and academic subjects, including reading and language arts, writing workshops, social studies, and Illustrative Mathematics instruction. A successful candidate for this position is a growth-minded relational educator who seeks to develop foundational skills and learning habits and stimulate critical thinking and creativity. We seek a collaborative and innovative colleague with experience in curriculum design, student-initiated and inquiry-based learning, and standards-based assessment. Full-time elementary school teaching experience, strong classroom management skills, and a love for teaching young children are required. A master’s degree in reading instruction or elementary education is preferred. St. Anne’s-Belfield affirms the enduring value of educating the whole child. Through all aspects of their work with children, our faculty endeavor to deliver on the School's mission of guiding children to become strong in body, broad of mind, tender of heart, and responsive in soul. Responsibilities Curriculum Delivery/ Lesson Planning and Instruction : Design and deliver instruction in core subjects, including reading, language arts, writing, social studies, and Illustrative Mathematics. Responsive Classroom Implementation : Lead morning meetings and build classroom culture and relationships with students following the Responsive Classroom approach to foster a positive, inclusive environment and build students' social-emotional skills. Student Engagement : Promote student-initiated and inquiry-based learning to encourage active participation, critical thinking, and creativity. Assessment and Evaluation : Use standards-based assessment practices to evaluate student progress and provide feedback to students and families to support student growth. Collaboration and Innovation : Work closely with other educators to develop, enhance, and integrate curricula, contributing to a collaborative Lower School environment. Classroom Management : Maintain an organized and respectful classroom environment that promotes the well-being and academic success of all students. Qualifications Bachelor’s degree in Elementary Education, Early Childhood Education, or a related field (Master’s degree in Reading Instruction or Elementary Education preferred). Minimum of 2 years of full-time elementary teaching experience. Strong classroom management skills and a demonstrated ability to inspire and engage young learners. Knowledge of and experience with Responsive Classroom philosophy, curriculum design, and inquiry-based learning approaches. Proficiency in implementing standards-based assessment. Dedication to fostering a diverse, equitable, and inclusive environment. Preferred Skills Growth mindset with a passion for professional development and lifelong learning. Experience with or commitment to student-centered teaching methods. Strong interpersonal skills and a commitment to building supportive relationships with students, families, and colleagues. St. Anne’s-Belfield Mission : Our faculty embody the School’s mission of cultivating students who are “strong in body, broad of mind, tender of heart, and responsive in soul.” Through an approach focused on educating the whole child, our teachers strive to create an environment where students can grow intellectually, emotionally, and socially, while instilling a love of learning that lasts a lifetime.   What we offer Competitive annual salary Paid time off Shared cost Medical, Dental, and Vision Insurance Employer paid Short and Long-term Disability and Life Insurance Retirement plan with match Supplemental insurance policies Flexible Spending Account / Health Savings Account Discounted Gym Membership Employee Assistance Program Tuition remission and program discounts for children enrolled at the school Free lunch when school is in session Free after-care for children enrolled at the school Free admission to the Virginia Discovery Museum 20% discount at St. Anne's-Belfield School store   Position Type : Full-Time, Academic Year 2026-2027 Reports to:  Head of Lower School To Apply : please submit a resume, cover letter, and respond to the application questions on our Career Opportunities website . St. Anne's-Belfield is an Equal Opportunity Employer. We encourage applications from candidates with diverse backgrounds and experiences Thu, 07 May 2026 13:36:31 -0400 https://careers.nais.org/jobs/rss/22256675/mathematics-teacher-upper-middle-school-grades-6-8 https://careers.nais.org/jobs/rss/22256675/mathematics-teacher-upper-middle-school-grades-6-8 New York, New York, Marymount School seeks a dynamic, collaborative, skilled educator to join our Upper Middle School faculty as a Mathematics Teacher. Upper Mid math teachers aim to help students to become confident, critical and logical problem solvers, tackling a range of concepts and skills through Algebra I. The ideal candidate brings joy, flexibility, and an appreciation for middle school students.  Marymount teachers are deeply invested in innovative and engaging teaching and learning. Ideal candidates foster collaborative, student-centered classrooms where discussion, inquiry, and intellectual risk-taking are central. At Marymount, all teachers strive to balance high expectations with deep support, fostering both academic excellence and student growth.  Beyond the classroom, teachers at Marymount serve as advisors and contribute to the broader life of the school by moderating at least one student club or activity. They collaborate closely with colleagues, communicate regularly with families, and engage fully in the school community. Responsibilities:    Teach three courses of math in Upper Mid, with additional math support in our learning center Collaborate closely with colleagues on curriculum design, assessment, and pedagogy. Provide individualized support and enrichment for students Serve as an advisor to a group of students, supporting their academic and personal growth. Contribute to the life of the school through club leadership or other extracurricular involvement. Supervisory duties and responsibilities as requested by divisional head.  Qualifications:  A master’s degree or higher in mathematics or a related field Experience teaching mathematics at the middle school level Demonstrated commitment to student-centered, inquiry-based pedagogy A commitment to equity and belonging in teaching practices Excellent communication and collaboration skills Wed, 06 May 2026 14:11:01 -0400 https://careers.nais.org/jobs/rss/22256771/lower-school-teacher-grade-5 https://careers.nais.org/jobs/rss/22256771/lower-school-teacher-grade-5 Hamden, Connecticut, Hamden Hall Country Day School (Hamden, CT), a PS - Grade 12 private school serving 700 students, is seeking a full-time 5th Grade teacher. This teacher will be responsible for planning, teaching, and monitoring the success of all learners in their classroom, with a focus on Math and Language Arts instruction.    Responsibilities Provide a nurturing, student-centered, and inclusive environment for students Build a strong classroom community Work collaboratively with a co-teacher to support and extend the objectives of the curriculum Able to differentiate instruction in Math and Language Arts for a wide range of student's abilities and interests Communicate regularly with parents via phone call, Zoom, and/or e-mail Create written narrative reports twice during the school year Create written conference reports twice during the school year Embrace technology and new ways of extending students' learning and creative capacities Knowledge of and experience with the cognitive, social, and emotional issues of elementary grade students Willingness to learn and grow professionally   Qualifications: Bachelor's Degree in Elementary Education or a related field. Advanced degree preferred 2 years classroom experience Additional Skills/Qualifications: Strong Classroom Management, Verbal Communication, Conflict Resolution, Self-Motivation, Motivating Others, Listening, High Energy Level, Confidentiality, Emotional Control, Handles Pressure, Responsive Classroom, Being a Writer & Envision 2024 experience is a plus.    Wed, 06 May 2026 16:10:31 -0400 https://careers.nais.org/jobs/rss/22256481/lower-school-teacher-2026-2027 https://careers.nais.org/jobs/rss/22256481/lower-school-teacher-2026-2027 Philadelphia, Pennsylvania, Germantown Friends School is seeking a full-time Lower School lead teacher for the 2026-2027 school year to support the mission of our school, including its commitment to diversity, equity, and inclusion, and our Quaker values. Candidates should enjoy engaging with curious, thoughtful children and collaborating with creative and intellectual colleagues. Lead teachers serve as mentors to a teacher assistant and participate actively in committee work with fellow faculty. Previous classroom teaching experience and a master’s degree are strongly preferred. We seek individuals who share our enthusiasm for teaching and learning within a collaborative environment. Experience with children in a learning environment, a demonstrated desire to grow as an educator, and a completed undergraduate degree are required. Specific responsibilities include: Demonstrating a joy of learning each day. Creating a classroom community that is welcoming, peaceful, respectful, and promotes Quaker values as well as school norms. Understanding the nature of unstructured moments during a child's school life and the enormity of those moments in creating and shaping school culture. Developing relationships with and between students that are conducive to learning. Collecting and interpreting data on student performance and growth, and using that data to guide instruction. Planning lessons and units of study with the grade level scope and sequence as a guide while also assessing the needs, interests, experience, and existing knowledge of the students. Possessing a working knowledge of early language learners and the skill sets needed to implement adopted curriculum for these ages. Assessing student work and recording student development and progress. Designing literacy, math, and social studies lessons with a full knowledge of best practices in each discipline; Reflecting on pedagogy and curriculum, in order to make changes as needed. Building and maintaining cooperative relationships with parents, including regular communication about the classroom environment. Collaborating with the Student Support Team to differentiate the curriculum effectively and support individual students. Meeting with parents through conferences and other informal moments throughout the year to keep them informed on their child’s progress. Collaborating with nurses and other school personnel, as appropriate, to care for students. Participating in faculty meetings and committee meetings. Engaging fully in the life of the Lower School as an essential member of the community. Other duties as assigned by the Division Director. Interested candidates should send a cover letter, resume, and the names and contact information for three references, all as attachments, to resumes@germantownfriends.org. Please include “LS Teacher” in the subject line. Germantown Friends School is an equal-opportunity employer committed to diversity in its student body, faculty, and staff. The school does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, creed, national or ethnic origin, citizenship status, age, disability, veteran status, or any other legally protected class status. People demonstrating a commitment to diversity and multiculturalism in education are encouraged to apply. For more information about the school, please visit our website at www.germantownfriends.org. Germantown Friends School is a Quaker, independent, coeducational day school, serving early childhood?12 th grade. Located in northwest Philadelphia, the school is home to a vibrant intellectual community, located in a historic neighborhood, serving a diverse school community, with a robust educational program that is grounded in Quaker principles. For more information about the school, visit www.germantownfriends.org . Wed, 06 May 2026 09:16:25 -0400 https://careers.nais.org/jobs/rss/22256836/middle-school-art-design-teacher-ib-myp https://careers.nais.org/jobs/rss/22256836/middle-school-art-design-teacher-ib-myp San Francisco, California, Position Overview The role of the Art & Design Teacher is to develop curriculum consistent with the MYP Design Subject Guide and design of units of inquiry relating to technology and design. This position supports and implements the daily program in accordance with the policies and philosophy of the School under the supervision and direction of the Division Director and the Head of School.  Description is subject to change without notice as the School's needs may require. The Art & Design Teacher works to implement the IB-PYP and IB-MYP Curriculums within the Reggio Emilia philosophy. The ideal candidate will be a lifelong learner with an innovative mindset, a wide range of technical skills in product and/or digital design, and a track record of encouraging and supporting students to pursue their individual and unique interests and make transdisciplinary connections in design and related fields. The individual will model and promote the IB learner profile and teach across a range of ages and abilities.  The Art & Design Teacher usually has a background in visual arts (or dance, engineering, science, design, etc.)     Role & Responsibilities include, but are not limited to:  Teach and develop MYP Art & Design courses in Grades 6, 7, 8. Potential elementary support as needed. Review and modify  written curriculum in IB Art and Design in collaboration with the IB MYP Coordinator and Lead Atelierista. Assess students according to the requirements of the MYP Design and Art Subject Guides, and maintain a gradebook in Toddle. Research opportunities to bring learning into the broader community through volunteer work, guest teachers, experiences and community partnerships. Collaborate closely with the Atelierista, the Pedagogical Leadership team, the IB-Coordinator, faculty, the Technology Coordinator, and IT Systems Administrator to optimize learning outcomes. Integrate the 100 languages of students, especially digital and technological languages in the Design Curriculum, e.g. graphic design, coding, robotics, etc. Collaborate with other Departments and colleagues to develop interdisciplinary units and inquiries across the 100 languages. Participate in and actively contribute to the Professional Development of all faculty to encourage learning through creative expression, documentation and the cultivation of the environment.  Contribute to community learning events (Parent Education, Spotlight Series, Admission Events, the Exhibit, etc.) by highlighting creativity in student learning through student work.  As a La Scuola faculty member, you are committing to: 1. Designing, planning & implementing appropriate curriculum goals and long-term projects within the IB-MYP guidelines, including but not limited to: Creating a flexible program and class environment favorable to individualized learning and personal growth. Using structured purposeful inquiry as the leading vehicle for learning. Teaching in English and Italian or Spanish as applicable. Balancing the needs of students with different Italian and English language skills. Using technology to enhance learning. 2. Setting educational and developmental goals for the children, both as a group and individually, including but not limited to: Establishing a personal connection with each student Striving to understand each child’s individual temperament and evolving developmental level/needs.  Supporting each child’s social, emotional, academic, language, cognitive, and physical development within the context of La Scuola's Reggio Emilia inspired “pedagogy of relationships.” Encouraging positive social interactions among children and guiding children towards more appropriate behavior. Participating in and supporting the school’s positive behavior policy and general ethos of respect for all. Promoting international-mindedness and encouraging students “to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.” Balancing the necessity of classroom rules and norms with the need to respond to specific individuals appropriately (i.e., balance the needs of the group with the needs of the individual).  Incorporating each child’s current needs into planning for the overall group curriculum/ activities. Assessing each child’s progress frequently and accurately throughout the year. Assessing the group dynamic on an ongoing basis, as well as individual academic progress toward group and individual goals as required. Reporting on students’ progress along the continuum and as compared with the learning outcomes and IB PYP Scope & sequence. 3. Preparing the environment (indoor and outdoor) so as to support the educational objectives/goals including, but not limited to: Maintaining a provocative and thoughtful environment to support the Reggio Emilia inspired learning goals. Following classroom environment guidelines and La Scuola high standards in maintaining an aesthetically pleasing and beautiful classroom. Making the learning process visible through documentation of student  work Providing different activities, materials and projects for learning and exploration. 4. Establishing and maintaining a personal connection with each parent, child's family, including: Seeking to understand the family needs, styles and priorities for their child in the school. Conducting professional and insightful parent/teacher conferences (assess students ahead of time, pinpoint areas of concern, if any, and have all written materials prepared and printed out prior to the conference). Communicating individual and group accomplishments and projects (interests, pursuits) in a timely manner through Toddle, email, conversations, newsletters, and other documentation. Participating in all-school community events. 5. Maintaining open lines of communication with students and families. Keeping a constant record of expectations, learning activities, assessments, deadlines, rubrics and feedback on Toddle. Communicating directly with students and parents via email to provide necessary information on the student’s progress. Requires Master of Arts, or Arts Management or Arts Psychology or the equivalent) Requires a minimum 24 months of experience with Reggio Emilia Approach (or equivalent) Familiarity with International Baccalaureate is a plus  Italian language proficiency preferred $75,000 - $85,000 annual salary, commensurate with experience and credentials. Thu, 07 May 2026 11:31:51 -0400 https://careers.nais.org/jobs/rss/22256667/spanish-teacher-grades-2-5 https://careers.nais.org/jobs/rss/22256667/spanish-teacher-grades-2-5 New York, New York, Marymount School of New York seeks an experienced educator to teach Spanish in the target language to students in Grades 2-5. Ideal candidates have a warm, patient, and engaging approach to working with middle grade children. Classes are largely conducted in the target language and aim to develop students’ ear for Spanish language learning, build their vocabularies, and give them an inspiring language learning experience.  Marymount teachers are deeply invested in innovative and engaging teaching and learning. Ideal candidates foster collaborative, student-centered classrooms where discussion, inquiry, and intellectual risk-taking are central. At Marymount, all teachers strive to balance high expectations with deep support, fostering both academic excellence and student growth.  Beyond the classroom, teachers at Marymount contribute to the broader life of students. All teachers collaborate closely with colleagues, communicate regularly with families, and engage fully in the school community. This position is preliminary affiliated with our Lower Middle School, includes responsibilities for a biweekly club period. Responsibilities: Design and implement developmentally-appropriate Spanish curriculum for grades 2-5. Facilitate a biweekly club period within the school day. Cultivate an immersive classroom environment that supports language acquisition.  Collaborate with classroom teachers to support interdisciplinary connections and student development.  Partner with families regarding student progress and program goals.  Qualifications: Fluency in Spanish (native or near-native proficiency required) Experience teaching elementary-aged students  A higher degree in elementary education, Spanish, or a related field is required; master’s degree is preferred Knowledge of research-based language acquisition practices A commitment to equity and belonging in teaching practices Wed, 06 May 2026 13:59:02 -0400 https://careers.nais.org/jobs/rss/22256557/full-time-high-school-and-or-middle-school-french-teacher https://careers.nais.org/jobs/rss/22256557/full-time-high-school-and-or-middle-school-french-teacher St. Louis, Missouri, The Whitfield School, an innovative educational institution for students in grades 6-12, announces an opening for a French Teacher. We are seeking individuals who actively engage with—and learn from—colleagues on a daily basis, thrive on the opportunity to co-create an equitable and inclusive environment for a diverse student body, and apply research-based best practices in their classrooms day in and day out. This position will begin in August 2026.  The Whitfield School World Language Department strives to empower each student to achieve a higher personal level of oral proficiency. Teachers use the ACTFL standards to guide their instruction, and use the target language as much as possible to create an immersion setting. Although oral proficiency is the top priority, students will also develop skills in the areas of reading and listening comprehension, writing, and culture awareness of the countries in which the target language is spoken. Typical responsibilities include the following:  Teach five sections of French, which could include a range of abilities from novice through advanced. Level and grade level to be determined based on expertise and experience. Serve as an advisor to approximately 12 students Meet with students during “Academic Lab” time to provide additional support, individualized feedback, and opportunities for extension Serve as an advisor to student-led clubs and activities  Collaborate with departmental peers on curricular design, project-based learning experiences, and experiential education Collaborate with grade level team to foster a community of kindness, trust, and belonging   Work professionally and cooperatively within the department, the School, and the broader Whitfield community   In addition to demonstrating a passion for this work, ideal candidates will have the following qualifications: Master’s degree in French or related degree  Familiarity with the ACTFL proficiency guideline and benchmarks Knowledge of Second Language Acquisition theory and application Two to three years of experience teaching French across a range of abilities and age levels, ideally middle school through upper school  Pedagogical alignment with Whitfield’s approach to experiential learning  Background in and commitment to designing and facilitating collaborative, student-centered classes Background in and commitment to culturally responsive teaching Demonstrated ability to collaborate with colleagues A strong desire to participate in the whole life of the school  Strong interpersonal, organizational, and communication (oral and written) abilities  Interested candidates should submit the Whitfield Application for Employment form ( click here ) which includes submitting two PDF files through the application:  Cover letter as introduction to search committee Resume detailing experiences and qualifications Questions about the position can be directed to Upper School Director Zach Schwarz, zach.schwarz@whitfieldschool.org .  Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. Whitfield School is an equal opportunity employer and we encourage all candidates to apply. Wed, 06 May 2026 11:09:31 -0400 https://careers.nais.org/jobs/rss/22256759/director-of-school-and-college-counseling https://careers.nais.org/jobs/rss/22256759/director-of-school-and-college-counseling West Roxbury, Massachusetts, Director of School and College Counseling Context Catholic Memorial is a college preparatory school for boys founded in the spirit of Blessed Edmund Rice and guided by the Essential Elements of an Edmund Rice Christian Brothers Education. Our faith and learning community is dedicated to transforming boys’ lives through academics, arts, athletics, and campus ministry. We challenge students to pursue excellence, embrace Gospel values, and lead through service. The Director of School and College Counseling serves as a mission-driven leader who oversees and advances Catholic Memorial’s comprehensive school counseling program, guiding students in their academic, social-emotional, and post-secondary development. Rooted in the Edmund Rice tradition, this role ensures that every student is known, supported, and empowered to discern his purpose and pursue a meaningful life beyond Catholic Memorial. Position Summary The Director provides strategic leadership for the school’s counseling and college counseling programs. The Director ensures a cohesive, relational, and data-informed approach to supporting students from Grades 7–12, fostering growth in academic readiness, character formation, and vocational discernment. At Catholic Memorial, counselors build enduring relationships with students, working with the same students across multiple years to guide their development and support them to make intentional decisions about their post-graduation path. The Director leads a team that partners with students and families to navigate academic challenges, cultivate self-confidence, and discern post-secondary college and career pathways grounded in each student’s gifts, interests, and the needs of the world.  Key Responsibilities Leadership & Program Development Provide vision, leadership, and supervision for the department of School and College Counselors Design, implement, and continuously improve a comprehensive, mission-aligned counseling program  Ensure alignment of counseling services with Catholic Memorial’s mission, Portrait of a Graduate, and standards for excellent teaching and learning  Collaborate with school leadership to support student well-being, retention, and success across all grade levels  Student Support & Formation Ensure that each student receives individualized, relational counseling support addressing academic, social-emotional, and developmental needs  Oversee systems and manage data that monitors student progress, including academic performance, engagement, and well-being  Partner with faculty, advisors, and families to support students in navigating challenges and maximizing their potential  Promote programs that develop leadership, character, and service-mindedness, preparing students for life beyond CM    College Counseling & Post-Secondary Planning Oversee a comprehensive college counseling program grounded in discernment, collaboration, and informed decision-making about college and post-secondary planning Ensure personalized support for students and families throughout the college selection and application process  Guide the integration of vocation-focused discernment (e.g., identifying gifts, passions, and purpose) into the college counseling process  Collaborates with college counselors and field specialists and coordinates family programming, workshops, and communication that support student success and post-secondary planning  Coordinates the College Dual Enrollment program, and collaborates with school leadership  Maintain knowledge of college admissions trends and ensure a data-informed approach to advising students  Lead and refine the Beyond CM curriculum in collaboration with the Theology Department and school leadership Ensure the program effectively supports students’ academic, social, emotional, and spiritual growth through classroom instruction, small group sessions, and individual meetings  Collaboration & Communication Serve as a key liaison between students, families, faculty, and administration  Partner with the Vice Principals, Campus Ministry, Athletics, and Academic Departments to ensure a holistic approach to student development  Partners with the Vice Principal of the Middle School and Vice Principal of the High School in facilitating the Middle School and Freshman Formation Programs.  Communicate clearly and regularly with families regarding student progress, program offerings, and college counseling timelines  Operations & Systems Manage departmental operations, including caseload distribution, scheduling, and program logistics  Use data and technology systems to track student outcomes and inform program improvements  Oversee partnerships with external organizations, including mental health professionals, colleges, and community resources  Course Scheduling & Registration Partner with the Vice Principal of Teaching and Learning, academic leadership, and department chairs to support the design and execution of the annual course scheduling and registration process for Grades 7–12  Collaborate to ensure course offerings align with graduation requirements, student needs, and institutional priorities  Support student course selection processes, ensuring students and families are well-informed and guided toward thoughtful academic decisions  Assist in monitoring and adjusting student schedules to support academic progress and student well-being  Qualifications Master’s degree in School Counseling, Educational Leadership, Psychology, or a related field  Demonstrated experience in school counseling, college counseling, or student support leadership   Demonstrated leadership experience, including team supervision and program development  Deep understanding of adolescent development, college admissions, and student support systems  Commitment to Catholic education and the mission of an Edmund Rice Christian Brothers school  Strong relational, communication, and organizational skills  Personal Qualities A relational educator who believes that meaningful relationships are at the heart of student growth  A mission-driven leader who sees counseling as integral to formation - academic, personal, and spiritual  A collaborative professional who works effectively with faculty, families, and students  A reflective practitioner who uses data and feedback to improve programs and outcomes  A compassionate presence who upholds high expectations while supporting each student with dignity and care Salary Range: $90,000-$120,000                        TO APPLY - Interested candidates should submit a letter of interest and current resume by May 12, 2026 to: Mrs. Elizabeth Check Executive Assistant to the President Catholic Memorial 235 Baker Street West Roxbury, MA, 02132 elizabethcheck@catholicmemorial.org Qualifications Master’s degree in School Counseling, Educational Leadership, Psychology, or a related field  Demonstrated experience in school counseling, college counseling, or student support leadership   Demonstrated leadership experience, including team supervision and program development  Deep understanding of adolescent development, college admissions, and student support systems  Commitment to Catholic education and the mission of an Edmund Rice Christian Brothers school  Strong relational, communication, and organizational skills    Personal Qualities A relational educator who believes that meaningful relationships are at the heart of student growth  A mission-driven leader who sees counseling as integral to formation - academic, personal, and spiritual  A collaborative professional who works effectively with faculty, families, and students  A reflective practitioner who uses data and feedback to improve programs and outcomes  A compassionate presence who upholds high expectations while supporting each student with dignity and care   Wed, 06 May 2026 15:55:21 -0400 https://careers.nais.org/jobs/rss/22253509/upper-elementary-faculty https://careers.nais.org/jobs/rss/22253509/upper-elementary-faculty Nashville, Tennessee, Akiva School, Nashville’s only Jewish Day School, is seeking a warm, energetic, and skilled Middle School teacher to join our exceptional faculty. Serving students in Kindergarten through 6th grade, Akiva is a vibrant learning community committed to academic excellence in both General and Judaic Studies while helping students grow as confident learners, thoughtful individuals, and engaged members of the world.We are looking for an educator who believes school should be filled with wonder, joy, and purpose—someone who understands the importance of rigor and creates a classroom where children feel known, supported, and inspired every day. Position Overview  The ideal candidate will possess a deep love for working with upper elementary and middle school learners, implementing student-centered, developmentally appropriate pedagogy that fosters critical thinking and a personal love for learning.  This teacher will work collaboratively with colleagues and co-teachers to deliver high-quality instruction while fostering curiosity, creativity, and a love of learning. Key Responsibilities Instruction and Curriculum:  Develop and implement engaging, rigorous and student- centered lesson plans.   Design experiential learning opportunities that encourage exploration, creativity, and active student engagement. Create a learning environment that encourages students to wrestle with concepts and problem solve.  Maintain a safe, inclusive and positive learning environment using a supportive and reflective classroom management approach. Foster a warm, positive classroom culture with strong routines, clear expectations, and effective classroom management. Differentiate instruction to meet the diverse learning needs, strengths, and developmental profiles of students, collaborating with student support teams Assess student growth regularly through formal and informal measures and use data to guide instruction. Maintain regular, professional and positive communication that is clear, timely, and compassionate with families regarding student progress and classroom life.  Collaborate closely with co-teachers, faculty, support staff, and administration as part of a thoughtful and dynamic educational team. Participate in curriculum development, faculty meetings, professional learning, and school initiatives. Share in school-wide responsibilities such as supervision duties, community events, and student support beyond the classroom. Help sustain Akiva’s inclusive and welcoming culture by honoring diverse backgrounds, perspectives, and Jewish practices. Applicants of all faiths and backgrounds are welcome to apply. We are looking for someone with a passion for what they do and a commitment to strong communication with teachers, students, and parents.  We look forward to meeting and speaking with any qualified candidate.  We encourage interested applicants to visit our websites at www.akivanashville.net   Qualifications Bachelor’s degree in Education or a related field required Master’s degree strongly preferred Experience teaching upper elementary students preferred Excellent communication, collaboration, and organizational skills Passion for teaching young children and supporting their growth as learners and people Compensation  Equitable Salary band based on experience. $50,000-$80,000. Why Akiva? At Akiva School, you will join a spirited and dedicated faculty that values innovation, connection, and purpose-driven teaching. You’ll have the opportunity to shape a child’s first school experiences in a close-knit community that celebrates learning, identity, and belonging. Applicants of all faiths and backgrounds are warmly encouraged to apply. Interested candidates should send a cover letter and resume to hiring@akivanashville.net with ‘ General Studies Faculty’ in the heading.  Bachelor’s degree in Education or a related field required Master’s degree strongly preferred Experience teaching upper elementary students preferred Excellent communication, collaboration, and organizational skills Passion for teaching young children and supporting their growth as learners and people Tue, 05 May 2026 15:09:44 -0400 https://careers.nais.org/jobs/rss/22253286/middle-school-math-teacher https://careers.nais.org/jobs/rss/22253286/middle-school-math-teacher Atlanta, Georgia, Please click here to see the full job description. POSITION OVERVIEW Join a growth-oriented, collaborative learning community committed to developing the whole person for college and life. Westminster hires and retains passionate, talented, diverse educators like you to prepare our students to be lifelong learners, well-equipped to address local and global challenges. Westminster excels regionally and nationally in every area of school life, from academics to the arts and athletics, achieving excellence through a wide range of programming — and we need you to help us!  In our Middle School, you’ll work with colleagues and students who infuse challenge with joy. All eighty-six Middle School faculty are part of Professional Learning Communities that meet four times weekly to design lessons, create assessments, and explore new ideas. Expect to find hallways full of laughter, hard work, curiosity, and care. For our part, Westminster stands ready to support you with exceptional resources, including a Center for Teaching that provides workshops, cohorts, coaching, travel grants, and resources to help you be your best. At Westminster, you are more than just an academic expert; you make a difference in the lives of students, colleagues, and families – and they, in turn, make a difference in yours. Supervisor : Head of Middle School Supervisory Responsibilities:  None Position Status : Salaried, exempt, full-time, 10-month Work Hours : Typical hours are 7:30 a.m. to 4:00 p.m., Monday through Friday. Some weekend and evening work may be required.      REQUIREMENTS AND QUALIFICATIONS The requirements below represent the knowledge, skills, and abilities required for a successful candidate. Strong academic background in Middle School math and/or related field(s). Two or more years of Middle School teaching experience, a Master’s degree, and a background in differentiated curriculum are preferred but not required Deep familiarity with the developmental and learning needs of Middle School children Proficiency with a range of technologies and the ability to use them to enhance teaching and learning The desire to continue learning by reading and implementing ideas from professional journals, attending workshops and conferences, taking courses, and collaborating with colleagues   ESSENTIAL RESPONSIBILITIES Teaches four sections of Middle School math, ranging from 6th grade math through Algebra I and Geometry Co-teaches a 2-week immersive, interdisciplinary class during MayATL Works directly with other Middle School teachers as part of a Professional Learning Community Serves as a Middle School faculty member and an advisor to students Contributes to the larger school community through coaching or sponsoring other extracurricular programs, including competitive math teams Supervises students during lunch, etc., on a rotating basis Other duties as assigned Additionally, successful candidates should demonstrate: a love of working with Middle School students an engaging teaching style the ability to build partnerships with parents and colleagues the ability to create and promote an inclusive learning environment enthusiasm, flexibility, and a cooperative spirit   PHYSICAL DEMANDS AND WORK ENVIRONMENT While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle, and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch, and crawl; talk and hear; engage in moderately strenuous physical activity both indoors and out. The employee may occasionally lift or move up to 20 pounds. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The ability to become certified in CPR, AED, and First Aid is required. While performing the duties of this position, the employee is occasionally exposed to outdoor weather conditions and frequently walks on slippery or uneven surfaces.  The noise level in the work environment is often loud. Westminster is a drug-free, smoke/vape-free campus.   TRAVEL Travel is primarily local during the regular business day.  Overnight and out-of-area travel may also be required and is associated mainly with planned events, conferences, and professional development opportunities. Driving a Westminster vehicle may be required for this position.   EQUAL EMPLOYMENT OPPORTUNITY STATEMENT Westminster is committed to the principle of equal opportunity in employment.  It is Westminster’s policy to provide equal employment opportunities and administer terms and conditions of employment without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran under applicable federal, state, and local laws.  EOE/M/F/D/V. REQUIREMENTS AND QUALIFICATIONS The requirements below represent the knowledge, skills, and abilities required for a successful candidate. Strong academic background in Middle School math and/or related field(s). Two or more years of Middle School teaching experience, a Master’s degree, and a background in differentiated curriculum are preferred but not required Deep familiarity with the developmental and learning needs of Middle School children Proficiency with a range of technologies and the ability to use them to enhance teaching and learning The desire to continue learning by reading and implementing ideas from professional journals, attending workshops and conferences, taking courses, and collaborating with colleagues Tue, 05 May 2026 10:18:43 -0400 https://careers.nais.org/jobs/rss/22253254/student-support-intervention-specialist-grades-6-12-2026-2027-school-year https://careers.nais.org/jobs/rss/22253254/student-support-intervention-specialist-grades-6-12-2026-2027-school-year New York, New York, The Lang School seeks a creative, passionate, and dedicated Student Support & Intervention Specialist to support our twice-exceptional (2e) students — gifted students with learning differences — across grades 6–12. We offer our highly promising learners a rigorous, learner-centered, empirically validated education with integrated supports that foster independence, resilience, and self-advocacy. We are looking for an experienced professional to work collaboratively with our School Psychology, Therapy, and Education Teams, as well as with students, families, and outside providers. This role blends behavioral support, social-emotional development, therapeutic intervention, and systems-level collaboration to ensure students are supported holistically and consistently across the school day, as well as family collaboration and partnership. This position reports to the Divisional Director and Assistant Head of School and is an 11-month role . Candidate Preferred Requirements: Master’s degree in Special Education, School Counseling, Mental Health Counseling, Social Work, or related field Preferred certification/licensure (LCSW, LMSW, LMHC, or equivalent) Minimum of 3 years working in an educational or clinical setting supporting students with diverse learning and social-emotional needs Demonstrated experience with behavior support and intervention strategies (e.g., MTSS, PBIS, CBT, DBT, CPS, ABA, restorative practices) Experience reading and interpreting Neuropsychological Evaluations, IEPs, and behavior plans Strong understanding of executive functioning, social-emotional learning, and student development Proficiency with classroom technologies, online platforms, and Google Suite Must be legally authorized to work in the United States and not require sponsorship Successful candidates: Have an authentic connection with our mission and our student population of twice-exceptional learners Bring deep experience supporting students with learning differences, anxiety, ADHD, ASD, and executive functioning challenges Are skilled at responding to student dysregulation with calm, effective, and developmentally appropriate strategies Balance therapeutic insight with practical, school-based intervention approaches Are excellent communicators who engage families as partners with clarity, empathy, and professionalism Thrive in collaborative, interdisciplinary environments and value diverse perspectives Are flexible, proactive, and solutions-oriented, with a “whatever it takes” mindset grounded in patience and respect Are reflective practitioners committed to continuous growth, equity, and culturally responsive practice Responsibilities: Student Support & Intervention Provide real-time support and intervention for students experiencing dysregulation, behavioral challenges, or social-emotional needs Respond to and help de-escalate situations using evidence-based strategies Support students in developing self-regulation, coping, and self-advocacy skills Intervention Planning & Case Management Develop, implement, and monitor individualized intervention plans for assigned students Maintain a caseload and track progress through consistent data collection and analysis Collaborate with teachers and specialists to ensure interventions are integrated across settings Adjust supports based on ongoing progress monitoring and student needs Collaboration & Teacher Support Partner with teachers to design and implement Tiered supports , including classroom strategies and accommodations Provide in-the-moment coaching and modeling of effective practices Collaborate across disciplines (OT, SLP, counseling, academic specialists) to ensure cohesive support plans Family Communication & Partnership Communicate regularly with families regarding student progress, challenges, and strategies Support families in understanding and reinforcing interventions at home Coordinate with outside providers when appropriate to ensure alignment of care Systems & Schoolwide Support Contribute to the development and implementation of schoolwide behavior and SEL systems Support documentation and communication of student needs across teams Participate in meetings, professional development, and school initiatives Crisis Response & Follow-Up Serve as a key responder during behavioral or emotional crises Lead or support post-incident reflection, documentation, and follow-up planning Ensure continuity of support following incidents through coordinated intervention plans General Responsibilities Build and maintain strong, trusting relationships with students, families, and colleagues Maintain clear, organized documentation of student progress and interventions Participate fully in school life, meetings, and professional development Support additional duties or committees as requested by leadership About The Lang School The Lang School (thelangschool.org) is a progressive independent school located in lower Manhattan serving grades K–12. Our high-potential and gifted learners also have learning challenges, such as ADHD, anxiety, executive functioning difficulties, dyslexia, or autism. We meet students where they are and empower them to achieve their next levels of excellence with research-based supports and a robust Talent Development Program. Our mission is to create a safe and engaging learning environment that emphasizes creative thinking and asset-based approaches. We celebrate diversity across identities, backgrounds, and perspectives and are committed to building an inclusive and equitable community. Compensation & Benefits Salary range: $80,000 – $115,000 , commensurate with experience Competitive benefits package including employer-paid health insurance, 401(k) options, and professional development To Apply: https://www.thelangschool.org/careers   We will follow up with candidates whose experience aligns with our needs. At Lang, we value diverse professional pathways and recognize that impactful careers are not always linear. Equal Opportunity Employer The Lang School is an Equal Opportunity Employer and does not discriminate on the basis of any protected status under applicable law. Tue, 05 May 2026 09:15:38 -0400 https://careers.nais.org/jobs/rss/22253443/upper-school-biology-teacher https://careers.nais.org/jobs/rss/22253443/upper-school-biology-teacher Los Angeles, California, The Archer School for Girls in Los Angeles, CA, is seeking a full-time Biology teacher beginning in August 2026. The Archer School for Girls is an educational community that supports and challenges young women to discover their passions and realize their true potential. Serving 500 girls in grades 6-12, Archer’s joyful and ambitious program is founded on the latest research around how girls learn best. We are currently looking for an experienced Biology teacher with strong pedagogical skill, excellent content knowledge, facility in using educational technology, commitment to ongoing professional development, and passion for teaching and learning from young people. Responsibilities include teaching 4-5 sections, serving as a grade-level mentor to 8-10 students, and participating in co-curricular school activities like Archer’s Annual STEM Symposium, STEM outreach, experiential trips, clubs, and committees. Opportunities for educational leadership are also a possibility. Science instruction at Archer is framed by Next Generation Science Standards and introduces driving questions within key domains while developing students’ ability to think like scientists through inquiry-based labs and activities. Archer’s capstone science courses incorporate advanced study and real-world research opportunities. Data science, design, and research are woven throughout the curriculum. A bachelor’s degree in Biology, Biochemistry or a related field is required; research experience and a master’s degree are preferred. Candidates should have at least three years’ experience teaching in a student-centered classroom, with a demonstrated ability to design engaging curriculum and collaborate effectively with colleagues. Experience teaching multiple levels of biology, including honors or advanced courses, is highly desirable. In sum, our ideal candidate is a passionate, skillful educator who is eager to invest their talents in our dynamic learning community. Beyond competitive pay and benefits, faculty enjoy working in a highly collegial, student-centered, and joyful learning community. We seek teachers who will contribute to our equitable learning environment. Integral to our mission, Archer has remained passionately committed to cultivating a diverse and inclusive community where all students can thrive personally and academically. Salary Range: $71,944 to $127,980 annually (depending on qualifications and experience). To apply, please click on the link below: http://www.archer.org/careers No phone calls, please. More information on Archer can be found at www.archer.org. The Archer School for Girls is an Equal Opportunity Employer.   A bachelor’s degree in Biology, Biochemistry or a related field is required; research experience and a master’s degree are preferred. Candidates should have at least three years’ experience teaching in a student-centered classroom, with a demonstrated ability to design engaging curriculum and collaborate effectively with colleagues. Experience teaching multiple levels of physics, including honors or advanced courses, is highly desirable. Salary Range: $71,944 to $127,980 annually (depending on qualifications and experience). Tue, 05 May 2026 14:11:30 -0400 https://careers.nais.org/jobs/rss/22253257/upper-school-spanish-teacher https://careers.nais.org/jobs/rss/22253257/upper-school-spanish-teacher Brooklyn, New York, Start Date:  August 31, 2026 Salary:  $70,000 - $85,000 and commensurate with experience (prorated for the remainder of this school year) About the position: Bay Ridge Prep, a student-centered, K-12 independent school located in Brooklyn, New York, seeks an outstanding educator to immediately join its Upper School World Languages Department as a Spanish teacher. The successful candidate is fluent in Spanish and can effectively teach students the language, traditions and history of Spanish-speaking speaking cultures. The candidate is also able to teach students with a range of learning profiles and must be fully committed to an educational philosophy that values critical thinking skills and problem-solving, the cultivation of intrinsic motivation, an understanding of multiple intelligences, effective classroom management using differentiated instruction, and an instructional design with the goal of depth versus volume. Requirements: Fluent in Spanish; ability to teach other world languages a plus Bachelor's degree required; Master's or advanced degree strongly preferred Previous teaching experience, preferably in a private/independent school Capacity for teaching students at different learning levels Ability to teach students with learning differences Excellent organizational skills Excellent communication skills (both oral and written) Strong collaborative working skills with fellow teachers across disciplines Position Type/Expected Hours of Work This is a full-time, in-person position that follows the academic calendar. Days and hours of work are Monday through Friday, 8 a.m. to 4 p.m.; faculty meetings occur on Wednesdays from 2:50 pm to 3:30 p.m. Evening work (e.g., Parent teacher meetings) may be required as job duties demand and will be scheduled in advance. Commitment to Diversity, Equity, and Inclusion Bay Ridge Prep is committed to creating and maintaining an inclusive and equitable community where each person achieves an authentic sense of belonging. Candidates with a demonstrated commitment to diversity, equity, and inclusion are encouraged to apply. Work Environment and Physical Demands This job requires the ability to maintain the physical capacity required to navigate the school environment and ensure the safety of the students, and the ability to perform typical classroom and school-related physical activities, with or without reasonable accommodation. Classroom locations vary based on student schedules and staff may need to teach from different rooms. This role routinely uses standard classroom and office equipment such as computers, phones, electronic devices, photocopiers, filing cabinets, etc. Occasional travel between school buildings may be required, scheduled with advanced notice, and the school buildings are within walking distance from each other. 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.   Benefits Health Insurance: Medical, dental, and vision insurance plans with Oxford Freedom (medical) and UnitedHealthcare (dental and vision) are fully covered by the school for each full-time employee. Dependent coverage is available at an additional cost, partially funded by the school. Retirement: Bay Ridge Prep offers a generous 403B retirement plan through TIAA-CREF. For full-time employees, the school makes an annual contribution equal to 3% of salary plus a matching contribution of up to an additional 4% of salary based on the employee’s additional contributions. Support for ongoing professional development   How to apply Interested candidates should complete the employment application using the link below. The application is hosted in Google Forms. Applicants will be asked to sign in using a Google account or create a free Google account using their current email address in order to submit materials.  Upper School Spanish Teacher (2026-2027) Application: Click here to sign into Google and complete the application. We appreciate your interest in Bay Ridge Prep. Due to the volume of applications received for each position, Bay Ridge Prep is unable to respond individually to every applicant. Candidates whose qualifications most closely align with the needs of the position will be contacted directly by the school. Bay Ridge Prep is an equal opportunity employer and is committed to fostering an inclusive, respectful, and welcoming environment. The school does not discriminate on the basis of any characteristic protected by federal, state, or local law. commensurate with experience Tue, 05 May 2026 09:20:47 -0400 https://careers.nais.org/jobs/rss/22253466/middle-school-math-learning-specialist https://careers.nais.org/jobs/rss/22253466/middle-school-math-learning-specialist New York, New York, Title: Middle School Math Learning Specialist Reports to: Middle School Head Employment Type: Faculty; Full-time, Exempt Projected Start: August 2026 Work Location: 5 Hanover Square, New York, NY 10004   The IDEAL School of Manhattan is an inclusion school dedicated to creating a diverse community that affirms and accepts the full identities of all people, while inspiring academic excellence, creative leadership, and a desire to build a more just and equitable world.     Position Description The IDEAL School of Manhattan is seeking a talented, enthusiastic, and creative Learning Specialist with a focus on Mathematics for a full-time position starting in August 2026.  IDEAL teachers are charged with inspiring students in an inclusive and nurturing learning community to achieve personal and academic excellence. IDEAL expands the definition of diversity to include ability, and thus candidates must demonstrate the ability to teach a range of learners and to scaffold lessons with note-taking guides, visual aids, and other supports to promote the success of a range of learners.  It is expected that teachers engage students’ curiosity through interdisciplinary activities, discussion, and project-based learning. Middle School teachers teach four to five class sections, meeting 16-20 periods per week. While this role primarily teaches Middle School, the Learning Specialist may also teach classes across Upper School as part of the regular teaching load.  In addition to primary teaching responsibilities, the Learning Specialist will participate fully in the life of the school. All IDEAL teachers contribute in significant ways beyond the classroom; it is expected that teachers serve as advisors, mentor at least one club, and may lead their own extra-curricular activities and initiatives. They know their students as learners and as individuals, and they inspire them by setting a high bar for excellence while making the classroom fun and supporting all learners in their achievement. Occasionally, teachers may be asked to chaperone day and overnight class trips. Teachers may be required to support remediation in the Learning Center. The successful candidate will partner thoughtfully with colleagues and parents; demonstrate the ability to inspire students at all levels to strive for both personal and academic excellence; and possess a commitment to inclusive education.  Responsibilities include, but are not limited to: Apply expertise in student development and the pedagogy of education for typically developing students as well as those with special needs Collaborate with the general education teacher to co-plan and implement tiered lesson plans, ensuring that curriculum is accessible to all learners through a Universal Design for Learning (UDL) framework. Adapt and implement tiered lesson plans incorporating differentiated instructional methods and outcomes to engage and inspire students with varied abilities and learning styles  Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students Establish and enforce expectations for behavior and for maintaining harmony within the community Partner with other educators, therapists, and additional professionals on the implementation of support strategies  Research and integrate contemporary and innovative curricula, texts, and technology into instruction Contribute to CSE meetings and yearly goal reviews Communicate regularly, via verbal and written communication,  with all constituencies, including students, faculty, administration, and families Attend and participate in weekly faculty meetings, team meetings, committee meetings, school functions, and professional development activities during and after school hours as needed, appropriate, and assigned Meet deadlines for progress reports and other administrative tasks within a school setting Contribute broadly and fully to the spirit and life of our students, community, and mission Uphold the mission, philosophy, principles, policies, and procedures of IDEAL Other duties: Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time.   Equal Opportunity Employer  The IDEAL School of Manhattan is committed to the principles of equal employment opportunities for all qualified employees and job applicants and to making all employment decisions without unlawful discrimination as to race, color, creed, religion, sex, national origin, age, disability, sexual orientation, citizenship or immigration status, marital status, familial status, actual or perceived status as a victim of domestic violence, caregiver status, gender identity or expression, military status, veteran status, genetic predisposition or carrier status, or any other status or condition protected by applicable federal, state, or local law. This Equal Employment Opportunity policy applies to all policies and procedures. This policy of Equal Employment Opportunity applies to all policies and procedures relating to recruitment, hiring, compensation, benefits, training and development, promotion, demotion, discipline, termination, and all other terms and conditions of employment.  Required Qualifications Bachelor’s degree, with Special Education Designation Lead classroom teaching experience Excellent written and verbal communication skills Preferred Qualifications Master’s degree, with Special Education or related designation Independent school experience preferred 2-3 years of relevant, hands-on teaching experience preferred  Previous experience in an inclusive setting Familiarity with Universal Design for Learning Essential Qualities Appreciation for the school’s mission  A strong understanding of differentiation The ability to collaborate as part of a team A desire to make a difference in the school--to contribute time and talent outside of the classroom to the growth of students and the school Benefits include: Paid time off, comprehensive medical, dental, and vision insurance, flexible spending program, health reimbursement account, commuter benefits program, income protection via employer sponsored short and long-term disability benefits, paid family leave, discount lunch options, professional development opportunities, 403(b) plan with employer contribution (waiting period applies). Tue, 05 May 2026 14:27:25 -0400 https://careers.nais.org/jobs/rss/22253252/upper-school-speech-language-pathologist-one-year-leave-replacement https://careers.nais.org/jobs/rss/22253252/upper-school-speech-language-pathologist-one-year-leave-replacement Brooklyn, New York, Start Date:  August 31, 2026 Salary Range:  $75,000 - $90,000 and commensurate with experience. About our school: Bay Ridge Prep, a NYSAIS-accredited, independent, college preparatory school, is dedicated to enriching the intellectual curiosity, creativity, and emotional intelligence of the learner.   About the position: Bay Ridge Prep is seeking a dedicated and enthusiastic Speech-Language Pathologist to support students in Grades 9–12 within our specialized Bridge and Achieve programs. These programs serve students with diagnosed learning differences who demonstrate average-to-above-average cognitive abilities but require support in areas such as language, memory, attention, executive functioning, and academic skills. The SLP will collaborate closely with faculty and support staff to strengthen students’ receptive and expressive language, executive functioning, reading, and writing skills through individualized and group interventions. Qualifications: Master’s degree in Speech-Language Pathology New York State licensure in Speech-Language Pathology ASHA Certification (CCC-SLP) Clinical Fellows (CFs) are encouraged to apply Key Responsibilities: Student Support Provide individual and group speech-language therapy sessions Conduct evaluations, progress monitoring, and ongoing assessments Support students in achieving academic and developmental goals Differentiate instruction to meet diverse learning needs Offer timely feedback on assignments and progress Faculty Collaboration Partner with teachers and departments to develop supportive, content-specific strategies Attend department, division, and professional development meetings Collaborate with administrators, faculty, and outside professionals Communication & Reporting Write progress reports, evaluations, and report card comments Communicate regularly with families, therapists, tutors, and outside providers Participate in parent-teacher conferences, CSE meetings, and related processes Maintain professional, thoughtful communication within the school community Position Type/Expected Hours of Work This is a full-time, in-person position that follows the academic calendar. Days and hours of work are Monday through Friday, 8 a.m. to 4 p.m.; faculty meetings occur on Wednesdays from 2:50 pm to 3:30 p.m. Evening work (e.g., Parent teacher meetings) may be required as job duties demand and will be scheduled in advance. Commitment to Diversity, Equity, and Inclusion Bay Ridge Prep is committed to creating and maintaining an inclusive and equitable community where each person achieves an authentic sense of belonging. Candidates with a demonstrated commitment to diversity, equity, and inclusion are encouraged to apply. Work Environment and Physical Demands This job requires the ability to maintain the physical capacity required to navigate the school environment and ensure the safety of the students, and the ability to perform typical classroom and school-related physical activities, with or without reasonable accommodation. Classroom locations vary based on student schedules and staff may need to teach from different rooms. This role routinely uses standard classroom and office equipment such as computers, phones, electronic devices, photocopiers, filing cabinets, etc. Occasional travel between school buildings may be required, scheduled with advanced notice, and the school buildings are within walking distance from each other. 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.   Benefits Health Insurance: Medical, dental, and vision insurance plans with Oxford Freedom (medical) and UnitedHealthcare (dental and vision) are fully covered by the school for each full-time employee. Dependent coverage is available at an additional cost, partially funded by the school. Retirement: Bay Ridge Prep offers a generous 403B retirement plan through TIAA-CREF. For full-time employees, the school makes an annual contribution equal to 3% of salary plus a matching contribution of up to an additional 4% of salary based on the employee’s additional contributions. Support for ongoing professional development   How to apply Interested candidates should complete the employment application using the link below.  The application is hosted in Google Forms. Applicants will be asked to sign in using a Google account or create a free Google account using their current email address in order to submit materials. Upper School Speech Language Pathologist (One Year Leave Replacement, 2026-2027) Application: Click here to sign into Google and complete the application.  We appreciate your interest in Bay Ridge Prep. Due to the volume of applications received for each position, Bay Ridge Prep is unable to respond individually to every applicant. Candidates whose qualifications most closely align with the needs of the position will be contacted directly by the school.   Bay Ridge Prep is an equal opportunity employer and is committed to fostering an inclusive, respectful, and welcoming environment. The school does not discriminate on the basis of any characteristic protected by federal, state, or local law. commensurate with experience Tue, 05 May 2026 09:17:07 -0400 https://careers.nais.org/jobs/rss/22253505/school-counselor https://careers.nais.org/jobs/rss/22253505/school-counselor Nashville, Tennessee, Akiva School, located in Nashville, Tennessee has an opening for an energetic, creative, and skillful school counselor to join our exceptional teaching team.  Serving students in Kindergarten through 6th grade, Akiva is a vibrant learning community committed to academic excellence in both General and Judaic Studies while helping students grow as confident learners, thoughtful individuals, and engaged members of the world. We are looking for an educator who believes the earliest years of school should be filled with wonder, joy, and purpose—someone who understands the importance of foundational learning and creates a classroom where children feel known, supported, and inspired every day. Position Overview:  Akiva School has an opening for an energetic, creative, and skillful school counselor to join an incredible team of dynamic teachers. The successful candidate will have a background in school counseling, social work, psychology or a related field, a passion for children and their families and an interest in working in innovative and collaborative ways with colleagues and parents. A passion for continued learning is a must. Key Responsibilities Serve as part of the Student Support Leadership Team as a liaison between students, teachers and families. Provide individual student goal setting and short-term responsive counseling. Provide counseling to students one on one and in small groups on a consistent and as needed basis, based on need. Teach weekly SEL classes to grades K-6 Manage children’s personal files in a professional, confidential and responsible manner- ensuring continued communication and check in with colleagues.  Communicate thoughtfully and regularly with students, parents, teachers and support staff to ensure a positive, safe, enriching, and high-quality experience. Provide learning opportunities for the greater Akiva community, including colleagues, parents and friends of the school. Attend faculty meetings, in-service days, and school events, as well as Parent Teacher conferences (as needed). Assess student performance formally and informally to progress toward goals and communicate this to the Student Support team, colleagues and parents, when applicable. Participate in duties outside of the classroom (lunch, recess, and dismissal) Serve on teacher committees and take part in the active teaching team. Support the student and family-centered environment that Akiva works to provide. Respect and learn about all forms of Jewish observance and maintain the open and thoughtful environment to multiple perspectives by our teachers, families, and students. Keep up with the discipline of best practices, and work to help identify key professional development, materials and tools that work to reflect the school's mission of academic, social, physical and emotional excellence. Serve on the Admission team to help assess social and emotional readiness of all applicants Encourage and model a sense of wonder, appreciation, and moral courage for and with every member of the learning community.  Model the values of respect, positivity, kindness and generosity toward every member of the Akiva family (children, parents and faculty). Serve as a resource for teachers in their work with students experiencing or exhibiting behavioral/emotional difficulties  Attend professional development sessions and conferences to stay current in the counseling field We are looking for someone with a passion for the work and a commitment to strong communication with teachers, students, and parents.  We look forward to meeting with any qualified candidate.   Qualifications Education: Master’s degree in School Counseling, Counseling, Social Work, School Psychology, Clinical Psychology, or Applied Psychology strongly preferred Spirit: An innovative spirit, a commitment to kindness, and a passion for supporting a family-centered learning environment. Compensation  Equitable Salary band based on experience. The salary range is $50,000-$80,000. Interested candidates should send a cover letter and resume to hiring@akivanashville.net with ‘School Counselor’ in the heading. Education: Master’s degree in School Counseling, Counseling, Social Work, School Psychology, Clinical Psychology, or Applied Psychology strongly preferred Spirit: An innovative spirit, a commitment to kindness, and a passion for supporting a family-centered learning environment. Tue, 05 May 2026 15:06:23 -0400 https://careers.nais.org/jobs/rss/22253406/upper-school-head-music-teacher https://careers.nais.org/jobs/rss/22253406/upper-school-head-music-teacher Brooklyn, New York, Mary McDowell Friends School (MMFS) invites applications for a full-time Upper School Head  Music Teacher beginning August 2026.     Position Overview Head 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 designing a challenging, creative, and developmentally appropriate curriculum to teach students with learning disabilities. The Quaker beliefs, testimonies, and practices are integrated into our work with students, colleagues, families, and the broader community.   Essential Responsibilities and Duties: Differentiate teaching methods, instructional materials, and assessment tools to meet students' varying needs and interests Implement individualized and differentiated student plans for homework, organization, and behavior; assign and provide prompt feedback to classwork and homework Participate in all CSE reviews and meetings and testify at impartial hearings Collaborate with division directors/academic dean, Speech-Language Pathologist professionals, occupational therapists, and counseling team members to address students’ needs Work with other teachers and administrators in the development, evaluation, and revision of school programs Write, edit, and submit timely trimester reports, grades, recommendations, evaluations, and other requests as needed 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 Participate fully in the life of the school, including professional development, MMFS committees, weekly faculty meetings, regular supervisory meetings, and all school silence and staff meetings Supervise student activities, including study hall, student trips (including overnight trips), advisory, student clubs, etc. 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, 7:45 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 MA required in the content area; special education experience a plus Experience in contemporary music, preferably rock or modern band, including experience teaching both instrumentalists and vocalists.  The ability to teach audio/music production and beat-making.   3-5 years of direct teaching experience; independent or charter school experience a plus Strong oral and written communication with parents, children, and colleagues Commitment to equity and justice, including knowledge and skills related to cultural competencies The ability to create a classroom environment where students feel safe, supported, and challenged Strong collaboration and teamwork skills Growth mindset and the ability to use feedback to improve practice Familiarity with new technologies; GSuite and Veracross a plus 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, the annual base salary range for this position is $70,000 – $85,000, with the potential to reach up to $115,000 commensurate with experience. 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, and 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, 05 May 2026 12:57:08 -0400 https://careers.nais.org/jobs/rss/22253561/middle-school-upper-school-life-science-teacher https://careers.nais.org/jobs/rss/22253561/middle-school-upper-school-life-science-teacher NEWTON, Massachusetts, Middle & Upper School Life Science Teacher Position: Middle School & Upper School Life Science Teacher Location: Newton Country Day School, 785 Centre St. Newton, MA Schedule: Full-time, 10 months Salary:  $63,000-130,000, dependent on education and experience Position Summary Newton Country Day School of the Sacred Heart seeks a passionate educator to teach Life Science in both Middle School and Upper School.  This position requires a versatile instructor capable of teaching students in grades 7-9 who demonstrates a commitment to supporting diverse learning needs and to serving in a highly relational learning environment. Key Responsibilities Teach four sections, including Middle School Life Science and Upper School Biology Mentor students in Independent Research in Science Cultivate scientific curiosity, creativity, and confidence in young learners Inspire students to explore the world of science through hands-on experiences and project-based learning Foster critical thinking and problem-solving skills by guiding students through real-world challenges and collaborative projects. Provide individualized student support and accessible extra help Design adaptive learning strategies for varied student abilities Assess academic progress through personalized evaluation Partner with colleagues to enrich science learning experiences and contribute actively to a team-based culture of collegiality Collaborate in designing experiential and interdisciplinary learning opportunities to take learning beyond the confines of the science classroom Exhibit a strong commitment to lifelong learning by engaging in professional development opportunities Participate actively in the life of the wider school community by serving as an advisor for up to eight students, a moderator for a grade level, and a moderator for a co-curricular student activity; participating in weekly community time (announcements, chapel, class meeting); attending occasional evening and weekend events; and other duties as assigned  Preferred Qualifications Bachelor's degree in Biology, Biochemistry, or a related field required (advanced degree preferred) Minimum of three years of Middle School and/or Upper School science teaching experience Pedagogical expertise in science education with a strong emphasis on lab-based and project-based instruction Competence in maintaining a safe lab environment through strict adherence to safety protocols Experience in scientific research is highly desirable Exceptional capabilities in student engagement and support  Commitment to inclusive, student-centered learning approaches Demonstrated ability to develop individualized learning strategies and flexibility in teaching methodology Strong organizational and communication skills Alignment with the Sacred Heart educational mission to educate the whole child Preferred Qualifications Bachelor's degree in Biology, Biochemistry, or a related field required (advanced degree preferred) Minimum of three years of Middle School and/or Upper School science teaching experience Pedagogical expertise in science education with a strong emphasis on lab-based and project-based instruction Competence in maintaining a safe lab environment through strict adherence to safety protocols Experience in scientific research is highly desirable Exceptional capabilities in student engagement and support  Commitment to inclusive, student-centered learning approaches Demonstrated ability to develop individualized learning strategies and flexibility in teaching methodology Strong organizational and communication skills Alignment with the Sacred Heart educational mission to educate the whole child Newton Country Day School is an equal opportunity employer.  MA law requires fingerprint-based and criminal offender record information (CORI) checks for all employees working in public and private schools. Tue, 05 May 2026 16:16:53 -0400 https://careers.nais.org/jobs/rss/22253565/upper-school-college-counselor https://careers.nais.org/jobs/rss/22253565/upper-school-college-counselor Wilmington, Delaware, JOB TITLE:                   College Counselor DEPARTMENT:           Upper School REPORTS TO:          Director of College Counseling and the Upper School Principal POSITION OVERVIEW: Ursuline Academy is expanding its Upper School Counseling Department with the addition of a second person to support college counseling. This position will involve two primary functions. First, this role supports students and families throughout the college admissions process by providing individualized guidance, strategic planning, and comprehensive programming. This role requires strong knowledge of college admissions trends, excellent interpersonal skills, and a commitment to helping students identify and pursue the best fit for their post-high school education. Second, this position will also support the Upper School with other academic responsibilities that could include teaching and program management.   SPECIFIC DUTIES: Academic Environment Advise and guide students and parents through the college admissions process, including Junior and Senior year course scheduling, college selection, applications, essays, and decision-making. Develop and/or deliver programming to address students’ academic and personal growth. Aid in planning and teaching multiple sections of the Junior Seminar course on college planning. Build strong, supportive relationships with students and families to ensure a thoughtful and individualized college counseling experience. Assist students with selecting appropriate courses for their Junior and Senior years that align with their college goals Write personalized and comprehensive letters of recommendation. Prepare and submit supporting documents to colleges and universities. Counsel students and families on financial aid, scholarships, and affordability considerations. Cultivate and maintain relationships with college admission representatives, both those who visit Ursuline Academy and those who do not visit. Coordinate and host college visits and information sessions. Visit various colleges and universities to remain informed and better assist students with the right college selection for them. Administer standardized and AP tests to students as needed. Participate in events outside of the regular work schedule (Orientation, Open House, Conferences, Guidance Nights) to provide information about the college process. Perform other duties as assigned.   School Community Attend Graduation Ceremonies, Back to School Nights, Conferences, Open Houses, school-sponsored extracurricular events, pep rallies, assemblies, community meetings, special events, etc. and serves as chaperone, as require. Demonstrate support of students through attendance at social and extracurricular events across divisions. Serve as a positive ambassador for Ursuline Academy in the community. Demonstrate a willingness to serve the school community with time and talents in activities outside of the counseling office. Assist in upholding and supporting school rules.   Communication Maintain timely and professional communication with families, responding to inquiries within one business day. Document significant communications and follow up as appropriate. Professionalism Exhibit expertise by remaining up to date on research and trends, attending professional development opportunities, when needed. Model professional qualities of discretion, confidentiality, and respect through interpersonal relationships with colleagues, students, and families. Perform duties as assigned including car line, cafeteria monitoring, hallway coverage, etc. as required by the Principal. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Attend and actively participates in all meetings and in-service days. Alignment with Mission, Core Values and Portrait of an Ursuline Educator Actively uphold the school policies and procedures detailed in the Employee Handbook and Faculty Handbook. Attend school liturgies, prayer services, retreats, and other mission-directed events or activities, as planned. Actively monitor and ensure student adherence to Student Handbook policies and procedures. Model desired behaviors for students both in and out of school, including maintaining standards of school behaviors. Enthusiastically engages in professional development activities designed to support professional growth. QUALIFICATIONS: Bachelor’s degree in education, counseling, or a related field required; Master’s degree preferred. Prior experience in college counseling, admissions, or secondary education preferred. Strong understanding of the college admissions process and trends. Proficiency with educational technology and college counseling platforms (e.g., Naviance, Common App). Excellent interpersonal, communication, and presentation skills. Excellent organizational, prioritization, and time management skills including the ability to plan and manage projects.  Strong analytical and problem-solving skills. Ability to work collaboratively with students, teachers, parents, volunteers and school administration.  Ability to navigate challenging situations with discretion, diplomacy and professionalism. Ability to work independently as well as collaboratively in a team environment.  Passion for bettering the lives of students.  Desire to seek out professional development activities related to the latest instructional strategies, student growth and best pedagogical practices.  Willingness to be an active, enthusiastic member of the Ursuline community. Ability to maintain confidentiality at all times regarding the Ursuline community. Tue, 05 May 2026 16:32:20 -0400 https://careers.nais.org/jobs/rss/22253320/lower-school-educator https://careers.nais.org/jobs/rss/22253320/lower-school-educator Toledo, Ohio, Position opening:  Lower School Educator (mixed-age group classroom) Type:  Full-time faculty Application Deadline:  Open until filled  Start Date:  Aug. 10, 2026 (for orientation)   Maumee Valley Country Day School is seeking a lower teacher to facilitate learning in a mixed-age group setting (students from 2/3 grade). The perfect candidate is a student-centered, creative individual who orchestrates learning for students in engaging, challenging, and relevant ways to fulfill our personal, experiential, and global vision. The successful candidate is a resourceful and innovative teacher who uses various pedagogical techniques to reach all learners. The ideal candidate loves developing an experiential, problem-based curriculum that allows students to grapple with real-world questions and solutions.    This position reports to the Head of the Lower School and collaborates closely with the classroom assistant, grade-level team, specialists, and academic support team members (intervention specialists, counselors, etc.). As a full-time employee, the position offers all benefits afforded to full-time employees, including, but not limited to, health benefits, paid life insurance, tuition remission, and paid time off.    Key Responsibilities and Duties: Meet performance goals established as part of the annual performance planning process or as the result of organizational planning Actively engage in personal and professional work in support of the school’s diversity, equity, and inclusion initiatives  Works independently with minimum supervision Perform other duties and responsibilities as assigned by the supervisor  Incorporate nature-based pedagogy into unit plans and differentiate instruction to meet the needs of students using a variety of pedagogical practices, including co-teaching models Involve parents in the instructional program and create strong home/school communication structures and classroom environments Possess an in-depth understanding of backward planning design, organizing instruction around established learning objectives, and the vital importance of planning Show initiative and agency with a commitment toward feedback and flexible problem-solving Possess a strong understanding and ability to use a variety of assessment practices to determine student progress levels and adjust the instructional program to assist students in being successful Encompass a growth mindset by showing evidence of establishing and completing professional development goals that focus on improving student performance Display a personal passion for keeping abreast of educational research and effective practice   Skills and Competencies:  Professionalism Innovation Flexibility Empathy Strong work ethic Self-motivated Works with other members of the faculty to create a positive and professional learning environment Involvement in extracurricular programs Humor Proficient in Google Suite, digital media, and creating and delivering digital lessons if needed   Credentials:  Bachelor’s Degree in liberal arts field or elementary education required. Masters Degree preferred.   Faculty:  Must be willing and able to secure an  Ohio Permanent Non-Tax certificate  or Professional Teaching license. The school will support you in obtaining this once hired. However, it must be secured within the first six months of employment for compliance purposes.   Background check All Maumee Valley employees and volunteers must agree to a comprehensive background check and confidentiality agreement.   Equal Employment Opportunity We are dedicated to providing equal employment opportunities to all personnel and applicants for employment without regard to race, color, religion, sex, national origin, age, ability, sexual orientation, gender identity or expression, military status, veteran status, ancestry, or citizenship, in accordance with applicable laws. In addition, we comply with applicable state and local laws governing nondiscrimination in employment. This policy applies to all terms and conditions of employment, including but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, benefits, and training. We value a diverse workforce.   Any employee who believes they have been discriminated against may discuss this with their supervisor or the Head of School.   Our Philosophy of Teaching and Learning As Maumee Valley Country Day School approaches the 140th anniversary of its founding, it remains the preeminent educational institution in northwest Ohio. It is the only accredited, coeducational, nonreligious, and independent school in the area and attracts families from northwest Ohio, southeast Michigan, and nations worldwide. Enrollment is about 470 students from pre-kindergarten through 12th Grade. We prepare students for global citizenship and admission to prestigious universities. We are known for outstanding academics, high test scores, a beautiful campus, unrivaled opportunities for study abroad, hands-on learning, and personal bonds between students and teachers.   At Maumee Valley, children dream, explore, and cultivate their passions and strengths. Our faculty and staff do the same. We are more than a school and more than a group of people: We are a community of lifelong learners who inspire joy. As the only PreK-12 independent school in northwest Ohio, we support an accomplished and diverse student body within a progressive academic program.    A Maumee Valley education is Personal, Experiential, and Global. A journey of discovery and action defines each child’s learning experience. Through an intentionally crafted curriculum, including active lessons and serendipitous explorations, a Maumee Valley education launches children toward the investigation of the world. It helps them find their place in it. With our students at the center of our decision-making, we aspire to seek understanding, grow in our compassion and empathy, and adapt to the ever-changing world our students will one day lead.   Maumee Valley is grounded in our commitment to  Diversity, Equity, and Inclusion .   We believe in collaboration, innovation, and the power of community. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law. Maumee Valley Country Day School cultivates an inclusive community of intellectual excellence where learners creatively explore their passions and boldly inspire positive change in the world. We are always seeking remarkable faculty and staff who seek a challenge within a community of learners. Tue, 05 May 2026 11:19:15 -0400 https://careers.nais.org/jobs/rss/22253484/grade-2-teacher https://careers.nais.org/jobs/rss/22253484/grade-2-teacher West Hartford, Connecticut, Renbrook School (West Hartford, CT), an independent day school for children age three to Grade 8, seeks a full-time, experienced Grade 2 Teacher for the 2026-2027 school year. This position reports to the Head of the Lower School. The successful candidate will possess the following personal qualities: A love of children and teaching Optimism, positivity, and playful sense of humor A growth mindset with an eye toward continuous improvement Primary Responsibilities: Teach in alignment and support of the mission and values of Renbrook School. Design lessons that are active and interactive; and teach units and educational experiences in collaboration with other grade-level teachers, specialist teachers, and learning specialists. Use effective and positive teacher language to promote academic and social growth and develop strong rapport with every student and family. Incorporate students’ cultural identities and lived experiences into the classroom as tools for effective instruction. Teach in alignment and support of Renbrook’s Diversity and Belonging mission and values. Collaborate with other faculty, the Head of Lower School, specialists, the school counselor, and/or learning specialists to develop programming and monitor student progress. Start each day with students in a way that sets a positive tone for learning utilizing Responsive Classroom methods and structures. Use differentiation to meet the needs of various levels of learners in each classroom. Build and maintain a professional relationship with parents, providing them with feedback and information through weekly emails, parent/teacher conferences, written Report Cards, and other correspondence as needed. Actively participate in weekly collaborative planning with grade-level teachers, during faculty meetings, and in fulfillment of other duties as assigned. Proactively communicate with colleagues and parents (in both written and verbal form) in a highly professional, collaborative, and positive manner at all times. Keep abreast of research/studies on learning through articles, books, webinars, podcasts, workshops, and trainings etc. The review of candidates will begin immediately with an expected start date in mid-August 2026. We offer a comprehensive benefits package including generous leave policies, tuition remission, retirement plans, comprehensive health insurance, as well as life insurance and disability protection. All applications must be provided via e-mail. Please send a cover letter, resume, teaching philosophy statement, and list of references all together in one PDF document to employment@renbrook.org with "Grade 2" in the subject line. References will be contacted later in the interview process. Qualifications: A master's degree (preferred) or bachelor's degree in elementary education or related field. At least three years of teaching experience. A strong understanding of child development and the unique needs of upper elementary students. A proven record of positive and constructive peer-to-peer, teacher-to-student, and teacher-to-parent communication and partnership. Tue, 05 May 2026 14:47:17 -0400 https://careers.nais.org/jobs/rss/22253246/us-counselor-or-psychologist https://careers.nais.org/jobs/rss/22253246/us-counselor-or-psychologist Houston, Texas, The Upper School Counselor or Psychologist promotes student wellbeing, provides preventative mental health services, and responds to student emotional, psychological, academic, and social needs. Likewise, the Counselor or Psychologist is a resource for parents, teachers, and administrators for developing action plans for student support. This person embraces and advances the principles set out in Kinkaid’s core documents:  mission and core values ,  DEI commitment and strategic plan ,  Upper School Educational Philosophy  and the  Portrait of a Teacher . The Upper School Counselor or Psychologist reports to the Head of the Upper School, and he or she collaborates with the Director of Wellbeing and Success, three other Kinkaid counselors, and other members of the Student Support Team including learning specialists, nurses, and deans. The Kinkaid School is a co-educational non-sectarian day school enrolling over 1,500 students in pre-kindergarten through twelfth grade. Located on a sixty-five-acre campus in the heart of Houston, Texas, the School offers a thriving intellectual community in the midst of a vibrant, urban, diverse culture. With an enrollment of about 630, the Upper School fosters a learning environment centered on academic excellence, intellectual curiosity, and personal attention. The Upper School faculty enjoys small class sizes and a collegial, collaborative environment centered on intellectual curiosity and continuous professional development. ESSENTIAL DUTIES AND RESPONSIBILITIES   Promote student health and wellbeing Provide preventative mental health services, and respond to student emotional, psychological, academic, and social needs Act as a resource for parents, teachers, and administrators, developing action plans for students needing support and broadly assisting the School’s efforts to best serve students Introduce students to mental health skills and strategies Execute student risk assessments based on best professional practices Provide crisis intervention when needed Develop and maintain strong relationships with external health professionals to facilitate student referrals to external resources and coordinate care and return to school when needed  Assist Learning Specialists in interpreting educational and psycho-educational reports to help determine accommodations at Kinkaid and interpret findings to help others understand how the findings impact learning Collaborate with the Kinkaid counseling team and the Director of Wellbeing and Success to inform, create, and provide school programming in support of mental health and wellbeing Serve as guest lecturer in Upper School classes as needed Sponsor student groups responsible for peer mentoring in the Kinkaid community Support the School, its mission, and its leadership Engage in the school community by attending school athletic and art events Maintain collegiality and high professional standards Demonstrate the natural ability to model Kinkaid’s four core values (honesty, responsibility, respect, and kindness) in interactions with all members of the community   Master's Degree or doctorate in psychology, counseling, or a related field and be licensed as a mental health clinician. Core knowledge about the development of upper school age children Eagerness to grow professionally and remain current within the field Commitment to high ethical professional standards Strong interpersonal, communication, and relationship skills Proven ability to work collaboratively with administrators, teachers, and parents Committed to the positive intellectual, moral, personal, and physical growth of young people The Kinkaid School provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law, The Kinkaid School complies with applicable state and local laws governing nondiscrimination in employment. Submit all correspondence including your cover letter, resume, and application through The Kinkaid School  application portal.  Please no emails or phone calls to submit your candidacy or show interest. Tue, 05 May 2026 08:51:51 -0400 https://careers.nais.org/jobs/rss/22253373/lower-school-counselor https://careers.nais.org/jobs/rss/22253373/lower-school-counselor Baltimore, Maryland, Calvert School, an independent lower and middle school, has an opening for a full-time Counselor for its Lower School for the 2026-27 school year.  Calvert School inspires each child to lead a life of purpose by providing a strong foundation in academic skills and character development. At Calvert School, students learn and grow in a joyful and nurturing community that cultivates intellectual curiosity, confidence, and a deep appreciation for learning. Calvert School is located in Tuscany-Canterbury, a residential neighborhood in Baltimore City, just north of Johns Hopkins University and south of Loyola University Maryland. The campus is easily accessible from Charles Street and I-83.  The Lower School Counselor plays a crucial role in supporting students' academic, social, and emotional well-being. The Counselor will help students navigate personal and academic challenges, develop problem-solving skills, and prepare for future academic success. The counselor will work with students in Kindergarten through Fourth Grades and will collaborate with teachers, parents, and administrators to foster a safe and inclusive learning environment.   Responsibilities Provide individual and group counseling to support students' emotional and social development. Assist students with problem-solving strategies, address behavioral issues, and work with students to develop coping skills. Facilitate conflict resolution and mediate peer disputes. Conduct assessments to identify students' emotional needs. Develop and implement school-wide programs on topics such as bullying prevention and stress management. Collaborate with teachers and parents to address students’ needs and provide support. Provide crisis intervention and referrals to mental health professionals when needed. Maintain confidential records and ensure compliance with school and state policies. Advocate for student needs and promote an inclusive school environment. Teach Pillars class, which is a curriculum centered on fostering students’ social-emotional competencies, character education, and overall personal development.   Skills & Qualifications Master’s degree in School Counseling, Psychology, or a related field. State certification or licensure as a School Counselor. Experience working with lower school-aged children is strongly preferred. Strong communication, interpersonal, and problem-solving skills. Knowledge of educational and psychological counseling techniques. Ability to build trusting relationships with students and families. Experience with conflict resolution and crisis intervention. Understanding of child development and social-emotional learning. Strong organizational skills to manage multiple student cases.   Calvert School offers a competitive salary and benefits package.  Salaries for counselors are based on years of experience, education, and job-related responsibilities.  The salary range is $70,000 to $90,000 and candidates with additional experience and/or advanced degrees may receive a higher salary.  Calvert School offers medical, prescription, dental, vision, life, disability, and retirement plans. Employees of Calvert School also receive generous leave that includes paid holidays, sick, and personal leave days.    Interested candidates should send a resume to:  HR@CalvertSchoolMD.org (preferred method) Tue, 05 May 2026 12:18:12 -0400 https://careers.nais.org/jobs/rss/22253514/early-elementary-faculty https://careers.nais.org/jobs/rss/22253514/early-elementary-faculty Nashville, Tennessee, Akiva School, located in Nashville, Tennessee has an opening for an energetic, creative, and skillful educator to join our exceptional teachers.  Serving students in Kindergarten through 6th grade, Akiva is a vibrant learning community committed to academic excellence in both General and Judaic Studies while helping students grow as confident learners, thoughtful individuals, and engaged members of the world. We are looking for an educator who believes the earliest years of school should be filled with wonder, joy, and purpose—someone who understands the importance of foundational learning and creates a classroom where children feel known, supported, and inspired every day. Position Overview: The Kindergarten Teacher will create a nurturing, structured, and engaging classroom environment that supports the academic, social, emotional, and developmental growth of young learners. The ideal candidate is passionate about early childhood education, values student-centered teaching, and uses evidence-based practices to help children build confidence and independence as learners. This teacher will work collaboratively with colleagues and co-teachers to deliver high-quality instruction while fostering curiosity, creativity, and a love of learning. Key Responsibilities Deliver engaging, developmentally appropriate instruction in early literacy, including explicit, phonics-based reading instruction grounded in research-based practices. Plan and teach hands-on, conceptual math lessons that build number sense, reasoning, and problem-solving skills. Design experiential learning opportunities that encourage exploration, creativity, and active student engagement. Foster a warm, positive classroom culture with strong routines, clear expectations, and effective classroom management. Differentiate instruction to meet the diverse learning needs, strengths, and developmental profiles of students. Assess student growth regularly through formal and informal measures and use data to guide instruction. Maintain clear, timely, and compassionate communication with families regarding student progress and classroom life. Collaborate closely with co-teachers, faculty, support staff, and administration as part of a thoughtful and dynamic educational team. Participate in curriculum development, faculty meetings, professional learning, and school initiatives. Share in school-wide responsibilities such as supervision duties, community events, and student support beyond the classroom. Help sustain Akiva’s inclusive and welcoming culture by honoring diverse backgrounds, perspectives, and Jewish practices. Qualifications Bachelor’s degree in Early Childhood Education, Elementary Education, or a related field required Master’s degree preferred Experience teaching kindergarten or early childhood students preferred Strong understanding of early literacy development and child-centered instructional practices Excellent communication, collaboration, and organizational skills Passion for teaching young children and supporting their growth as learners and people Compensation:  Equitable Salary band based on experience. $50,000-$80,000. Why Akiva? At Akiva School, you will join a spirited and dedicated faculty that values innovation, connection, and purpose-driven teaching. You’ll have the opportunity to shape a child’s first school experiences in a close-knit community that celebrates learning, identity, and belonging. Applicants of all faiths and backgrounds are warmly encouraged to apply. Interested candidates should send a cover letter and resume to hiring@akivaschool.net with ‘Early Elementary Teacher’ in the heading. Bachelor’s degree in Early Childhood Education, Elementary Education, or a related field required Master’s degree preferred Experience teaching kindergarten or early childhood students preferred Strong understanding of early literacy development and child-centered instructional practices Excellent communication, collaboration, and organizational skills Passion for teaching young children and supporting their growth as learners and people Tue, 05 May 2026 15:12:19 -0400 https://careers.nais.org/jobs/rss/22251178/computer-science-and-math-teacher https://careers.nais.org/jobs/rss/22251178/computer-science-and-math-teacher McLean, Virginia, The Madeira School is seeking a passionate and experienced Computer Science and Math Teacher beginning August 2025.  The successful candidate will support and achieve the School’s mission and vision effectively facilitating learning in student centered college preparatory classroom.  The ideal candidate should have a strong background in computer science and robotics and will inspire and engage students, fostering a love for technology and innovation. Responsibilities: Have the content knowledge and intellectual flexibility to teach a range of students in a variety of computer science courses at varying levels including Robotics with the Vex system and coding courses in Python and HTML. The ideal candidate would also be able to teach some math classes (our curriculum spans Algebra I through Linear Algebra and Multi Variable Calculus and includes Data Science and Statistics courses). Develop and deliver Computer Science curriculum to reflect the latest advancements in computer science and technology, ensuring it stays current in a rapidly changing environment Help identify and articulate coding standards for all courses that meet the school’s coding requirement Work with the STEAM departments, Design Thinking faculty and the Co-Curriculum office to identify internships for seniors who are interested in further math or computer science study Manage a full-time faculty load that will include a combination of teaching, facilitate one season of an after-school activity (ideally a Vex Robotics after school activity) and participate in collaboration and on campus professional development.  Know how girls learn and use this knowledge to guide instructional and curricular decisions; apply principles of student-oriented learning when developing curriculum and assessing student learning  Develop a classroom culture that is inclusive, safe, joyful, and fosters a sense of belong for students of all identities and backgrounds  Work collaboratively with a team of faculty, colleagues, administrators and parents  Maintain accurate student records such as grades and comments and communicate such data in accordance with the Academic Calendar and School expectations.  Perform all duties associated with advising including participation in the first-year advisor orientation program and serving as an advisor in subsequent years.  Requirements: Bachelor’s degree required, Master’s degree preferred (at least one degree in computer science or related field preferred). At least three years of teaching experience preferred. Ability to demonstrate growth mindset, optimism, and belief that all students can learn. Ability to encourage and inspire creative thinking. Experience writing and designing curriculum preferred. Ability to and interest in contributing to the school outside one’s academic department including to the activities program, residential program, and interdisciplinary offerings.  Ability to use and adapt to a wide-array of technology as tools to support and deepen student learning and instruction Strong cross-cultural competencies and a commitment to inclusive and equitable practices   Uphold the School’s professional standards including punctuality, courtesy and discretion Mon, 04 May 2026 20:04:48 -0400 https://careers.nais.org/jobs/rss/22251179/science-department-co-chair-with-math https://careers.nais.org/jobs/rss/22251179/science-department-co-chair-with-math McLean, Virginia, The Madeira School is seeking a skilled and experienced Biology/Chemistry Teacher who will also serve as a Math-Science Department Co-Chair starting in August 2026.  The position involves teaching Upper School classes using student-centered methodologies.  A desire to collaborate with colleagues and a commitment to encouraging the potential in every student is essential. Responsibilities include:   Leads the Math-Science Department (The Math and Science Departments are led by two co-chairs, one a math educator and one a science educator) by providing a vision for the department that is aligned with the School’s larger mission, vision, values, educational philosophy, and current curricular/pedagogical initiatives set by the Academic Leadership Team, Academic Dean, Dean of Teaching & Learning, and Head of School. Supervises all teachers in the Science department, which includes formal and informal feedback given throughout the year, including oversight of Department members’ participation in Madeira’s Faculty Professional Growth Process. Regularly observes department members’ classes at least once a mod. Builds talent within the department through direct coaching of department members and through the development of a culture of professional growth and life-long learning. Provides vision for Department Curriculum and helps Department members build new courses and units that are aligned with that vision. Participates in the recruitment, onboarding, and mentoring of new teachers joining the department. Serves as a member of the Academic Leadership Team, which meets weekly. Supports department, admission and school leadership events which can include weekends and evenings at scheduled times of the academic year. Manages the Science Department budget and facilitates the ordering of department supplies. Works with the Academic Dean and the Dean of Teaching & Learning to facilitate internal professional development opportunities for department members and the Madeira faculty more broadly. Works with the Director of Educational Innovation to integrate educational technology into the work of the Department. Manages a load that will include teaching, advising, collaborating with colleagues across departments, and participating in on-campus professional development. Has the content knowledge and personal flexibility to teach well a range of students in a range of classes including Biology, Chemistry, Applied Chemistry, Bioorganic Chemistry, AP Biology, and AP Chemistry. Knows how girls learn and use this knowledge to guide instructional and curricular decisions; apply principles of student-oriented learning when developing curriculum and assessing student learning. Develops a classroom culture that is inclusive, safe, joyful, and fosters a sense of belonging for students of all identities and backgrounds. Works collaboratively with a team of faculty, colleagues, administrators and parents. Maintains accurate student records such as grades and comments and communicates such data in accordance with the Academic Calendar and School expectations. Qualifications: Previous Teaching experience required (preference for at least 5 years of previous teaching experience). Bachelor’s degree in subject matter or related field required, Master’s Degree preferred (master’s degrees in subject matter or education preferred) Service in previous school leadership positions preferred Ability to lead and communicate around areas such as curriculum development and innovation. pedagogical practice, ed-tech implementation, etc. Ability to collaborate with other members of the Academic Leadership Team Experience supervising and managing adults. Experience effectively coaching teachers Ability to demonstrate growth mindset and belief that all students can learn. Ability to innovate and think creatively about education while serving the mission of the school. Ability to be a practitioner of diversity, equity and inclusion Ability to make contribution to the School outside one’s academic department, including to activities program, residential program, and interdisciplinary offerings Willingness and ability to uphold the School’s professional standards including punctuality, courtesy and discretion Mon, 04 May 2026 20:05:51 -0400