https://careers.nais.org Latest NAIS Career Center Jobs Tue, 12 May 2026 05:08:24 Z https://careers.nais.org/jobs/rss/22267681/part-time-lower-school-k-4-music-teacher-jewish-song-leader-fall-2026 https://careers.nais.org/jobs/rss/22267681/part-time-lower-school-k-4-music-teacher-jewish-song-leader-fall-2026 Brooklyn, New York, The Senesh School, a progressive, independent K–8 Jewish day school in Carroll Gardens, Brooklyn, is seeking a Lower School (K–4) Music Teacher and Jewish Song Leader to teach two days a week for the 2026–27 school year. The ideal candidate is a warm, joyful, and skilled music educator and dynamic song leader who can weave Israeli and Jewish music through song and instrumental exploration into an elementary music program. Salary range $28,000-$32,000 commensurate with experience. Interested applicants should submit a cover letter and resume to Sara Keen, Lower School Director, Hannah Senesh Community Day School at skeen@hannahsenesh.org. About the School The Senesh School is an open and inclusive Jewish day school where students grow into curious, kind, and confident people. Senesh cultivates intellectual curiosity in a rigorous and joyful academic environment that teaches the whole child. Students are guided by Jewish values and challenged to be agents of change toward a more just world. Students, parents, and staff together create a welcoming and vibrant home at Senesh, offering a place of belonging for diverse Jewish families. To learn more about the school, visit www.hannahsenesh.org. Key Responsibilities: Teach general music to students in grades K–4; designing an engaging, hands-on music curriculum incorporating singing, rhythm, and Orff instruments Serve as a Jewish song leader, infusing Israeli and Jewish content and culture through song and music Collaborate with classroom teachers and Jewish studies faculty to integrate music into classroom learning and school life Support Jewish holidays, tefillah, assemblies, and school-wide celebrations through music Creating a warm and supportive learning environment where all students feel confident expressing themselves musically Participate in faculty meetings and professional development Qualifications & Dispositions: Degree in music education or a related field Experience teaching music to elementary-aged children Strong vocal and group song-leading skills and competency in piano and guitar Familiarity with Orff or similar methodology Comfort incorporating Hebrew language and Jewish content into instruction Commitment to educating the whole child—socially, emotionally, and creatively Collaborative, flexible, and reflective teaching practice Excellent communication skills with students, colleagues, and families Demonstrated cultural competency and a commitment to diversity, equity, belonging, and inclusive Jewish community Hannah Senesh Community Day School is an Equal Opportunity Employer and welcomes candidates who will add to the diversity of our school community including, but not limited to staff of any race, color, nationality, ethnic origin, religion, gender, gender identity, and sexual orientation.   Mon, 11 May 2026 10:52:23 -0400 https://careers.nais.org/jobs/rss/22262049/part-time-upper-school-science-teacher-grades-9-12 https://careers.nais.org/jobs/rss/22262049/part-time-upper-school-science-teacher-grades-9-12 Brooklyn, New York, POSITION STATEMENT Part-Time Upper School Science Teacher (Grades 9-12) Start Date: August 24, 2026   OVERVIEW Brooklyn Friends School (BFS), a thriving Early Childhood-12 grade school located in vibrant Downtown Brooklyn, seeks a Part-Time Upper School Science Teacher 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 .      THE POSITION Reporting to the Head of Upper School, the part-time Upper School Science Teacher teaches the International Baccalaureate (IB) Environmental Systems and Society courses and collaborates with colleagues in the Science Department, learning specialists, and administrative colleagues to plan, create, and implement curriculum. Applicants should be passionate about science and preferably will have prior experience teaching in the International Baccalaureate (IB) Diploma Programme.  We seek candidates who are able to teach IB Environmental Systems and Societies (ESS) to 11th and 12th grade students at both the Standard Level (SL) and High Level (HL) expectations through an interdisciplinary lens. The role includes designing and facilitating inquiry-based instruction, guiding students through Internal Assessments (IA), and integrating both scientific and socio-political dimensions of environmental issues. In collaboration with the Science Department, the teacher may also contribute to elective offerings or interdisciplinary coursework. As departmental needs evolve based on student enrollment and program development, teaching responsibilities may be adjusted accordingly.  Primary Responsibilities Include: This position reports to the Head of Upper School Teach two sections of Upper School IB Environmental Systems and Society HL and SL levels for 11th and 12th grades. Courses are generally co-seated. Serve as a grade-level advisor to a small cohort of students, supporting their academic, social, and emotional growth Design and implement lessons that align with the IB Diploma Programme framework, centering inquiry, analysis, and global perspectives Collaborate with grade-level and departmental colleagues to plan and continuously evolve an engaging and relevant, differentiated curriculum Integrate interdisciplinary approaches and contemporary texts to reflect a range of voices and lived experiences Communicate consistently and effectively with families, students, and administrators regarding student progress and wellbeing Contribute to regular assessment, grading, narrative comment writing, and student feedback cycles Participate fully in the life of the Upper School, including advisory, supervisory duties, and community-wide activities Maintain a well-organized, inclusive, and supportive learning environment Qualifications and Characteristics Sought: Bachelor of Arts in the subject or related area (Environmental Science, Ecology, Biology, Geography) required; Master of Arts in the subject or another field (preferred)  Familiarity with the International Baccalaureate program (preferred) 3-5 years teaching experience (preferred)  Experience teaching IB Environmental Systems and Societies (ESS) or another IB science course preferred Familiarity with IB philosophy, assessment practices, and internal assessment (IA) requirements Strong interdisciplinary grounding across both scientific and social systems and experience designing inquiry-based, concept-driven units aligned to IB standards Has relevant experience in an Upper School setting and strong classroom management skills  Demonstrated ability to scaffold complex scientific and socio-political concepts Experience supporting student research, writing, and project-based learning Is invested in continued professional growth  Demonstrates strong communication skills (oral and written) Approaches work with flexibility, patience, grace, connection, and a willingness to learn  Demonstrates cultural competency and a commitment to diversity, equity, social justice, and inclusion Brings a passion and desire to create a joyful learning environment Respect for the life of the child Compassion, integrity, and open-mindedness in all interactions Collegiality, approachability, flexibility, and adaptability Ability to partner and collaborate across professional statuses, i.e., with all colleagues (i.e., staff, leadership, families, student body, local and national independent school communities, and the neighborhood community) Physical Requirements of the Job:  Must be able to work in an office 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 a classroom setting, including walking up stairs. Must be able to lift and carry small children up to 40lbs in the case of emergency.   Union Status : Union Salary Range: $36,338 - $48,600 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 Upper School. Along with punctuating your interest and experience, your cover letter should also address how you feel that your professional journey aligns with our school’s Quaker values and pillars of social justice, social impact, and wholeness.  Resume/Curriculum Vitae List of three references (with emails, phone numbers, and relationship to you). Completed online application . Please email the above attachments as a single PDF to hiring@brooklynfriends.org , and put BFS Upper School Science Teacher in the subject line. Qualified candidates will be contacted after materials have been reviewed. Fri, 08 May 2026 09:01:47 -0400 https://careers.nais.org/jobs/rss/22256860/part-time-science-teacher-remote https://careers.nais.org/jobs/rss/22256860/part-time-science-teacher-remote Stony Brook, New York, Official Mission Statement The Stony Brook School is an independent college preparatory school (grades 7-12) that exists to challenge young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order that they may serve the world through their character and leadership. About Gravitas Gravitas is the online program of The Stony Brook School. Through live, teacher-led courses , Gravitas extends SBS's distinctive approach to rigorous academics and Christian formation to students beyond our campus. Our remote team serves students across time zones and collaborates closely to deliver excellent instruction, timely feedback, and meaningful mentorship in a relational online learning environment. Gravitas is mission-driven and committed to helping students grow in knowledge, skill, and character for lives of service and leadership. Role Summary The Gravitas part-time Science faculty position is a teaching and mentoring role focused on the intellectual and spiritual formation of students in a live, relational online environment. Part-time faculty teach between one and four live courses with classes meeting twice per week for 80 minutes each. Beyond live instruction, faculty invest meaningfully in students through thoughtful preparation, timely and substantive feedback, and availability outside of class. Part-time Science faculty also contribute to the life of the Gravitas community by collaborating with colleagues on curriculum development and professional growth, and by supporting student activities and clubs as needed. Some classes may occur during evening hours, typically 8:00pm and 9:30pm US Eastern Time. Key Responsibilities Provide both synchronous and asynchronous instruction and support for assigned sections each term Prepare and deliver engaging live online instruction in Science courses Grade student assignments and provide timely, constructive feedback Maintain clear and consistent communication with students and families Contribute to the ongoing development and improvement of the Gravitas curriculum Participate in faculty meetings and collaborative initiatives as requested Assist with occasional student activities Qualifications A Master's degree in Science or a related field or Science education Minimum of three years of teaching experience, including online instruction Excellent organizational skills and ability to meet grading deadlines Strong work ethic, high energy, and a demonstrated ability to connect with teenagers in an online learning environment Excellent oral and written communication skills, with the ability to respond quickly to all communications Eagerness to serve in a faith-based learning environment that emphasizes faithful Christian scholarship and character formation High proficiency with technology, including the ability to learn and wisely utilize a learning management system, online teaching and learning tools, Google Workspace, Zoom, and artificial intelligence Consistent and dependable high speed internet access Experience working as part of a collaborative team of teachers, openness to providing and receiving feedback as part of a culture of transparency Ability to interact professionally with parents and school community members Cultural awareness and sensitivity, recognizing that our students come from all over the world Demonstrated commitment to professional growth and lifelong learning Maturity, judgment, and stability appropriate for a demanding position Candidates must be eligible to work in the United States and maintain a permanent U.S. address Equal Employment Opportunity The Stony Brook School is committed to a diverse and inclusive workforce and prohibits discrimination and harassment of any kind. All employment decisions at The Stony Brook School are based on business needs, job requirements, and individual qualifications, without regard to race, color, national origin, age, citizenship, genetic predisposition, disability, veteran status, or any other status protected by the laws or regulations in the locations where we operate. For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/4008292-738066.html   Thu, 07 May 2026 00:26:00 -0400 https://careers.nais.org/jobs/rss/22256877/part-time-mathematics-teacher-remote https://careers.nais.org/jobs/rss/22256877/part-time-mathematics-teacher-remote Stony Brook, New York, Official Mission Statement The Stony Brook School is an independent college preparatory school (grades 7-12) that exists to challenge young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order that they may serve the world through their character and leadership. About Gravitas Gravitas is the online program of The Stony Brook School. Through live, teacher-led courses , Gravitas extends SBS's distinctive approach to rigorous academics and Christian formation to students beyond our campus. Our remote team serves students across time zones and collaborates closely to deliver excellent instruction, timely feedback, and meaningful mentorship in a relational online learning environment. Gravitas is mission-driven and committed to helping students grow in knowledge, skill, and character for lives of service and leadership. Role Summary The Gravitas part-time Mathematics faculty position is a teaching and mentoring role focused on the intellectual and spiritual formation of students in a live, relational online environment. Part-time faculty teach between one and four live courses with classes meeting twice per week for 80 minutes each. Courses may include Pre-Algebra I, Pre-Algebra II, Algebra I, and other middle and upper school mathematics offerings as assigned. Beyond live instruction, faculty invest meaningfully in students through thoughtful preparation, timely and substantive feedback, and availability outside of class. Part-time Mathematics faculty also contribute to the life of the Gravitas community by collaborating with colleagues on curriculum development and professional growth, and by supporting student activities and clubs as needed. Some classes may occur during evening hours, typically 8:00pm and 9:30pm US Eastern Time. Key Responsibilities Provide both synchronous and asynchronous instruction and support for assigned sections each term Prepare and deliver engaging live online instruction in Mathematics courses Grade student assignments and provide timely, constructive feedback Maintain clear and consistent communication with students and families Contribute to the ongoing development and improvement of the Gravitas curriculum Participate in faculty meetings and collaborative initiatives as requested Assist with occasional student activities Qualifications A Master's degree in Mathematics or a related field or Mathematics education Minimum of three years of teaching experience, including online instruction Excellent organizational skills and ability to meet grading deadlines Strong work ethic, high energy, and a demonstrated ability to connect with teenagers in an online learning environment Excellent oral and written communication skills, with the ability to respond quickly to all communications Eagerness to serve in a faith-based learning environment that emphasizes faithful Christian scholarship and character formation High proficiency with technology, including the ability to learn and wisely utilize a learning management system, online teaching and learning tools, Google Workspace, Zoom, and artificial intelligence Consistent and dependable high speed internet access Experience working as part of a collaborative team of teachers, openness to providing and receiving feedback as part of a culture of transparency Ability to interact professionally with parents and school community members Cultural awareness and sensitivity, recognizing that our students come from all over the world Demonstrated commitment to professional growth and lifelong learning Maturity, judgment, and stability appropriate for a demanding position Candidates must be eligible to work in the United States and maintain a permanent U.S. address . Equal Employment Opportunity The Stony Brook School is committed to a diverse and inclusive workforce and prohibits discrimination and harassment of any kind. All employment decisions at The Stony Brook School are based on business needs, job requirements, and individual qualifications, without regard to race, color, national origin, age, citizenship, genetic predisposition, disability, veteran status, or any other status protected by the laws or regulations in the locations where we operate For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/4008302-738066.html   Thu, 07 May 2026 00:28:12 -0400 https://careers.nais.org/jobs/rss/22256922/part-time-history-teacher-remote https://careers.nais.org/jobs/rss/22256922/part-time-history-teacher-remote Stony Brook, New York, Official Mission Statement The Stony Brook School is an independent college preparatory school (grades 7-12) that exists to challenge young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order that they may serve the world through their character and leadership. About Gravitas Gravitas is the online program of The Stony Brook School. Through live, teacher-led courses , Gravitas extends SBS's distinctive approach to rigorous academics and Christian formation to students beyond our campus. Our remote team serves students across time zones and collaborates closely to deliver excellent instruction, timely feedback, and meaningful mentorship in a relational online learning environment. Gravitas is mission-driven and committed to helping students grow in knowledge, skill, and character for lives of service and leadership. Role Summary The Gravitas part-time History faculty position is a teaching and mentoring role focused on the intellectual and spiritual formation of students in a live, relational online environment. Part-time faculty teach between one and four live courses with classes meeting twice per week for 80 minutes each. Beyond live instruction, faculty invest meaningfully in students through thoughtful preparation, timely and substantive feedback, and availability outside of class. Part-time History faculty also contribute to the life of the Gravitas community by collaborating with colleagues on curriculum development, professional growth, and shared projects, and by supporting student activities and clubs as needed. Some classes may occur during evening hours, typically 8:00pm and 9:30pm US Eastern Time. Qualifications A Master's degree in History or a related field or History education Minimum of three years of teaching experience, including online instruction Excellent organizational skills and ability to meet grading deadlines Strong work ethic, high energy, and a demonstrated ability to connect with teenagers in an online learning environment Excellent oral and written communication skills, with the ability to respond quickly to all communications Eagerness to serve in a faith-based learning environment that emphasizes faithful Christian scholarship and character formation High proficiency with technology, including the ability to learn and wisely utilize a learning management system, online teaching and learning tools, Google Workspace, Zoom, and artificial intelligence Consistent and dependable high speed internet access Experience working as part of a collaborative team of teachers, openness to providing and receiving feedback as part of a culture of transparency Ability to interact professionally with parents and school community members Cultural awareness and sensitivity, recognizing that our students come from all over the world Demonstrated commitment to professional growth and lifelong learning Maturity, judgment, and stability appropriate for a demanding position Candidates must be eligible to work in the United States and maintain a permanent U.S. address . Equal Employment Opportunity The Stony Brook School is committed to a diverse and inclusive workforce and prohibits discrimination and harassment of any kind. All employment decisions at The Stony Brook School are based on business needs, job requirements, and individual qualifications, without regard to race, color, national origin, age, citizenship, genetic predisposition, disability, veteran status, or any other status protected by the laws or regulations in the locations where we operate. For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/3999653-738066.html   Thu, 07 May 2026 00:30:12 -0400 https://careers.nais.org/jobs/rss/22257016/part-time-philosphy-and-theology-teachers-remote https://careers.nais.org/jobs/rss/22257016/part-time-philosphy-and-theology-teachers-remote Stony Brook, New York, Official Mission Statement The Stony Brook School is an independent college preparatory school (grades 7-12) that exists to challenge young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order that they may serve the world through their character and leadership. About Gravitas Gravitas is the online program of The Stony Brook School. Through live, teacher-led courses , Gravitas extends SBS's distinctive approach to rigorous academics and Christian formation to students beyond our campus. Our remote team serves students across time zones and collaborates closely to deliver excellent instruction, timely feedback, and meaningful mentorship in a relational online learning environment. Gravitas is mission-driven and committed to helping students grow in knowledge, skill, and character for lives of service and leadership. Role Summary The Gravitas part-time Philosophy and Theology faculty position is a teaching and mentoring role focused on the intellectual and spiritual formation of students in a live, relational online environment. Part-time faculty teach between one and four live courses with classes meeting twice per week for 80 minutes each. Some classes may occur during evening hours, typically 8:00pm and 9:30pm US Eastern Time. Beyond live instruction, faculty invest meaningfully in students through thoughtful preparation, timely and substantive feedback, and availability outside of class. Part-time Philosophy and Theology faculty also contribute to the life of the Gravitas community by collaborating with colleagues on curriculum development, professional growth, and shared projects, and by supporting student activities and clubs as needed. Key Responsibilities Provide both synchronous and asynchronous instruction and support for up to seven sections of class each term Grade student assignments and provide timely, constructive feedback Contribute to the ongoing development and improvement of the Gravitas curriculum Serve as an advisor Assist with occasional student activities Qualifications A Master's degree in Philosophy or Theology Minimum of three years of teaching experience, including online instruction Excellent organizational skills and ability to meet grading deadlines Strong work ethic, high energy, and a demonstrated ability to connect with teenagers in an online learning environment Excellent oral and written communication skills, with the ability to respond quickly to all communications Eagerness to serve in a faith-based learning environment that emphasizes faithful Christian scholarship and character formation High proficiency with technology, including the ability to learn and wisely utilize a learning management system, online teaching and learning tools, Google Workspace, Zoom, and artificial intelligence Consistent and dependable high speed internet access Experience working as part of a collaborative team of teachers, openness to providing and receiving feedback as part of a culture of transparency Ability to interact professionally with parents and school community members Cultural awareness and sensitivity, recognizing that our students come from all over the world Demonstrated commitment to professional growth and lifelong learning Maturity, judgment, and stability appropriate for a demanding position Candidates must be eligible to work in the United States and maintain a permanent U.S. address . Equal Employment Opportunity The Stony Brook School is committed to a diverse and inclusive workforce and prohibits discrimination and harassment of any kind. All employment decisions at The Stony Brook School are based on business needs, job requirements, and individual qualifications, without regard to race, color, national origin, age, citizenship, genetic predisposition, disability, veteran status, or any other status protected by the laws or regulations in the locations where we operate. For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/3999666-738066.html   Thu, 07 May 2026 00:32:35 -0400 https://careers.nais.org/jobs/rss/22256854/part-time-english-teacher-remote https://careers.nais.org/jobs/rss/22256854/part-time-english-teacher-remote Stony Brook, New York, Mission Statement The Stony Brook School is an independent college preparatory school (grades 7-12) that exists to challenge young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order that they may serve the world through their character and leadership. About Gravitas Gravitas is the online program of The Stony Brook School. Through live, teacher-led courses , Gravitas extends SBS's distinctive approach to rigorous academics and Christian formation to students beyond our campus. Our remote team serves students across time zones and collaborates closely to deliver excellent instruction, timely feedback, and meaningful mentorship in a relational online learning environment. Gravitas is mission-driven and committed to helping students grow in knowledge, skill, and character for lives of service and leadership. Role Summary The Gravitas part-time English faculty position is a teaching and mentoring role focused on the intellectual and spiritual formation of students in a live, relational online environment. Part-time faculty teach between one and four live courses with classes meeting twice per week for 80 minutes each. Beyond live instruction, faculty invest meaningfully in students through thoughtful preparation, timely and substantive feedback, and availability outside of class. Part-time English faculty also contribute to the life of the Gravitas community by collaborating with colleagues on curriculum development, professional growth, and shared projects, and by supporting student activities and clubs as needed. Some classes may occur during evening hours, typically 8:00pm and 9:30pm US Eastern Time. Key Responsibilities Provide both synchronous and asynchronous instruction and support for up to seven sections of class each term Grade student assignments and provide timely, constructive feedback Contribute to the ongoing development and improvement of the Gravitas curriculum Serve as an advisor Assist with occasional student activities Qualifications A Master's degree in English Literature or Composition or a related field or English education Minimum of three years of teaching experience, including online instruction Excellent organizational skills and ability to meet grading deadlines Strong work ethic, high energy, and a demonstrated ability to connect with teenagers in an online learning environment Excellent oral and written communication skills, with the ability to respond quickly to all communications Eagerness to serve in a faith-based learning environment that emphasizes faithful Christian scholarship and character formation High proficiency with technology, including the ability to learn and wisely utilize a learning management system, online teaching and learning tools, Google Workspace, Zoom, and artificial intelligence Consistent and dependable high speed internet access Experience working as part of a collaborative team of teachers, openness to providing and receiving feedback as part of a culture of transparency Ability to interact professionally with parents and school community members Cultural awareness and sensitivity, recognizing that our students come from all over the world Demonstrated commitment to professional growth and lifelong learning Maturity, judgment, and stability appropriate for a demanding position Candidates must be eligible to work in the United States and maintain a permanent U.S. address . Equal Employment Opportunity The Stony Brook School is committed to a diverse and inclusive workforce and prohibits discrimination and harassment of any kind. All employment decisions at The Stony Brook School are based on business needs, job requirements, and individual qualifications, without regard to race, color, national origin, age, citizenship, genetic predisposition, disability, veteran status, or any other status protected by the laws or regulations in the locations where we operate. For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/4008242-738066.html $5,500 - $6,000 for up to seven sections of class each term Wed, 06 May 2026 22:37:30 -0400 https://careers.nais.org/jobs/rss/22256800/lifeguard-summer-the-brook https://careers.nais.org/jobs/rss/22256800/lifeguard-summer-the-brook Stony Brook, New York, Position Overview The Lifeguard for Summer @ The Brook is responsible for ensuring the safety and well-being of all campers and staff during aquatic activities. This role requires constant vigilance, enforcement of safety protocols, and the ability to respond quickly and effectively in emergency situations. Lifeguards are essential members of the aquatics team and contribute to a safe, positive, and well-managed pool environment. Location: Stony Brook School, Stony Brook, NY Position Type: Seasonal, Summer Dates: Late June – Mid August (exact dates aligned with camp schedule) Reports to: Head Lifeguard / Aquatics Director Key Responsibilities Aquatic Supervision & Safety Monitor swimmers at all times during recreational swim periods and scheduled activities. ? Enforce all pool rules and safety procedures consistently and professionally. ? Assist with swim tests and help monitor camper ability levels. Maintain active surveillance of the pool area and surrounding environment. Emergency Preparedness & Response Respond immediately and appropriately to aquatic emergencies. Implement Emergency Action Plans (EAPs) as trained. Provide first aid, CPR, and other lifesaving measures when necessary. Operations & Support Assist with daily pool operations, including setup and cleanup of equipment. ? Support Head Lifeguard with maintaining a clean, organized, and safe pool environment. ? Help maintain basic logs and report incidents as required. Team Collaboration Work closely with Head Lifeguard and aquatics staff to ensure proper coverage and smooth operations. Participate in in-service trainings, drills, and team meetings. Communicate effectively with staff and campers to promote a safe and positive experience. Required Qualifications Current American Red Cross Lifeguard Certification (or equivalent). CPR/AED for the Professional Rescuer and First Aid certification. Preferred Qualifications Pool Activity Leader (PAL) Certification (may be required based on role and responsibilities). Previous lifeguarding or camp experience preferred. Skills & Competencies Strong attention to detail and situational awareness. Ability to remain alert and focused for extended periods. Ability to respond calmly and effectively under pressure. Strong communication and teamwork skills. Commitment to maintaining a safe and supportive environment. Additional Requirements Completion of all required training and onboarding prior to the start of camp. ? Successful completion of background checks in accordance with New York State regulations. Physical Requirements Ability to remain on pool deck for extended periods. Ability to perform water rescues and emergency response as needed. ? Ability to lift, assist, or About The Stony Brook School The Stony Brook School is an independent college preparatory school (grades 7-12) dedicated to challenging young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order to serve the world through their character and leadership. We are committed to fostering a diverse and inclusive community. We encourage applications from individuals of all backgrounds and experiences. Equal Employment Opportunity In order to provide equal employment and advancement opportunities to all individuals, employment decisions at The Stony Brook School will be based on merit, qualifications, experience, and abilities. We do not discriminate based on race, color, sex, national origin, age, citizenship, genetic predisposition, or any characteristic protected by law. support individuals in emergency situations.     Required background check For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/4077886-738066.html Wed, 06 May 2026 17:14:34 -0400 https://careers.nais.org/jobs/rss/22256521/part-time-learning-support-executive-functioning-educator-upper-west-side-nyc https://careers.nais.org/jobs/rss/22256521/part-time-learning-support-executive-functioning-educator-upper-west-side-nyc new york, New York, Your Learning Toolbox is seeking a warm, collaborative, and experienced educator to support a wonderful 5 ½-year-old student on the Upper West Side who attends the Gillen Brewer School. The student is expected to transition to a half-day school schedule beginning in July and continuing into the 2026–2027 school year. The family is seeking afternoon support focused on pre-academic learning, executive functioning, play-based engagement, and communication support for approximately 5–10 hours per week. The student is nonverbal and communicates using an AAC device with the LAMP approach. Experience working with AAC users is strongly preferred, and familiarity with LAMP is a significant plus. The student is very sweet, highly self-directed, and does not present with behavioral challenges. This role is ideal for an educator who values collaboration and enjoys working as part of a larger support team. The provider will communicate regularly with the family as well as outside therapists and school staff to ensure continuity across settings. The incoming educator will also have the opportunity to collaborate with the student’s current provider to support a smooth transition this summer. About Your Learning Toolbox: Your Learning Toolbox is an educational support company providing individualized tutoring, executive functioning coaching, parent-school liaison support, and collaborative educational services for students and families throughout NYC and Fairfield County, CT. To apply or learn more, please complete the application via the company's website . Background in special education, speech/language support, early childhood, or related field Experience supporting neurodivergent learners AAC experience required; LAMP experience strongly preferred Strong communication and collaboration skills Warm, flexible, and child-centered approach Wed, 06 May 2026 10:23:17 -0400 https://careers.nais.org/jobs/rss/22256802/athletic-trainer-summer-the-brook https://careers.nais.org/jobs/rss/22256802/athletic-trainer-summer-the-brook Stony Brook, New York, Position Overview The Athletic Trainer for Summer @ The Brook is responsible for supporting the health and safety of campers participating in athletic programs. This role provides on-site injury prevention, evaluation, and care, while working collaboratively with camp leadership and health staff to ensure a safe and supportive environment for all participants. Location: Stony Brook School, Stony Brook, NY Position Type: Seasonal, Summer Dates: Late June – Mid August (aligned with camp schedule) Reports to: Director of Auxiliary Programs / Head Nurse Key Responsibilities Injury Prevention & Care Provide on-site care for injuries and medical concerns during camp hours. ? Evaluate athletic injuries and determine appropriate treatment or referral. ? Implement basic treatment plans and monitor recovery as needed. Health & Safety Oversight Monitor campers for signs of heat-related illness, dehydration, and fatigue. ? Ensure proper hydration practices, including maintaining and refilling water coolers as needed. Support safe participation in all athletic activities by identifying risks and recommending modifications when necessary. Collaboration & Communication Work closely with the Head Nurse and camp staff to coordinate care and respond to health concerns. Communicate clearly with staff regarding participant safety and activity readiness. Documentation & Reporting Maintain accurate injury reports and treatment documentation. Track incidents and communicate relevant information to camp leadership. Required Qualifications Certified Athletic Trainer (ATC) credential required. Current CPR/AED certification required. Preferred Qualifications Experience working with youth athletes in a camp, school, or recreational setting. Skills & Competencies Strong assessment and decision-making skills. Ability to work independently and respond effectively in emergency situations. ? Strong communication and organizational skills. Commitment to maintaining a safe and supportive environment. Additional Requirements Completion of all required onboarding and training prior to the start of camp. ? Successful completion of background checks in accordance with New York State regulations. Physical Requirements Ability to be active outdoors for extended periods in summer conditions. ? Ability to respond quickly to injuries across athletic fields and facilities. ? Ability to lift, assist, or support individuals as needed. About The Stony Brook School The Stony Brook School is an independent college preparatory school (grades 7-12) dedicated to challenging young men and women to know Jesus Christ as Lord, to love others as themselves, and to grow in knowledge and skill in order to serve the world through their character and leadership. We are committed to fostering a diverse and inclusive community. We encourage applications from individuals of all backgrounds and experiences. Equal Employment Opportunity In order to provide equal employment and advancement opportunities to all individuals, employment decisions at The Stony Brook School will be based on merit, qualifications, experience, and abilities. We do not discriminate based on race, color, sex, national origin, age, citizenship, genetic predisposition, or any characteristic protected by law.   Required background check For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://stonybrookschool.applicantpro.com/jobs/4077874-738066.html Wed, 06 May 2026 17:17:42 -0400 https://careers.nais.org/jobs/rss/22256598/high-school-spanish-teacher-part-time https://careers.nais.org/jobs/rss/22256598/high-school-spanish-teacher-part-time Manhattan, New York, The Ramaz School seeks an experienced, dynamic, and passionate part-time Upper School Spanish teacher. The ideal candidate will have at least three years of teaching experience in High School.  Requirements: •  Bachelor’s degree in Spanish or Language Education is required. Spanish Master’s degree preferred. •  Native or near-native fluency in Spanish as well as fluency in English, are expected. •  Experience teaching various levels of Spanish from novice to advanced. •  An understanding of the importance of teacher engagement in community life is essential. •  Responsibilities include attending faculty meetings and Professional Development. •  Ability to use technology effectively in the teaching and learning process, e.g., Zoom. •  Excellent organizational, written and verbal communication skills.  Part time salary based on full time annualized salary of $60,000 - $90,000 (commensurate with relevant experience and education). We look forward to hearing from you. Please send resume and cover letter indicating position of interest and where you saw posting to: uscareers@ramaz.org. Based on experience Wed, 06 May 2026 12:23:48 -0400 https://careers.nais.org/jobs/rss/22250935/part-time-health-educator https://careers.nais.org/jobs/rss/22250935/part-time-health-educator New York City, New York, Job Title: Part-Time Health Educator Department: Schoolwide FLSA Status: Non Exempt The Allen-Stevenson School - New York, NY   About The Allen-Stevenson School The Allen-Stevenson School, founded in 1883, is a TK-8 independent school for boys with an enrollment of over 350 students. Located in the heart of New York City’s Upper East Side, the school is a joyful, inclusive community.   Position Overview The Allen-Stevenson School seeks a Part-Time Health Educator  for the 2026-2027 school year. The successful candidate has a strong background and knowledge of adolescent/ human development , sexuality education, substance use education and social emotional wellbeing,  works to build an inclusive classroom, and demonstrates high energy, flexibility, and creativity.  An understanding and appreciation of how boys learn best, especially the role that personal connection plays, is essential.  We believe boys thrive in structured, nurturing, engaging, and responsive environments that meet their developmental needs. Our Lower and Upper  Division faculty work collaboratively to create classrooms where curiosity, kindness, and confidence flourish. This position reports to the Lower and Upper Division heads.   Salary Range and Position Type This part -time position starts on or around August 24, 2026, and is eligible for limited benefits. Compensation: $40,000–$50,000 annually (part-time; equivalent to $80,000–$100,000 full-time), commensurate with education and experience.   Essential Responsibilities and Duties Classroom Culture & Management Routines: Teach one-semester health courses for students in grades 3–8 (meeting once per week). Three grades are taught in the Fall semester and three grades in the Spring semester. Social-Emotional Foundation: Support students in developing skills and habits that promote lifelong wellness Learning Environment: Create a classroom environment with clear expectations that encourages respectful participation and student inquiry Curriculum & Instructional Leadership Core Instruction: Plan and deliver engaging, developmentally appropriate lessons aligned with the school’s health curriculum. Address key topics including physical health, emotional well-being, identity development, relationships, decision-making, and digital citizenship Demonstrates cultural competency and the ability to work effectively with diverse communities Technology Integration: Use technology effectively and appropriately to enhance student learning in the classroom and for virtual lessons as necessary. Student Experience & Assessment Holistic Oversight: Create a classroom environment with clear expectations that encourages respectful participation and student inquiry Mission Alignment: Support the school’s educational mission by challenging, engaging, and nurturing students toward deeper learning. Progress Monitoring: Assess student performance using formative and summative tools; provide regular feedback and updates via conferences, phone calls, emails, and report card comments. Communication & Collaboration Stakeholder Engagement: Create strong, responsive working relationships with parents/guardians and communicate effectively and in a timely fashion. Team Synergy: Collaborate with division and team members with flexibility, creativity, and humor to develop curricula that ensure student success. School Community: Participate actively in the "life of the school" and perform additional duties as assigned to support the collective mission.   Required Knowledge, Skills, and Abilities Education : Advanced degree in Health Education or related field, or equivalent experience Experience : Three years teaching at the elementary or middle levels preferred. Demonstrate an understanding of student-centered, interdisciplinary, and differentiated learning. Have experience working with students in grades 3-8. Experience working in an all-boys environment is preferred. Work and plan collaboratively with colleagues on the grade-level team and across divisions. Demonstrate a commitment to professional growth and development in order to acquire new knowledge. and implement current best practices, with an emphasis on boy development. Demonstrate a deep commitment to inclusivity in work both personally and professionally. Approach teaching and learning with a sense of humor, warmth of personality, and energy. Bring an open-minded and flexible attitude to working with students and colleagues. Position Type/Expected Hours of Work This is a part-time , in-person role. Individuals in this role are expected to be on-site part time, with the exact schedule to be determined in August. Attendance at some after-hours events, such as Back-to-School Night and the Celebration of Learning, among others, is expected. The role follows the school academic calendar which begins in mid August and ends in mid June.   How to Apply Please submit a resumé and cover letter to hr@allen-stevenson.org . Please reference the job title  Part Time Health Educator in the subject line of your email. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration.   Selected candidates will complete a process that includes a telephone interview, some group interviews, and a visit to the school, which will include a sample teaching lesson. Allen-Stevenson Equal Opportunity Employer Statement Allen-Stevenson 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. Guided by our mission, the School is dedicated to creating an inclusive and welcoming environment that fosters belonging and honors the dignity and potential of every individual. Compensation: $40,000–$50,000 annually (part-time; equivalent to $80,000–$100,000 full-time), commensurate with education and experience. Mon, 04 May 2026 11:47:41 -0400 https://careers.nais.org/jobs/rss/22251090/varsity-field-hockey-coach https://careers.nais.org/jobs/rss/22251090/varsity-field-hockey-coach Dobbs Ferry, New York,   Title: Head Varsity Field Hockey Coach Reports To: Director of Athletics & Physical Education Status: Part-time, non-benefits eligible (temporary role for season) Salary Range: $6,500-$8,500 Start Date: August 24, 2026, through November 6, 2026 ABOUT MASTERS:  The Masters School ( www.mastersny.org ) is a premier, independent day and boarding school that engages 5th – 12th grade students with a challenging academic program in a welcoming learning environment. Located on 96 picturesque acres overlooking the Hudson River, The Masters School community takes advantage of both its access to the tri-state area and its proximity to the rich cultural and educational magnet that is New York City.  Students benefit from the resources, diversity and activities of Masters 7-day campus and accessible, talented faculty and staff. From our exceptional academics and outstanding visual and performing arts program to our championship athletic teams, the Masters learning experience prepares students for success in college, career and life.   MISSION AND BELIEFS STATEMENT:  The Masters School celebrates active participation, deep understanding, and meaningful connection. A community of diverse individuals, we gather to learn, to strive, to dare, to do – to be a power for good in the world. In addition, The Masters School seeks employees committed to the work of advancing equity in the school community and beyond. A community of diverse individuals, we celebrate both our differences and our similarities, and we embrace a broad definition of diversity that includes but is not limited to age, race, ethnicity, gender, ability, religion, sexual identity and socioeconomic status. Masters seeks diverse candidates to serve our student body, and we expect all employees to engage in the work of inclusion as an important aspect of working in a school setting. SUMMARY: Masters is seeking an experienced field hockey coach to lead our upper school program.  We play within the Fairchester Athletic Association (FAA) and the New York State Association of Independent Schools (NYSAIS). The ideal candidate will continue to foster excellence through hard work, positivity and enjoyment while building a foundation of trust with athletes, families and the Masters community. They will look to utilize our top-notch facilities, including a designated turf field, newly renovated strength room and a fully equipped cardio room.    This is a part time position from August 24th, 2026 through November 6, 2026. Requires 12 – 20 hours per week in season and out-of-season responsibilities as described below. .  Upper School practices are Monday through Friday 3:45-5:45 pm and Saturday mornings with contests during the week and on Saturdays. RESPONSIBILITIES :  Attend all program/Department events and meetings Create and implement appropriate practice plans and game strategies for each student-athlete’s stage of development. Establish and maintain cooperative working relationships with students, parents, and school community members Effectively communicate with student-athletes, parents and all pertinent constituencies Provide positive and constructive feedback/coaching during practices and competitions Implement and adhere to school/Athletics Department/league rules and expectations Positively represent the school at all pertinent league functions Strategically build and maintain program excellence through internal and external resources REQUIREMENTS: Able to coach from August 24th through November 6, 2026 at the hours listed in the above summary Prior field hockey coaching experience and/or a high level of playing experience Have a sound knowledge of the sport specific rules and regulations as per NFHS and NFHCA guidelines Have strong leadership skills to motivate and develop student athletes Ability to facilitate a positive, comprehensive, and competitive program Ability to travel to all away competitions Assist in the field hockey college recruitment process for any college bound student-athletes  HOW TO APPLY: To apply, please submit a letter of interest, explaining why you would succeed in this position, your resume, and three references via email to coachingcareers@mastersny.org (Adobe® PDF format preferred) and include “Head Varsity Field Hockey Coach” in the subject line. This position announcement is intended to describe the general nature and level of work being performed by employees assigned to this job title and the education and skills required. This is not intended to be a complete list of all responsibilities, duties, and skills that are required or may be required in the future.  BACKGROUND SCREENING: The Masters School conducts background checks and fingerprint screening on all job candidates upon acceptance of a contingent offer and uses a third-party administrator to conduct background checks/fingerprint screening. Background checks will be performed in compliance with the Fair Credit Reporting Act. Mon, 04 May 2026 15:38:55 -0400 https://careers.nais.org/jobs/rss/22241237/art-teacher-part-time-2026-2027 https://careers.nais.org/jobs/rss/22241237/art-teacher-part-time-2026-2027 Poughkeepsie, New York, Part-Time Lower School Art Teacher (Sep. 2026) Poughkeepsie Day School (PDS) is a progressive, coeducational, PreK–Grade 12 school. PDS distinguishes itself from other Hudson Valley independent schools by a commitment to a highly differentiated and interdisciplinary curriculum that is catered to each and every student. The school is committed to building a diverse and equitable community, based on inclusivity, accountability, and mutual respect. PDS is an International Baccalaureate candidate school for, both, the Primary Years Programme (PYP) and the Middle Years Programme (MYP) Poughkeepsie Day School is seeking a part-time Art Teacher (3 days per week) to join our team beginning September 2026. This faculty member will lead mixed age art classes in PreK–Grade 8 and collaborate with PDS’s Lower and Middle School teams to ensure delivery of an interdisciplinary arts program that explores a wide variety of 2-D and 3-D media. The position includes three days on campus, with a schedule of approximately 9:45 a.m.–2:45 p.m. one day per week and 9:45 a.m.–5:45 p.m. two days per week, the latter including support of our aftercare program. We seek an educator who practices a materials-based, process-oriented art education philosophy and engages in a multicultural pedagogy. The successful candidate will track students’ progress and needs, and communicate clearly and effectively in both written and verbal form. Qualified candidates should hold a Bachelor's degree and, preferably, a Master's degree in Art Education or a related field and teaching experience in art.  Rate: $25/hr Responsibilities include: Instructing students in five cohorts twice weekly: lower school (3), middle school (2) Keeping a tidy and organized classroom Displaying students' artwork for the PDS community to view Collaborating with teachers in other subjects to promote interdisciplinary creativity Ability to organize lessons or trips with art and nature groups in the Hudson Valley Written evaluations of students' work and progress   Ideal candidates should possess: Experience with teaching the artistic process with school-age children Ability to collaborate closely and communicate effectively with a team The desire to encourage lifelong learning through fostering artistic habits of mind and cultivating creative expression Encouragement of the process of art making and problem solving over the end product Experience in leading artistic explorations across a variety of 2-D and 3-D mediums and processes A dedication to fostering students' social and emotional well-being A sense of humor, an interest in professional growth, a commitment to school wide initiatives, and the ability to be both the lead and a team player PDS strives to have its faculty, administration, and student body reflect the diversity of the society in which we live. The school is strongly committed to fostering a community that reflects the values of our school's mission and to promoting an environment of equality, belonging, and respect for difference. Poughkeepsie Day School is an Equal Opportunity Employer. Candidates from underrepresented groups are encouraged to apply. The above job description is meant to describe the general nature and level of work being performed; it is not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required for the position. Thu, 30 Apr 2026 18:23:48 -0400 https://careers.nais.org/jobs/rss/22233634/part-time-high-school-visual-arts-teacher-1-year-position https://careers.nais.org/jobs/rss/22233634/part-time-high-school-visual-arts-teacher-1-year-position New York, New York, Salary Range: $32,000 - $100,000. The position on the scale will be based on years of teaching experience and education. Exemption Status: Exempt The Dalton School, a progressive K-12 gender-inclusive school in Manhattan’s Upper East Side, is consistently recognized as one of the preeminent independent day schools in the nation. Known for its child-centered approach and an exceptional, inspiring faculty, Dalton enrolls over 1,300 students with approximately 350 faculty and staff. Guided by the Dalton Plan, the foundation of a Dalton education, our faculty meets each student’s evolving needs, interests, and abilities. Dalton challenges each student to develop intellectual independence, creativity, curiosity, and a sense of responsibility toward others both within the School and in the broader community. We are seeking a part-time teacher to join a dynamic group of teaching artists in the High School starting in September 2026. This position is for 1 year only. The most promising candidates will bring their own creative expertise to studio classrooms where they will engage students in exploring materials, developing technical skills, and building a sense of artistic competence and joy. We are particularly interested in teaching artists who have backgrounds in new media, graphic design, and textile art, but we are open to a variety of artistic passions. We welcome candidates who can support and challenge students to take artistic risks as they create, reflect, and develop their own practice.   The Dalton Art Department values: historical context and perspective  an open-ended creative process purposeful play  conceptual rigor that elicits engagement and reflection   Responsibilities:   Teach 2-3 high school visual arts classes, meeting in class and individually through the Dalton Lab system. Develop course content aligned with the visual arts curriculum. Collaboratively maintain shared teaching spaces and equipment. Differentiate pedagogy to meet the needs of each student; collaborate as needed with student support staff and advisors. Display student work in designated public areas. Attend and contribute to departmental meetings; collaborate with colleagues regularly. Qualifications: BA or BFA degree in visual arts required; background in new media, graphic design, textile arts preferred. High school teaching experience or other teaching experience with adolescents in an art program is required.   The Dalton School does not discriminate on the basis of race, color, religion, gender, ethnic origin, age, physical disability, sexual orientation, or any other category protected by applicable law in the administration of our educational policies, hiring policies, admissions policies, financial aid programs, athletics, and other school-administered programs.   Application Instructions Please submit a cover letter and resume including links to your candidate portfolio and students’ work. Application should be submitted using the following link - https://www.dalton.org/employment . Review of applications will begin May 1, 2026 and will continue until the position is filled.   The position on the scale will be based on years of teaching experience and education. Wed, 29 Apr 2026 10:31:15 -0400 https://careers.nais.org/jobs/rss/22233371/upper-school-drama-teacher-part-time https://careers.nais.org/jobs/rss/22233371/upper-school-drama-teacher-part-time New York , New York, The Chapin School, an independent K-12 day school for girls located in New York City, seeks a student-centered, collaborative, and innovative educator to serve as a part-time Theater Teacher.  All candidates are encouraged to be familiar with Chapin’s website , mission and commitment to diversity, equity & inclusion . Job Overview: The part-time Upper School Drama Teacher, as a member of the Upper School Arts Department, will teach the Class 8 Interarts Drama, Class 9 Interarts (Fall and Winter), and Class 9 Public Speaking (Spring) classes, meeting daily from 12:00 - 12:45.  The InterArts program is an interdisciplinary collaboration for Visual Art, Dance, Drama, and Music that provides a conceptual foundation for all future arts electives. By exploring historical contexts and hands-on creation, students develop a shared artistic vocabulary while learning to think critically and embrace creative risks. In the Drama sequence specifically, students engage with theatrical production and performance by analyzing contemporary literature, designing renderings, and devising original ensemble works.   Chapin’s next Upper School Drama Teacher will be: A teacher with a demonstrated commitment to innovation and interdisciplinary curriculum development who… Structures engaging, creative curricular approaches to literary texts, movements, and units. Develops assessments that foster independent critical thinking and excitement about theater. A student-centered educator who values each student’s voice, experience, and history, and who… Creates a safe and joyful learning environment for all students by welcoming individual voices and experiences. Employs culturally responsive teaching practices to reach all students and help them feel valued, known, and understood. Incorporates play into the classroom, and encourages risk-taking and mistake-making as a part of the learning process. Is committed to a growth mindset for all students and believes that our students’ potential is unlimited.  An educator who actively cultivates a classroom and community of belonging by… Demonstrating flexibility in curriculum development and adapting lessons in response to feedback to target a wide range of learners. Centering experiences that reflect diverse identities, cultures, experiences, and styles. A partner to students, their parents, and colleagues in teaching and learning who… Generates clear learning goals that prioritize communication and provide focused and timely feedback that moves learners forward towards those goals. Collaborates with departmental colleagues and across departments by actively seeking opportunities for interdisciplinary work. Qualifications: Required:  Bachelor’s degree in Theater or related field Minimum 2 years experience working with high school students Preferred: Master’s degree or equivalent High School teaching experience How to apply: Submit your cover letter and résumé via the application link.  Applications will be reviewed on a rolling basis. The salary for this position will be commensurate with experience. The range is $17,500-25,000. The Drama teacher has the opportunity to direct school productions for an additional stipend, which typically ranges from $4,800 to $6,000, depending on the scope of the project. Please note that this is considered an additional duty and is not a requirement of the primary position. Mon, 27 Apr 2026 09:36:57 -0400 https://careers.nais.org/jobs/rss/22224385/2026-27-part-time-middle-school-music-technology-teacher https://careers.nais.org/jobs/rss/22224385/2026-27-part-time-middle-school-music-technology-teacher Brooklyn, New York, POSITION ANNOUNCEMENT: Part-time Middle School Music Technology Teacher We are seeking a dynamic, passionate, curious and innovative part-time Middle School Music Technology Teacher to join our vibrant music department. The ideal candidate will inspire students through hands-on music creation, foster foundational musicianship, and guide learners in developing technical and creative skills using modern music production tools and keyboard instruction. We are looking for a flexible, organized, and enthusiastic teacher who thrives in an independent school setting, values creativity and individuality, and is committed to fostering an inclusive and supportive learning environment. ABOUT SAINT ANN’S SCHOOL Since its founding in 1965, Saint Ann’s has embraced a commitment to education for its own sake, oriented to the capacities of each individual student and free of the encumbrances of formal grading, prizes, and rankings. At the same time, we are unabashedly committed to excellence in all that we do. With a faculty and staff numbering close to 400, and approximately 1100 students, Saint Ann’s is among the largest and most selective independent schools in New York City. The lives of our graduates speak powerfully to the potential of an education based on these principles to ignite a love of learning and sustain creative energy in every field of endeavor. We accomplish this by bringing together talented teachers with creative and motivated students. Saint Ann’s is committed to centering anti-racism in the life of the school. Seeking to create a community rooted in trust and equity, we invite each other to take risks, pursue knowledge, and celebrate growth. RESPONSIBILITIES   Foster a classroom environment that encourages creativity, collaboration, and a lasting appreciation for music through performance-based learning.  Design and teach music technology courses that integrate composition, production, creative exploration, and performance using digital audio workstations (DAWs). Introduce students to foundational compositional techniques and digital music-making processes within genres such as hip hop, R&B, pop, and electronic music. Develop students’ music literacy, including note-reading, listening skills, ear training, and music vocabulary.  Build students’ foundational keyboard skills Facilitate deeper musical analysis, critical listening, and discussion of music in cultural and real-world contexts. Assist in maintaining the music and computers lab, software licensing, and the associated equipment in the room.  Participate in weekly department meetings and other faculty meetings scheduled on the school calendar. Communicate professionally and compassionately with every member of the  community: students, families, and colleagues alike. Write comprehensive narrative reports for each child twice a year. Attend and participate in parent/teacher conferences. PERSONAL AND PROFESSIONAL REQUIREMENTS   Bachelor’s or Master’s degree in Music Education, Music Technology, or a related field. Passion for integrating technology into music education. Strong understanding of contemporary music genres and their production techniques. Proficiency in music production software (e.g., DAWs, Logic Pro X, Ableton Live, Soundtrap) and hardware, such as MIDI controllers, audio interfaces, and microphones. Ability to teach composition, basic keyboarding/piano skills, music theory, and ear training in an engaging and accessible manner. Teaching experience, preferably with middle school students. Strong planning and organizational skills. Demonstrated commitment to diversity, equity, and inclusion. Strong interpersonal skills; empathy, flexibility, and sense of humor. Ability to thrive in an environment with a great deal of independence, while also embracing collaboration. Ability to share teaching space with other faculty and staff. COMPENSATION This is a part time, exempt position with a competitive compensation package including benefits. Annualized salary range of $30,000–$60,000 commensurate with education and experience. TO APPLY Interested candidates should submit their cover letter and  resume to this link . Candidates who identify as members of historically underrepresented groups are strongly encouraged to apply. Anticipated start date of mid-August, 2026. The position is open until filled. NOTICE OF NONDISCRIMINATORY POLICY Saint Ann’s School hires employees of any race, color, religion, creed, gender, disability, national or ethnic origin, sexual orientation or any other category protected by applicable federal, state or local law, to all the rights privileges, programs, and activities generally accorded or made available to employees at the School. The School does not discriminate on the basis of race, color, religion, creed, gender (which includes a person’s actual or perceived sex, as well as gender identity and expression), age, marital status, disability, national or ethnic origin, sexual orientation, familial status, predisposing genetic characteristics, actual or perceived domestic violence victim status, unemployment status, caregiver status or any other category protected by applicable federal, state or local law, in carrying on its educational activities or in administration of its educational policies, admissions policies, employment policies, financial aid programs, and athletic and other school administered programs.     Thu, 23 Apr 2026 17:33:27 -0400 https://careers.nais.org/jobs/rss/22224145/boys-varsity-soccer-head-coach https://careers.nais.org/jobs/rss/22224145/boys-varsity-soccer-head-coach Brooklyn, New York, Poly Prep's mission is to prepare and inspire the next diverse generation of leaders and global citizens to act with intelligence, imagination, and––above all––character. Poly Prep seeks a Seasonal Boys’ Varsity Soccer Head Coach for the 2026-2027 academic year who is tasked with building a supportive team environment that promotes physical literacy, well?being, teamwork, and sportsmanship. This Coach is expected to guide student?athletes in developing their skills, confidence, and character while contributing to a positive athletics community at Poly Prep.   PRIMARY RESPONSIBILITIES AND ACCOUNTABILITIES Coaching Responsibilities:  Support student athletes to maintain strong academic progress in all coursework. Ensures that all athletes complete necessary requirements for participation in sports. All requirements must be completed prior to the start of practice. Communicates effectively with students, parents, and the community regarding the objectives of the boys’ soccer program. Creates and implements seasonal goals and individual game plans, as well as, focused daily practices. Collaborates with other coaches, deans, parents, and community members to maintain a positive atmosphere and open lines of communication regarding the boys’ soccer program. Requires that respect and sportsmanship be shown to visiting schools, coaches, players, and officials. Requires acceptable and responsible behavior on buses traveling to and from games. Establishes and maintains accurate records of all expenditures from the team athletic fund. Completes purchases of supplies or materials within the allocated team budget, subject to approval by the Athletic Director and Head of Athletics. Provides leadership and coaching techniques that enable Poly Prep to remain competitive with other schools in the league and region. Attends all required training sessions and events sponsored by Poly Prep. Maintains current CPR and First Aid certifications, as well as any additional certifications that may the Head of Athletics and Athletic Director deem necessary. Provides information to students concerning college recruiting education. Manages the inventory, care, and condition of all equipment, uniforms, and school?owned materials to ensure readiness and longevity. QUALIFICATIONS Education:   Bachelor of science or arts degree  Experience: Minimum 6 years’ experience in coaching high school, club, and/or collegiate soccer teams. Salary: $14,000 Specific Skills:    Interpersonal Skills:   Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building a positive team spirit.  Demonstrated ability to successfully work with and teach middle school and upper school students. Language Skills:   Ability to communicate fluently both verbally and in writing in English.  Ability to read, analyze and interpret general business periodicals, professional journals, technical correspondence, and procedure manuals.  Ability to effectively present information, and respond to questions from students, staff and parents. Computer Skills:   Proficient with everyday digital tools, including email, cloud?based platforms, internet research, word?processing and spreadsheet applications, and school?based systems such as MS Word and Veracross. Experienced in using contemporary teaching and coaching technologies that support student wellness, skill development, and performance tracking. Other Skills and Abilities:   Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of adolescent students, as well as knowledge of effective behavior management methods. Demonstrated ability to participate in physically demanding athletic activities. Ability to meet timelines and exercise good judgment while working in a dynamic environment. Certifications/Licenses:   CPR, First Aid, AED, Concussion Certification Poly Prep strives to be an equitable, just, and diverse community, one proud of and deeply committed to empowering students to discover who they are and what they want to be. In keeping with the country day school philosophy, we seek community members who will share a passion for learning in and out of the classroom. Every educator at Poly Prep aspires to uphold our mission “to support and inspire the next diverse generation of leaders and global citizens to act with intelligence, imagination and--above all--character.” We offer a great environment, with a full benefits package  (medical, dental, vision, life insurance, a generous match on our 403(b) retirement plan, long-term disability, flexible spending account, pre-tax commute benefit, and free lunch).    How to Apply: Interested applicants should apply through Boys Varsity Soccer Head Coach to submit your resume, cover letter, and specific evidence of qualifications to Peter Soto, Director of Athletics and Chair of Physical Education at psoto@polyprep.org  Poly Prep is an equal opportunity employer and provides equal employment opportunities to all employees and applicants for employment.  We prohibit 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. Thu, 23 Apr 2026 10:16:14 -0400 https://careers.nais.org/jobs/rss/22218052/varsity-cross-country-coach https://careers.nais.org/jobs/rss/22218052/varsity-cross-country-coach New York, New York, The Chapin School, an independent K-12 day school for girls located in New York City, is seeking a  Varsity Cross Country Coach for the fall 2026 season with the possibility of coaching both Indoor and Outdoor Track upon further discussion.  All candidates are encouraged to be familiar with Chapin’s website, mission and commitment to DEIB. POSITION TITLE: Varsity Cross Country Coach  Under the direction of the Director of Athletics, the Cross Country Coach will provide skill development and training programs for the distance runners throughout the season. Candidates should have knowledge and experience within the sport and understand how to teach, mentor, and motivate student-athletes.  A Chapin athletic coach demonstrates the following knowledge, skills, abilities: Clear commitment to the educational philosophy and mission of the School and Athletic Department.  Is an effective communicator and educator who is able to teach athletes of all skill levels and abilities and understands the importance of listening as a key component of teaching. Understands the sport. Not only must they possess in-depth knowledge of fundamental skills, progressions, and strategies, but must also be able to adapt teaching instruction to all student-athletes. Models professional leadership and behavior by adhering to the same rules expected of the student-athletes, displaying a positive attitude, and motivating and inspiring the team. Knowledge of appropriate safety measures to ensure the well-being of student-athlete The Varsity Cross Country Coach's specific duties and responsibilities will include: 5 days per week. Practices are generally 3:30-5:30p Monday - Thursday and 7-8a on Fridays.  Season start and end dates Cross Country: August 20 - November 9th.  Track Indoor: November 9th - February 28th.  Track Outdoor: February 28th - May 26th. Special events requiring additional hours and responsibilities: Coaches meetings, invitationals, state meets, and nationals.  Must abide by Chapin’s Professional Community Handbook, Coaches Handbook, Student-Athlete Handbook, Chapin’s Athletics Mission,  NYSAISAA and AAIS policies. Communicate and meet with team coaching staff on a regular basis Communicate effectively and in a professional and timely manner with student-athletes, and when necessary, parents/guardians of student-athletes.  Assess skill level of student-athletes during tryouts and throughout the season Under the direction of the head coach, make fair and equitable decisions about event entries, strategy, and support attendance policies.  The safety of our student-athletes is of the utmost importance. Every decision and action affects safety. Safety must be at the forefront of every decision made.   Qualifications: Bachelor’s degree. Candidates must possess or be able to obtain First Aid and CPR certification. Has strong cross country and track distance coaching experience with high school aged athletes. Experience working in a school setting and coaching female athletes is preferred. Ability to attend all team practices, meetings, and meets August through May. Cross Country Stipend Range: $6200 - $7300 To Apply Submit your cover letter and resume by June 10, 2026. The committee will begin reviewing the applications immediately on a rolling basis.  https://www.chapin.edu/ Cross Country Stipend Range: $6200 - $7300 Tue, 21 Apr 2026 08:41:00 -0400 https://careers.nais.org/jobs/rss/22218420/upper-school-music-production-and-technology-instructor-part-time-leave-replacement https://careers.nais.org/jobs/rss/22218420/upper-school-music-production-and-technology-instructor-part-time-leave-replacement Bronx, New York, Riverdale Country School, a Pre-K through Grade 12 independent all-gender school in New York City, is dedicated to inspiring students to live meaningful and purpose-driven lives. The school achieves this by fostering a culture of academic excellence, critical thinking, and curiosity, supported by a diverse and inclusive community. Riverdale emphasizes both high challenge and high support in its approach to education, encouraging students to engage deeply in interdisciplinary learning, research, and experiential education, both inside and outside the classroom and beyond our campuses. This holistic approach aims to develop well-rounded individuals who are prepared to make a positive impact on the world.   At Riverdale, we strive to reflect the diversity of the New York metropolitan area in our students, faculty, and staff. We believe that a diverse and inclusive community enriches the educational experience and is integral to our mission. With a student body of approximately 1,300 students from 117 different zip codes, Riverdale is a vibrant community where 48% of our students identify as students of color.    We seek to employ educators and leaders who bring a student-centered approach, passion for their work, a commitment to DEIB, and a desire to contribute to the growth and development of our entire school community.   Position Overview: Riverdale Country School seeks a part-time (2-3 classes) Music Production and Technology teacher to serve as a leave replacement from December 2026 through June 2027. The ideal candidate demonstrates passion and ability in fostering musical growth in young people, and an appreciation for the art of recording music. The instructor will offer exercises and clinics, assist in compositional choices, and collaborate closely with students to elevate our Upper School Music Production program.    Our website offers an overview of our Upper School Music curriculum . All full-time teachers participate in the life of the school community through advising, leading activities, service learning, and/or other co-curriculars. Riverdale is an inclusive community dedicated to creating a sense of belonging for all students and staff. Our hiring practices reflect this commitment, and we seek candidates eager to expand this work in the classroom, in the curriculum, and in the pedagogical principles of the department.    Please include a cover letter with your application, addressing your philosophy and priorities as a Music educator. Primary Responsibilities Teach the foundational elements of music production, such as integrating pre-recorded loops, MIDI sounds, and live recordings with proper microphone placement. This includes familiarity with a range of DAWs, including GarageBand, Logic, Ableton Live and FL Studio. Establish and maintain class expectations for a respectful and positive learning environment. Engage with students with empathy and professionalism. Communicate effectively with students, parents, and faculty regarding student progress. Provide timely, constructive feedback and grades, including narrative reports Participate in department, faculty, and other school meetings. Collaborate with colleagues across departments on interdisciplinary projects, school events, curriculum development, and co-curricular opportunities as available. Qualifications Bachelor’s degree in Music; a Master’s degree is preferred. Experience working as a recording musician or producer in a professional recording studio. Classroom or mentoring experience with adolescents. Effective classroom management skills and commitment to cultivating a focused, respectful, and productive learning environment. Basic knowledge of different types of microphones, recording techniques, interfaces, DAWs, as well as signal processing effects.  Strong musicianship skills, and a thorough understanding of music theory and compositional practices.  Excellent leadership and interpersonal skills.  Strong verbal and written communication skills to effectively engage with students, parents, and colleagues. Demonstrated commitment to equitable and inclusive teaching practices. Demonstrated collegiality, collaboration, teamwork, and organization. Growth-oriented mindset and commitment to ongoing professional learning. $81,663 - $153,078 a year To apply for this position, please click on the red “Apply for this Job” button. Please submit a resume and cover letter.  If there are pronouns we should use in potential future communications, we invite you to share that information with us.  For information about this position and all open positions, please visit the  Careers page of Riverdale’s website .   Benefits of Full Time Work at Riverdale Country School   Working at Riverdale Country School is a purposeful and meaningful career choice that comes with many benefits including:     Transportation:  Shuttle service is available to/from the 242nd St / Broadway subway station. Limited stops are also available near transit hubs in Manhattan including the Metro North Harlem Station and subway lines – 1, 2, 3, 4, 5, 6, N, Q, R, A, B, C, and D. If there is need in the community, we can also run a shuttle from the Henry Hudson Parkway / 246th St bus stop which connects to the #7, #10, and Express Buses to/from Manhattan.   Professional Development:  A generous professional-development budget provides for conferences, skills training, and onsite training in areas such as mindfulness, coaching, and diversity, equity, inclusion, and belonging.   Grants and Stipends:  All employees are eligible for Frankel Fellow grants, known as “passion grants,” which pay for enrichment activities. More than 120 grants have been made to faculty and staff since the program started in 2014. Stipends are available for coaching, affinity group facilitation, advising clubs with significant out-of-school time, and chaperoning trips (including global trips!).   Sabbatical:   Full time teaching faculty are eligible for a sabbatical after 10 years of employment.     Health Benefits:  Riverdale offers and subsidizes health, dental, and vision insurance.  In addition, the school offers a flexible spending account through which employees can use pre-tax dollars to pay for health-related expenses.     Retirement:   Employees are eligible to join our Defined Contribution retirement plan through TIAA.  The school contributes 7% of an employee's annual salary to their retirement account.     Vacation:   Riverdale Country School has a generous time-off policy for staff in addition to vacations afforded by the school calendar.   We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.   We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us. Tue, 21 Apr 2026 15:35:23 -0400 https://careers.nais.org/jobs/rss/22218055/elementary-school-strings-teacher https://careers.nais.org/jobs/rss/22218055/elementary-school-strings-teacher New York, New York, Saint David’s School seeks a Part-Time Upper School Strings teacher, Grade 4 - Grade 8, for the 2026-2027 school year. Founded in the Catholic tradition, the school welcomes applicants of all faith traditions (or none). Through our Teaching Boys Initiative™, all educators receive support and professional development through mentorship, research opportunities, and summer study grants. At Saint David’s, every faculty and staff member are part of something larger: the formation of boys into good men. Responsibilities include but are not limited to: Teach beginning strings classes, Grades 4 and 5 and lead eight performances each school year Direct the Upper School Philharmonic Ensemble (Grades 4 - 8), two rehearsals per week and four performances each school year   Qualifications and Preferences: Five-years’ experience teaching string classes and experience conducting a student orchestra High level instrumental skills Experience in choosing appropriate repertoire Experience in collaboration with other schools or artistic organizations is a plus Excellent communication and interpersonal skills Commitment to boys’ education and character education Maturity, collegiality, flexibility, humor Hourly rate of approximately $80 per hour for a minimum of seven hours    Please send cover letter and résumé to: positions@saintdavids.org Attention: Alexis Aoyama, Assistant Headmaster, Head of Upper School   Saint David’s School is committed to equal employment opportunities for all individuals. The school will make all employment decisions for employees and applicants without unlawful discrimination as to race, color, religion, sex, sexual orientation, national origin, citizenship, disability, pregnancy, age, marital status, military or veteran status, gender identity and expression, creed, genetic predisposition, victim of domestic violence or any other basis protected by law.   Tue, 21 Apr 2026 08:45:58 -0400 https://careers.nais.org/jobs/rss/22218091/robotics-coach-part-time https://careers.nais.org/jobs/rss/22218091/robotics-coach-part-time New York, New York, The Nightingale-Bamford School seeks a Robotics Coach for our Upper School Robotics Team for the 2026-2027 school year. The ideal candidate would be passionate about robotics and STEM education, have strong coaching skills, and be able to lead a team of high school students in designing, building, and programming their robot for FIRST Tech Challenge (FTC) competitions . RESPONSIBILITIES INCLUDE Coach a team of Upper School students in the design, build, and programming of their robot Organize and supervise team meetings, practices, and competitions, ensuring that students are meeting deadlines and staying on task Provide instruction and guidance to the students on the proper use of tools and equipment Collaborate with other coaches and mentors to support the growth and success of the team Foster a positive and inclusive team environment that promotes learning and growth   TIME COMMITMENT   Approximately 6 total hours per week supervising three-afternoon team meetings each week during the robotics season (September-April) 2-4 full-day weekend competitions 2-4 full-day weekend meetings REQUIRED QUALIFICATIONS Experience in coaching or mentoring high school students  Knowledge of Java, or other programming languages, as well as proficiency in using CAD software preferred Ability to work effectively with a diverse group of students and promote a positive team culture Excellent communication and interpersonal skills Flexibility in schedule to accommodate after-school meetings and weekend competitions STIPEND AMOUNT   $9,500 (September 1 - May 31) HOW TO APPLY Interested candidates should apply by submitting a cover letter and resume online at https://www.nightingale.org/careers . ABOUT THE NIGHTINGALE-BAMFORD SCHOOL   Founded by two bold, visionary educators in 1920, The Nightingale-Bamford School’s mission is to inspire girls to go beyond barriers. Tied to this mission is a broader vision of students who are joyful learners who have the intellectual depth and courage to be critical thinkers, compassionate citizens, and agents of their own lives. Nightingale educates girls’ minds and hearts and, in so doing, infuses their lives with meaningful relationships, teaching them to value difference as a means of growth and empowering them to question the status quo with confidence, empathy, resilience, and reason. Nightingale is deeply committed to cultivating a community rooted in principals of  belonging and inclusion, the foundations of excellent teaching and learning. We expect all community members to engage thoughtfully and responsibly in this work. EQUAL EMPLOYMENT OPPORTUNITY  It is the policy of the School to provide equal employment opportunities without regard to race, color, creed, religion, national origin, citizenship, age, sex, sexual orientation, gender identity, gender expression, military status, marital status, familial status, caregiver status, predisposing genetic characteristics, actual or perceived domestic violence victim status, disability, veteran status, or any other characteristic protected by applicable law. The School’s employment practices and decisions adhere to the principles of non-discrimination and equal employment opportunity. The School does not discriminate on the basis of any characteristic protected by applicable law, including, but not limited to, with respect to recruiting, interviewing, hiring, staffing, training, promotions, compensation practices, employee benefits, school-administered programs, discipline, and termination of employment. The School maintains zero tolerance for violations of this policy and expects all employees to abide by and support this policy without reservation.   Tue, 21 Apr 2026 09:26:27 -0400 https://careers.nais.org/jobs/rss/22215740/resident-chess-master https://careers.nais.org/jobs/rss/22215740/resident-chess-master New York, New York, At The Speyer Legacy School, students are inspired to be intellectually curious and passionate. They realize their full potential as accelerated learners in a collaborative community that is committed to ethical values and action. Speyer students learn with like-minded classmates and are guided by academically fearless teachers who share and nourish their enthusiasm for knowledge and inquiry.   The Speyer Legacy School seeks a dynamic, innovative, and passionate part-time Resident Chess Master to be a member of the school’s Lower School faculty beginning September 2026, joining a team that includes four faculty members: The Director of Chess Instruction, one Co-Teacher, one additional Resident Master, and one Resident Grandmaster. Reporting to the Director of Chess, this position is responsible for collaborating with faculty and staff to teach in support of the school’s mission and curricular goals. The ideal candidate will work with an eye on diversity and inclusion in chess, possess creative problem-solving skills, a sense of humor, enthusiasm for designing innovative curriculum, and strong interpersonal skills that allow one to cooperate and collaborate effectively with others.   Duties & Responsibilities Plan and implement motivating chess lessons for lower school curriculum classes for grades 2-4. Prepare, evaluate and track student tactics assignments.   Oversee the Middle School Chess Elective Teach Chess in a variety of afterschool settings.  Ensure students are developing good study habits and learning by doing.  Work with individual and small groups of students with a range of chess knowledge.  Gather assessment data on student-learning in order to make instructional decisions.   Collaborate with larger Chess faculty to develop Speyer Chess Curriculum that is current, vibrant, and extraordinarily differentiated.   Work three to four days a week from 12:15 to 3:15PM, with occasional faculty meetings that will begin at 11:15AM. Coaching after school and at weekend tournaments is a requirement and paid at a separate rate.     Coach exclusively Speyer Students at major scholastic events including City, State, and National Chess championships.  Implement rules for behavior and classroom procedures and routines.  Evaluate students' performance, including academic, behavioral and social-emotional.  Engage respectfully with families and demonstrate sensitivity to cultures, values, configurations, and beliefs. Communicate regularly with families about classroom happenings and student progress including during parent teacher conferences and the preparation of written student narratives descriptions of students' achievements and learning needs. Demonstrate a passion for lifelong learning and actively pursue professional development rooted in individual and schoolwide goals.  Demonstrate a desire to meaningfully integrate technology into the classroom. Update curriculum and materials as needed. Participate in the school community, including faculty and committee work, and school duties. Promote respect for diversity, equity, and inclusion  as a core value of the School, a shared responsibility in partnership with the school community.   Knowledge, Skills & Abilities   An active player with an over the board rating of 2200+ is preferred. Knowledge of child development, best practices, and current trends in education. Demonstrated classroom management skills, including time, space, and materials for most effective learning. Experience in differentiated instruction. Creativity and innovation in both curriculum and instruction; ability to incorporate 21st century skills. Capable of generating high quality instructional materials. Outstanding interpersonal, organizational and communication skills. Ability to integrate technology effectively into classroom instruction to enhance student learning. Skilled in creating a learning environment that is challenging, motivating and age-appropriate.   Salary Range Commensurate with Chess title and teaching experience three afternoons per week pays an annual salary of $17,250 to $18,975 For preparation, coaching, and impromptu analysis at local tournaments, the rate is $300/ day.  For preparation, coaching, and impromptu analysis at overnight tournaments, the rate is $500/ day. For direct instruction with students in an afterschool setting, the rate is $150/hour    Qualifications  5+ years of chess teaching experience.  Tournament experience required. A highly qualified candidate will have achieved a National Master chess title, or the FIDE titles of WFM, FM, WIM, IM, WGM, or GM.     Application Information Please apply by sending your resume, cover letter, a one-page educational philosophy statement, and names of three references to employment@speyerlegacyschool.org. Please indicate “Chess Teacher” in the subject line. The Speyer Legacy School welcomes candidates who will add to the diversity of our community and who have demonstrated commitment to diversity, equity and inclusion in their teaching and learning.   The Speyer Legacy School is an equal opportunity employer and does not discriminate on the basis of race, color, religion, national or ethnic origin, ancestry, sex, disabilities, sexual orientation, gender identity and expression or family composition or any other status protected by applicable law in the administration of its employment, education, admission, financial aid, and other policies and programs. Wed, 22 Apr 2026 15:19:46 -0400 https://careers.nais.org/jobs/rss/22205625/upper-school-debate-coach-part-time https://careers.nais.org/jobs/rss/22205625/upper-school-debate-coach-part-time New York, New York, The Chapin School, an independent K-12 day school for girls located in New York City, seeks a part-time Upper School Debate Coach for 2026-27. All candidates are encouraged to be familiar with Chapin’s website and mission . Job Overview The Upper School Debate Teacher and Coach instructs and coaches students in Classes 9-12 participating in Chapin’s growing debate program. Reporting jointly to the Head of Chapin’s K-12 Speech and Debate Program and the Head of Upper School, Chapin’s Debate Coach is expected to work with members of the Debate Team through weekly team meetings and individual coaching sessions, as well as attend all tournaments, which take place chiefly on weekends. This individual will collaborate with the Coordinator of Upper School Speech and Debate, who handles all tournament logistics, from registration and travel arrangements, to the securing and training of faculty chaperones and parent judges, to managing the program budget. Specific Responsibilities Under supervision of the Head of the Speech and Debate Program, recruitment and onboarding of Debate Team students, including advertising at annual extracurricular fair and paperwork and orientation for students Support and Coaching of Debate Students Design and facilitate Tuesday afternoon team meetings, with student leadership, for effective team-building and skill-strengthening Coach debate techniques and strategies for Public Forum, Congressional, and Lincoln-Douglas Debate Individual meetings with students, as needed, to practice debate skills Under supervision of the Head of Speech and Debate Program, and alongside the Coordinator of Upper School Speech and Debate, mentor student debate leadership Communicate disciplinary matters to the Head of the Speech and Debate Program Debate Tournaments Communicate clearly with Coordinator of Upper School Speech and Debate to ensure smooth running of registration processes Judges and Chaperones: communicate clearly with Coordinator of Upper School Speech and Debate to confirm all judges and chaperones have been secured by the Coordinator Attend local and away debate tournaments in order to observe and critique performance quality as well as to provide logistical support for all members of the team  Support Coordinator of Upper School Speech and Debate by regular maintenance of NSDA point record entries Support maintenance of program budget by providing relevant records and receipts to Coordinator of Upper School Speech and Debate Coordinate and communicate with Upper School Office of Student Life, team members, families, chaperones, and judges to ensure the smooth running of the program Time Commitment The Upper School Debate Coach will be expected to be on campus during the school year on Tuesdays, 1:00-5:30 p.m. and is expected to prepare students for and attend the following tournaments over the course of the 2026-27 school year: 6-8 Manhattan Debate League tournaments, held Fridays, generally 3:00-7:30 p.m. 8-10 Local debate tournaments, sponsored by the Tri-State Debate League and/or the New York Catholic Forensic League, held Saturdays Yale Invitational (October 2-4, Fri-Sun) NYC Invitational “Big Bronx” (October 16-18, Fri-Sun) Villiger at St. Joseph’s University, Philadelphia (November 20-22, Fri-Sun) Princeton Classic Tournament (December dates TBD, Fri-Sun) Lexington Invitational, Lexington, MA (January dates TBD, Fri-Mon) Harvard National Tournament, Cambridge, MA (February 12-15, Fri-Mon) Last-Chance Qualifiers for State Tournament, NYC (Feb 20, Sat) NSDA Debate Districts, NYC (February 27-28, Fri-Sat) Grands (qualifier for National Catholic Forensic League Nationals) (March 7, Sat) New York State Championship, Bronx, NY (April 17-18, Sat-Sun) Catholic Forensic League Nationals, Minneapolis, MN (May 28-30, Fri-Sun) NSDA Nationals, Phoenix, AZ (June 13-18) Any substitute or additional tournaments will be scheduled in consultation with and at the discretion of the Head of the Speech and Debate Program. Qualifications Required Bachelor’s Degree Experience coaching competitive high school debate Preferred: Experience competing in high school or collegiate debate Compensation: The salary for this part-time position is $33,000. This position is not eligible for participation in group healthcare benefits How To Apply: Submit your cover letter and résumé. The committee will consider applications on a rolling basis until the position is filled. Thu, 16 Apr 2026 08:47:59 -0400 https://careers.nais.org/jobs/rss/22203029/lower-school-math-specialist-leave-replacement https://careers.nais.org/jobs/rss/22203029/lower-school-math-specialist-leave-replacement NY, New York, The Browning School is a K-12 boys school located on East 62nd Street (Lower and Middle Schools) and East 64th Street (Upper School) in midtown Manhattan, New York. Founded by scholar and teacher John A. Browning, The Browning School has been a leader in fostering the intellectual and personal growth of boys and young men since 1888. Serving roughly 470 students in kindergarten through grade 12, Browning strives to combine the best of a traditional prep school environment and curriculum with imaginative teaching and a strong value system – all in a single-sex setting.   POSITION DESCRIPTION   Browning is searching for a full-time Lower School Math Specialist (leave replacement) for the beginning of the 2026-2027 academic year. The position will begin on or around August 27, 2026 and is expected to conclude on December 18, 2026. The expected salary for this position is $37,500 - $46,000 . A bachelor’s degree or considerable experience in the role is required. An advanced degree in a related field is preferred. Applicants must be eligible to work in the United States. Key Responsibilities   The Lower School Math Specialist supports the teaching and learning of mathematics in Grades K-5 classrooms at Browning. The math specialist is responsible for building strong relationships with students and teachers in order to deliver the content and curriculum of the Browning math program. Successful Browning teachers believe in and desire the growth of all their students and have a passion for the art, craft, and science of pedagogy. Ultimately, teachers are responsible for the most important work of our School -- knowing our boys and teaching them well. Among other things, the Lower School Math Specialist is responsible for: Providing regular and on-going instruction and support in mathematics to boys in Grades K-5 through targeted push-in and/or pull-out learning support for both intervention and enrichment purposes Organizing benchmark math assessments in coordination with homeroom teachers Tracking student math progress through goal-setting and data collection Assisting with organizing and leading the implementation of MAP testing in Grades 3-5 Leading weekly enrichment math teams in Grades 3-5 Collaborating with the Lower School Student Support Team and homeroom teachers to integrate math goals into classroom activities Communicating with families about student needs, goals, and progress in math Coordinating with outside providers working with students on math and learning goals Creating strong relationships with students built on Browning’s core values of honesty, dignity, curiosity, and purpose Collaborating as a professional, collegial, and inspirational member of the faculty Participating in professional development to grow the self, department, and school Heartily contributing to the school community Key Competencies   In general, successful members of the Browning faculty are:  Champions of boys -- They believe in and love the expansive potential in boys.  Relationship-oriented -- They actively build meaningful relationships with students and families. Purpose-driven -- They are inquiry-minded, curious and resourceful in finding solutions and growth opportunities. Dignity-seeking -- They seek to address students as individuals and engage in the deep work of spreading dignity in the classroom and school community. Can-do collaborators -- They seek collaboration and listen deeply to others, and they believe that a can-do attitude allows a team to accomplish more.   A successful Lower School Math Specialist will possess most or all of the following: Bachelor’s or Master’s degree in elementary education or a related field Deep understanding of curriculum teaching pedagogy in math Knowledge and appreciation of working with boys (preferred) Strong classroom management skills in creating a warm and productive learning environment for all students Understanding and appreciation of teaching students from a wide range of cultures and backgrounds Excellent communication skills, including the ability to proactively collaborate with students, faculty, and parents  Refined writing and organizational skills Familiarity with Math in Focus, Singapore math, MAP testing, and/or other math intervention methods is highly preferred.   Those interested in the position should send their résumé and a cover letter to Eric Ogden, Head of Lower School, at this link. Wed, 15 Apr 2026 13:44:26 -0400 https://careers.nais.org/jobs/rss/22200271/part-time-speech-and-debate-faculty https://careers.nais.org/jobs/rss/22200271/part-time-speech-and-debate-faculty Brooklyn, New York, Poly Prep's mission is to prepare and inspire the next diverse generation of leaders and global citizens to act with intelligence, imagination, and––above all––character. Poly Prep seeks applicants for the part-time position of Speech & Debate Faculty for the 2026 - 2027 school year. We seek a dynamic, organized, and inspiring educator to lead and grow our Middle School Debate Program. This is an exciting opportunity for a passionate speech and debate professional who thrives on mentoring students, building programs, and fostering a culture of intellectual curiosity and excellence. The ideal candidate brings strong leadership skills, a deep commitment to speech and debate education, and the ability to guide students at all levels—from beginners discovering their voice to advanced competitors refining high-level strategy. This role includes coaching in Cross-Examination (Policy) Debate and supporting Platform/Public Address speech events, as well as representing the program at competitions. In view of our commitment to anti-racism, diversity, and inclusion, we seek an individual whose creative vision is aligned with those values, who can serve as a role model for our students, and whose personal integrity and collegiality will enrich a high-achieving, collaborative department.   PRIMARY RESPONSIBILITIES AND ACCOUNTABILITIES : Design, implement, and lead engaging middle school debate programming. Serve as the primary on-campus point person for middle school debate students. Collaborate with the Director of Debate, the Director of Speech, and consultant coaches, hired judges, and other stakeholders to make programmatic decisions, design curriculum, and perform other relevant program tasks. Manage and lead in-person after-school practices with lectures, drills, and/or practice rounds in preparation for tournament competition. Assist in program planning, budgeting, and growth initiatives. Maintain up-to-date knowledge of contemporary competitive practices and trends in addition to national circuit scouting and consequent preparation of research. Oversee chaperoning and day-of tournament registration requirements while fulfilling coaching/judging duties. Ensure the safety and well-being of all students on program trips while fostering an inclusive and supportive environment.   QUALIFICATIONS Education: Bachelor’s Degree Experience: National circuit coaching experience. National Debate Tournament - Cross-Examination Debate Association experience as a competitor or coach.  Strong Speech knowledge in: Dramatic and Humorous Interpretation, Duo Interpretation, Program Oral Interpretation, and Original Oratory. Specific Skills: Rudimentary logistical skills in following travel itineraries, excellent organizational skills, fluent in Verbatim software, Tabroom, and file production.  Certifications/Licenses: N/A Special Requirements: Available for after school hours/programming and weekend tournaments, local and air travel.  Salary: $40,000 - $50,000 Poly Prep strives to be an equitable, just, and diverse community, one proud of and deeply committed to empowering students to discover who they are and what they want to be. In keeping with the country day school philosophy, we seek community members who will share a passion for learning in and out of the classroom. Every educator at Poly Prep aspires to uphold our mission “to support and inspire the next diverse generation of leaders and global citizens to act with intelligence, imagination and--above all--character.” How to Apply: Click Speech & Debate Faculty P/T to submit your resume, cover letter, and specific evidence of qualifications to Ashley Hacker, Performing Arts Department Chair at: ahacker@polyprep.org Poly Prep is an equal opportunity employer and provides equal employment opportunities to all employees and applicants for employment.  We prohibit 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.  Tue, 14 Apr 2026 14:38:11 -0400 https://careers.nais.org/jobs/rss/22192097/music-teacher-strings-middle-school-part-time https://careers.nais.org/jobs/rss/22192097/music-teacher-strings-middle-school-part-time 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 applications for a part-time Middle School Strings Music Teacher for the 2026-2027 school year. The individual in this role will be responsible for collaborating with faculty and staff to teach in support of the School’s mission, curricular goals, and students. The ideal candidate possesses creative problem-solving skills, a sense of humor, enthusiasm for innovative curriculum, a positive attitude toward growth, a gentle curiosity, an ability to observe and express without judgment, and strong interpersonal skills that allow one to cooperate and collaborate effectively with others.  Duties & Responsibilities Conducting and co-teaching the MS Chamber Orchestra (grades 7 and 8) and teaching beginning violin classes in grades 5 and 6.  Collaborate with departmental colleagues on designing and implementing an evolving instrumental music program.  Plan and implement motivating lessons for students that reflect knowledge of the curriculum, students’ interests and abilities, and students’ social and emotional needs. Incorporate music teaching technology into the student learning experience.  Demonstrate a passion for lifelong learning on a daily basis.  Collaborate with colleagues across and within disciplines and divisions with respect to further developing curriculum and designing interdisciplinary projects/units of study, content, pedagogy, use of appropriate technology resources, and the social and emotional needs of middle school students. Prepare student reports that include narrative descriptions of students' achievements and needs. Actively engage in anti-bias and equity work, understanding both culturally responsive pedagogy and the social justice dimensions of education. Communicate respectfully with families and demonstrate sensitivity to cultures, values, configurations, and beliefs. Knowledge, Skills, & Abilities   Knowledge of child development, best practices, and current trends in education specifically related to middle school-aged children and the instrumental music discipline. Passion for and expertise in string instruments across a variety of genres.  Competency and expertise in violin, viola, and possibly cello.  Demonstrated classroom management skills, including allocating time, space, and materials for the most effective learning. A proven commitment to creating an inclusive environment for all learners. An appreciation for multiple learning styles and the ability to meet students where they are.  Creativity and innovation in both curriculum and instruction. Versatility and flexibility both within and outside of the classroom, encouraging students to think creatively, work collaboratively, embrace failure, and communicate effectively with others. Outstanding interpersonal, organizational, and communication skills. Skill in creating a learning environment that is challenging, motivating, and developmentally appropriate. Required Experience 3+ years of experience preferred. Required Education Bachelor's degree in a relevant field is required; a master's degree is preferred. Compensation This is a part-time position with an annual salary range of $20,000-$25,000 depending on experience. The teacher will provide nine lessons over a 10-day cycle, in addition to an annual concert and dress rehearsal. Payments are issued on the 15th of every month. To apply, please submit the following: Completed Friends Seminary employment application Cover letter Resume Contact information for three professional references A statement of educational philosophy 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] - MS Music Teacher (Strings) (PT) - Friends Seminary website . You will receive a confirmation email when you submit your application. No phone calls, please. Submit all materials to: performartsjobs@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. Fri, 10 Apr 2026 13:47:55 -0400 https://careers.nais.org/jobs/rss/22188836/upper-school-spanish-teacher-part-time https://careers.nais.org/jobs/rss/22188836/upper-school-spanish-teacher-part-time New York, New York, Title : Upper School Spanish Teacher Status : Part Time 75% (Could be full-time depending on the candidate's ability to teach in other areas) Start Date : August, 2026 Salary : $45,000 - $85,000 Rudolf Steiner School, the first Waldorf School in North America, is an independent Nursery-Grade 12 school located on Manhattan's Upper East Side. Rooted in the principles of Waldorf education, the school fosters intellectual curiosity, creativity, and a deep respect for cultural diversity. Through a curriculum that integrates academic excellence with the arts, experiential learning, and seasonal festivals, students develop a strong sense of purpose and community. Accredited by the Association of Waldorf Schools of North America (AWSNA) and the New York State Association of Independent Schools (NYSAIS) and a member of the Waldorf Early Childhood Association of North America (WECAN), the school holds a distinctive place among NYC’s independent schools. POSITION DESCRIPTION Rudolf Steiner School seeks a versatile colleague to teach Spanish in grades 8-12. The ideal candidate will possess a love of Spanish language and literature from a wide variety of world cultures. This position includes coordinating our Spanish Exchange Program which enables several students each year to make an exchange with another Waldorf school located in a Spanish-speaking country. Key Responsibilities Among other tasks, the Upper School Spanish Teacher is responsible for: Bringing an engaging, creative and rigorous Spanish curriculum to students in grades 8-12, from introductory Spanish to literature and discussion at Spanish level V. Fostering an immersive approach to learning utilizing Spanish as the language of engagement in the classroom. Cultivating a warm and inviting classroom environment while upholding the school’s standards of excellence in language learning.  Supporting the social and emotional well-being of the students and mentoring them in their growth Organizing the Spanish students’ exchange experience with international Waldorf Schools. Working collaboratively with the team of five passionate and dedicated World Language Department faculty  Participating actively in school life including class trips, club and student advising, faculty meetings, professional development opportunities, special school events, and other duties Communicating with families and colleagues about curricular and student matters, including report writing and grading Fostering an inclusive, celebratory and responsive classroom environment Key Qualifications A Bachelor’s degree; Master’s degree preferred Experience as an upper school Spanish educator Commitment to professional growth, including professional development in Waldorf education and teaching methods Fluency in Spanish; native speaker preferred Creativity, enthusiasm, collegiality, humor and punctuality SALARY: The salary range for this position is $45,000-$85,000. Steiner provides exceptional benefits, including robust healthcare, professional development, and the opportunity for flexible work during school breaks. To be considered for this position, please send a letter of interest, a resume, and contact information for three references to our  employment page . Rudolf Steiner School, Inc. is a nonprofit, tax-exempt organization incorporated under the laws of New York State and is committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based on race, creed, gender, religion, ancestry, citizenship, sex, sexual orientation, sexual and reproductive health decisions, gender identity, gender expression, predisposing genetic characteristics, disability, national origin, or any other characteristic protected by applicable law. Thu, 09 Apr 2026 10:21:19 -0400 https://careers.nais.org/jobs/rss/22189063/middle-school-spanish-teacher-part-time https://careers.nais.org/jobs/rss/22189063/middle-school-spanish-teacher-part-time New York, New York, Trevor Day School is seeking a part-time Middle School Spanish Teacher for fall 2026. Candidates should be prepared to teach 6th-, 7th-, and 8th-grade classes. They should have a strong desire to work with a diverse student body and faculty in an open and collaborative environment. All Trevor teachers participate actively in the daily life of the school.  World language classes at Trevor are activity-based and use both digital and print materials. All four modalities of language (reading, writing, speaking, and listening) are incorporated into instruction. Various methods are used to assess student learning and provide effective feedback. As much as possible, classes are taught in an immersion style.  Qualifications include: Bachelor’s degree required; advanced degree preferred, as well as a minimum of three years of experience in teaching Spanish.   Native-level fluency is preferred. Adept at designing and delivering lessons that challenge and inspire students. Enthusiasm for collaborating with colleagues on curriculum development. Comfort with differentiating instruction to accommodate a range of learning styles. Proficiency in using technology to enhance classroom learning. Familiarity with AI as a teaching and learning tool. Competence in designing authentic assessments that encourage original student voice and ensure academic integrity. Proven ability to form strong, professional relationships with students, families, and colleagues. Commitment to diversity, equity, and inclusion. A growth mindset and lifelong dedication to learning. Excellent written and verbal communication skills. Flexibility, creativity, patience, and a sense of humor.  The annual salary range for this 0.6 FTE position is $36,000–$72,000, as per the school’s salary scale. When extending an employment offer, Trevor Day School bases the salary on several factors, including (but not limited to) scope and responsibilities of the position, the candidate’s work experience, education, training, key skills, and peer salary equity. The school also offers a competitive benefits package. Trevor Day School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. We celebrate diversity and are committed to creating an inclusive environment for our community.    0.6 FTE Thu, 09 Apr 2026 15:58:33 -0400 https://careers.nais.org/jobs/rss/22180775/summer-camp-activity-specialist https://careers.nais.org/jobs/rss/22180775/summer-camp-activity-specialist New York, New York, About Léman: Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12 , offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.   Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates .   Our community represents over 130 countries , fostering a global perspective and inclusive culture. Blending distinguished tradition with cuttingedge innovation, Léman prepares students for the rapidly evolving college and career landscape—guided by our mission: “Each student, future prepared.”   Main Purpose of Role:  This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students.    Each employee demonstrates a commitment to antibias and antiracism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme's philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders. As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.   Key Responsibilities:  (The primary tasks, functions and deliverables of the role) Attend precamp meetings Create thoughtful, enjoyable, age appropriate activities for the campers Endeavor to incorporate weekly themes into your program planning Work with Director/Assistant Director regarding supplies/ordering needs Create and maintain a positive, structured classroom culture at your activity; keep classroom/area orderly and respect the spaces you are using Help ensure that groups are following the schedule; start and end class according to schedule Ensure that all camp safety protocols are being followed Serve as an ongoing positive presence within camp through your interactions with campers and other staff, your language, general appearance and behavior Perform other tasks to support the program as assigned by Director/Assistant Director   Qualifications: Bachelor’s degree required Masters degree preferred   Experience: At least 2 years of experience working with children in a school, camp, or similar setting Fluency at the activity to which you are assigned; preferred that candidate has taught this activity before (examples: Swimming, sports, STEM, art, music, capoeira, martial arts, etc.) Preferred that candidates have worked at and attended summer camp settings previously Mon, 06 Apr 2026 15:51:35 -0400 https://careers.nais.org/jobs/rss/22180762/summer-camp-counselor https://careers.nais.org/jobs/rss/22180762/summer-camp-counselor New York, New York, About Léman: Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12 , offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.   Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates .   Our community represents over 130 countries , fostering a global perspective and inclusive culture. Blending distinguished tradition with cuttingedge innovation, Léman prepares students for the rapidly evolving college and career landscape—guided by our mission: “Each student, future prepared.”   Main Purpose of Role:  This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students.    Each employee demonstrates a commitment to antibias and antiracism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme's philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders. As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.   Key Responsibilities:  (The primary tasks, functions and deliverables of the role) Attend precamp meetings Provide ongoing supervision of campers under the direction of Head Counselor Help supervise daily arrival and dismissal of your campers, including monitoring of authorized pick up list Help create and maintain a positive group/classroom culture (ex: morning meetings & closing circles, fun lineup procedures, call & response cheers, cubby & wall décor, etc); keep classroom orderly and respect the spaces you are using Accompany group to different activities and provide support as needed Help ensure that group is following their schedule appropriately and is punctual to activities Ensure that all camp safety protocols are being followed Help monitor dietary needs and other specific needs within your group Serve as a role model to the campers assigned to your group through your interactions with them and other staff, your language, general appearance and behavior Perform other tasks to support the program as assigned by Director/Assistant Director under direction of Head Counselor   Qualifications: High School diploma required; some college preferred   Experience: At least 2 examples of experience working with children (includes babysitting, volunteer work, paid jobs, internships, etc) Experience working with the age group to which you are assigned Preferred that candidates have worked at and attended summer camp settings previously Mon, 06 Apr 2026 15:44:05 -0400 https://careers.nais.org/jobs/rss/22180526/lower-school-associate-teacher-part-time https://careers.nais.org/jobs/rss/22180526/lower-school-associate-teacher-part-time New York, New York, GENERAL OBJECTIVE To support the Lead Teacher (Class Teacher or Subject Teacher) in providing a safe, nurturing, and developmentally appropriate classroom environment rooted in Waldorf pedagogy, while assisting in daily rhythms, transitions, and tasks assigned in support of the lesson content. REPORTS TO Lower School Chair College of Teachers HOURS WORKED Part-time; hourly; usual hours are 2:00 pm to 5:30 pm, Monday through Friday. Teachers are expected to be reachable by the Area Chair via phone or email during school vacations and the summer months. DUTIES AND RESPONSIBILITIES  Teaching and Student Support  Supports Lead Teacher by being attentive to students who need academic, social, emotional, artistic, or executive functioning guidance.  Assists Lead Teacher in maintaining the students’ safety. Supports classroom setup and lesson preparation as guided or instructed by the Lead Teacher or Lower School Chair. Supports the Lead Teacher in all aspects of curricular preparation and implementation as directed.  Monitors students throughout the day, including during class time, transitions, recess, field trips, lunch, and park time. Supports cleaning the classroom and storage spaces, including at the end of the day. Record and report incidents to Lead Teacher and Lower School Chair as described in the Employee Handbook.  Acts as Lead Teacher in the Lead Teacher’s absence.  Ensures that the classroom environment meets the standards of the Lower School Waldorf Pedagogy.  Keeps classroom, storage areas, and common areas neat and clutter-free, and makes appropriate use of space, equipment, and material storage. Assumes responsibility of Lead Teacher as instructed by the Lead Teacher or Lower School Chair. Direct parents and caregivers to the Lead Teacher with questions about individual students or the program. Supports the Lead Teacher with parent/guardian communication when directed. Facilitates dismissal of students to caregivers in the LeadTeacher’s absence. School Life and Professionalism Arrives punctually and maintains professional demeanor, attire, and communication. Attends weekly faculty meetings (All Colleagues and Area), professional development, and in-service days. Actively contributes to school festivals, events, and community traditions, including but not limited to Fall Fair, May Day, and assemblies. Supports enrollment and outreach efforts, including tours, interviews, and student visiting days. Demonstrates flexibility, cooperation, and commitment to the school’s mission and shared work. Practices clear, kind, and timely communication with colleagues and families. Honors confidentiality and adheres to all policies outlined in the Employee Handbook. Demonstrates cultural competency and respect for diverse backgrounds, identities, and perspectives in all aspects of teaching, communication, and collaboration. Meets weekly with Lead Teacher.  PROFESSIONAL DEVELOPMENT Commits to ongoing study and renewal of Waldorf pedagogy through personal study, workshops, and mentoring. Actively participates in Faculty Seminar as requested, mentoring, evaluations, and assigned trainings. Engages in professional learning in areas such as culturally responsive teaching, neurodiversity, and developmentally aligned instruction. Seeks and integrates feedback for personal and professional growth. Actively engages in All Colleagues Meetings, Area Meetings, and seeks to learn from experienced Steiner Colleagues. QUALIFICATIONS Bachelor’s degree required; Master’s degree preferred.  Waldorf Teacher Certification from an AWSNA-recognized institute or equivalent experience required(or a clear path to certification).  Strong understanding of and enthusiasm for Waldorf education.  Commitment to professional growth and collaborative work.  Demonstrated commitment to equity, inclusion, and support for diverse learners. Prior classroom teaching experience.  Must meet all background checks, fingerprinting, and NYC health and safety compliance standards.  Must maintain current First Aid/CPR certification and be compliant with all licensing/training requirements. SALARY: The salary for this position is $27.00/hour To be considered for this position, please send a letter of interest, a resume, and contact information for three references to our employment page . Rudolf Steiner School, Inc. is a nonprofit, tax-exempt organization incorporated under the laws of New York State and does not discriminate on the basis of race, creed, gender, religion, ancestry, citizenship, sex, sexual orientation, sexual and reproductive health decisions, gender identity, gender expression, predisposing genetic characteristics, disability, national origin, or any other characteristic protected by applicable law.? Mon, 06 Apr 2026 11:13:31 -0400 https://careers.nais.org/jobs/rss/22180766/summer-camp-head-counselor https://careers.nais.org/jobs/rss/22180766/summer-camp-head-counselor New York, New York, About Léman: Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12 , offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.   Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates .   Our community represents over 130 countries , fostering a global perspective and inclusive culture. Blending distinguished tradition with cuttingedge innovation, Léman prepares students for the rapidly evolving college and career landscape—guided by our mission: “Each student, future prepared.”   Main Purpose of Role:  This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students.    Each employee demonstrates a commitment to antibias and antiracism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme's philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders. As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.   Key Responsibilities:  (The primary tasks, functions and deliverables of the role) Attend precamp meetings Provide ongoing supervision of campers with the support of counselors Supervise daily arrival and dismissal of your campers, including monitoring of authorized pick up list; submit daily camper attendance Create and maintain a positive group/classroom culture (ex: morning meetings & closing circles, fun lineup procedures, call & response cheers, cubby & wall décor, etc); keep classroom orderly and respect the spaces you are using Accompany group to different activities and provide support as needed Maintain communication with families via email (and phone calls when necessary), beginning with welcome letter sent the week prior to camp Ensure that group is following their schedule appropriately and is punctual to activities Ensure that all camp safety protocols are being followed Monitor dietary needs and other specific needs within your group Serve as a model and mentor to the counselors assigned to your group.  Provide ongoing guidance and support as you teach best practices to the staff. Delegate responsibilities when possible to build competencies of counselors Provide ongoing feedback and updates about your group to the Camp Director/Assistant Director  Perform other tasks to support the program as assigned by Director/Assistant Director   Qualifications: Must be a professional teacher, school counselor, or other educational professional Bachelor’s Degree required; Masters Degree in Education, Social Work, Counseling or related field is preferred Effective communication skills (oral and written)   Experience: At least 2 years of experience working in a classroom Experience working with the age group to which you are assigned Preferred that candidates have worked at and attended summer camp settings previously Mon, 06 Apr 2026 15:47:36 -0400 https://careers.nais.org/jobs/rss/22180440/technical-director-and-production-manager https://careers.nais.org/jobs/rss/22180440/technical-director-and-production-manager New York , New York, The Chapin School, an independent K-12 day school for girls located in New York City, seeks an individual with experience designing, coordinating, and implementing all technical elements of school productions and school-wide performing arts events to serve as Technical Director and Production Manager, a 75% FTE role beginning 2026-27.  All candidates are encouraged to be familiar with Chapin’s website and mission . Job Overview The Technical Director and Production Manager is responsible for designing, coordinating, and implementing all technical elements of performing arts productions and events. This individual will have a strong foundation in technical theater – including lighting, scenic construction, sound, and production management – and will possess a passion for sharing these skills with students in a safe and structured environment. This individual is committed to working collaboratively and flexibly with the K-12 Arts team, production team members, and various departments to ensure that all technical elements of productions run smoothly.  Responsibilities  Oversee and provide technical support for all K-12 performing arts productions Oversee all aspects of the technical theater process, including planning, build, load-in, tech rehearsals, performances, and strike Design set, lights, and/or sound for school productions (subject to change as needed): Class 2 Play – In-school performances in March Class 3 play – In-school performances in May Lower School Thanksgiving Assembly – In-school performances in November Middle School Musical/Play – After-school performances in November Class 6 or 7 Play – After-school performances in May Upper School Fall Play – After-school performances in November Upper School Winter Play – After-school performances in February Upper School Musical – After-school performances in May Middle School Dance Club – After-school performances in May Upper School Dance Club – After-school performances in March Lower, Middle, Upper School Winter Concerts – After-school performances in December  Upper School Spring Concert – In-school performance in May Mentor and train student Tech Crew members during after-school meetings and technical rehearsals  Coordinate with production team members, outside designers, and technicians to achieve the vision of the production with available resources Manage and track K-12 Production budget Collaborate with arts teachers to create and manage K-12 Production Calendar Attend all Tech Saturdays, Tech Weeks, and Performances (13-15 Saturdays per school year). Maintain and organize performance spaces (Black Box Theater and Assembly Room) Cultivate and maintain vendor relationships for the purchase and rental of production materials Recruit and hire outside designers when needed Manage box offices and ticketing for productions Communicate and collaborate with Facilities, IT, and other departments to execute technical elements of all productions  Collaborate with arts teachers and attend production meetings Support arts integration projects where appropriate Keep abreast of innovations in technical theater practices, tools, and technologies Compensation: Salary will be commensurate with experience, the range is $65,000- $75,000 annually. How To Apply: Submit your cover letter and résumé. The committee will consider applications on a rolling basis. Requirements BFA or BA, preferably in Technical Theater Demonstrated experience in set, lighting, sound and/or costume design for theater and dance Experience working in a school setting; experience in arts education preferred  Enthusiasm about working collaboratively in a learning environment Proficiency with ETC Eos lighting consoles  Proficiency with woodworking tools (such as miter saw, table saw, jigsaw, impact drivers, drills, etc) Ability to organize and maintain theatrical spaces   Mon, 06 Apr 2026 08:46:39 -0400 https://careers.nais.org/jobs/rss/22180759/summer-camp-lifeguard-swim-instructor https://careers.nais.org/jobs/rss/22180759/summer-camp-lifeguard-swim-instructor New York, New York, About Léman: Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12 , offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.   Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates .   Our community represents over 130 countries , fostering a global perspective and inclusive culture. Blending distinguished tradition with cuttingedge innovation, Léman prepares students for the rapidly evolving college and career landscape—guided by our mission: “Each student, future prepared.”   Main Purpose of Role:  This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students.    Each employee demonstrates a commitment to antibias and antiracism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme's philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders. As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.   Key Responsibilities:  (The primary tasks, functions and deliverables of the role) Attend precamp meetings   Lifeguard Duties Actively supervise the pool, deck, and locker room areas during all aquatic activities Enforce pool safety rules, camp/school policies, and emergency procedures Respond promptly and effectively to emergencies, including water rescues, first aid, and CPR Conduct safety checks of the pool and equipment before, during, and after programs Maintain accurate incident and attendance records as required   Swim Instructor Duties Teach group and private lessons to children ranging from 2.911 years old Deliver instruction aligned with program curriculum, ability levels, and safety benchmarks Foster a positive, inclusive, and encouraging learning environment Communicate progress, concerns, and achievements with aquatics leadership as needed Support camp programming, assessments, and special aquatic events as needed Serve as an ongoing positive presence within camp through your interactions with campers and other staff, your language, general appearance and behavior Perform other tasks to support the program as assigned by Aquatics Director / Director/Assistant Director   Qualifications: Lifeguard & Swim Instructor: Minimum of completion of high school (some exceptions could be made for rising 12th grader based on experience)   Lifeguard :  Current Lifeguard Certification (American Red Cross or equivalent) CPR/AED and First Aid Certification   Swim Instructor: Preferred: Current Lifeguard Certification (American Red Cross or equivalent) preferred CPR/AED and First Aid Certification preferred Swim Instructor Certification preferred (or willingness to obtain) Strong communication skills, professionalism, and reliability   Experience: At least 1 year of experience working with children (ideally in an aquatics setting) Fluency with swimming techniques, strokes, and water safety Preferred that candidates have worked at and attended summer camp settings previously   Mon, 06 Apr 2026 15:40:19 -0400 https://careers.nais.org/jobs/rss/22174879/upper-school-asl-teacher-part-time https://careers.nais.org/jobs/rss/22174879/upper-school-asl-teacher-part-time New York, New York, The Quad Preparatory School Upper School ASL Teacher (Part-Time) Anticipated Opening for the 2026-27 School Year   Classification: Exempt, Part-Time Reports to: Upper School World Languages, Arts, and Culture Department Chair Annual Salary Range: $65,000 - $89,000 prorated for part-time hours   At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.    As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff.   Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation   WHAT YOU’LL DO   We are looking for an Upper School ASL  teacher (grades 6-12). The teacher will provide academic instruction and social-emotional support to students in collaboration with our clinicians. Our classrooms consist of no more than ten students, and some classes are taught one-to-one or in dyads.    Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians.    Plan and implement high-quality, engaging lessons in ASL  that are differentiated to meet the learning needs of the students.  Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents. Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children.  Collaborate with the psychosocial teachers in planning and implementing an integrated program for executive functioning within the academic curriculum.  Collaborate with other members of the world languages department. Teach electives, if needed. Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs.  Maintain accurate records using both the learning management systems Veracross/Google Classroom as well as carefully managed portfolios of student work to illustrate and record progress and achievement. Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.  Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects.  Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails. Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school.  Utilize Google Suite, in particular Google Drive, Classroom, Docs, and Sheets.  Attend all faculty and staff meetings and required special events (e.g., open houses, Curriculum Night, Carnivale).  Perform other duties as assigned.   Competencies: Love for working with adolescents and pre-adolescents Strong knowledge and appreciation of ASL  Desire and ability to work with students with special needs Lesson planning and the ability to provide engaging and differentiated instruction Ability to connect with middle and high school-aged children Effective oral and written communication A solid understanding of middle and high school-aged children’s academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility    Required Education and Experience: Bachelor’s degree in languages, language education, or related field At least one year of World Language teaching experience at the middle or high school level Fluent in ASL   Preferred Education and Experience:  At least three years experience as a full-time middle or high school ASL teacher. Master’s degree in education, languages, language education, or a related field. Special education training, including training in the areas of gifted education and twice-exceptional youth.   Work Environment:    This job operates in a school setting. The school is located on the ground,  fifth, and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the Lower School campus approximately two blocks away.   Physical Demands:   While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.     Position Type and Expected Hours of Work:    This is a part-time exempt position in an educational facility which is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required. In general, though, hours are Monday-Friday 8 am - 4 pm.      Compensation and Benefits:  Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program.   Want to learn more about Quad Prep? Connect with us!     ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. ***   ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. prorated for part-time hours Fri, 03 Apr 2026 10:09:36 -0400 https://careers.nais.org/jobs/rss/22155366/afterschool-program-group-leader https://careers.nais.org/jobs/rss/22155366/afterschool-program-group-leader Brooklyn, New York, Pay:  $20.00 - $25.00 per hour Afterschool Program Group Leader About A. Fantis School: Nestled in the heart of Brooklyn Heights, A. Fantis School has set a legacy of 60 years, nurturing students from PreK3 through 8th grade. Our graduates, imbued with faith and educated through the Socratic Method, confidently advance to NYC's premier high schools. Here, the timeless ethos of classical Greek education meets modern best practices. Be part of our vibrant journey where tradition meets 21st-century learning. Role: We invite enthusiastic, dedicated, and creative individuals with a passion for educating and nurturing young minds to join our after-school team. Your role goes beyond supervision; it involves engaging, inspiring, and ensuring the holistic growth of our students. Key Details: Compensation: Starting at $20-25/hr Optional daytime subbing at a similar rate. Hours: 4 weekdays 2:00 PM - 6:00 PM One hour weekly meeting at 1:00pm Break Camps: Occasional availability needed from 8:00 AM - 6:00 PM (notice will be provided) Prospect: Option to sub during the daytime Primary Responsibilities: Supervise groups of students within the afterschool program serving PreK 3 - 8th graders. Uphold and extend the school’s core philosophy and values in the after-school setting Plan and execute diverse activities, ensuring they cater to the varied abilities of students, promoting their overall development Implement effective classroom management and positive discipline strategies Foster open communication with students, families, colleagues, and management Participate in mandatory meetings, training sessions, and select events Maintain accurate records of attendance, incidents, and other pertinent information Qualifications & Skills: Minimum of 1 year’s experience in a similar role; working with PreK3 - 8th grade students in schools, after-school programs, or camps At least 3 references, including 2 from previous employment supervisors High School diploma/GED; degrees in Childhood Education or Development are a plus Adept at managing groups, promoting participation, and ensuring safety Excellent communication, open-mindedness, and a good dose of humor! Physically fit, able to navigate stairs frequently, stand extendedly, and lift up to 40 pounds Brownie Points for: Proficiency in Greek language and culture Certifications in First Aid, CPR/AED, and Epipen administration Join Our Family: Embark on a fulfilling journey with A. Fantis School, fostering an environment where students thrive not just academically, but physically, socially, and spiritually. A. Fantis School is an equal opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws.al laws.   Optional daytime subbing at a similar rate. Fri, 27 Mar 2026 10:35:49 -0400 https://careers.nais.org/jobs/rss/22144119/summer-camp-assistant-counselor-full-time-position-available-friday-june-26-2026 https://careers.nais.org/jobs/rss/22144119/summer-camp-assistant-counselor-full-time-position-available-friday-june-26-2026 Forest Hills, New York, Overview The Kew-Forest School, a PS-12 co-educational day school founded in 1918 in Forest Hills, NY, seeks an experienced Summer Camp Assistant Counselor to join our six-week in-person Summer Camp team. Camp starts Monday, July 6, 2026, and ends Friday, August 14, 2026. Our campers range in age from Kindergarten through Grade 6. We take pride in our remarkably diverse student body, which reflects the vibrant communities of Queens and New York City. Approximately nine percent of our students are international. We promote diversity not only among our students but also in our hiring practices, ensuring that our faculty is culturally diverse and equipped to support our inclusive community of students and families. At Kew-Forest, our mission extends beyond education - we aim to inspire our students to discover their passions and reach their full potential. As we celebrate our 108th year, we are excited to embrace new approaches to summer programming. We are seeking an energetic and creative individual who can bring fresh ideas and a thoughtful approach to our popular summer program. Responsibilities include supporting and assisting the Lead Teacher in or with: Providing supervision and academic and recreational assistance to campers in a safe, social, and emotional space; Planning and implementing camp activities, lesson plans, and special events that are structured, age-appropriate, fun, exciting, challenging, and values-based in the area of academic enrichment and recreation; Facilitating and supporting camp activities (including the arrival and dismissal process); Engaging with campers during camp activities, events, and trips; Maintaining flexibility and professionalism at all times and communicating behavioral expectations to campers; Managing and maintaining attendance sheets/logs; Building and maintaining professional relationships with staff and parents, and representing Kew-Forest with integrity; Attending meetings, as needed; and Performing other duties, as needed. Skills and Experience Must be 18 years or older. High school diploma or equivalent experience. Minimum of one year of experience working in a camp program or related work with children. Demonstrated knowledge of youth engagement through recreational and artistic activities. Demonstrated knowledge of group and behavior management, and positive youth development principles. Passion for creating engaging recreational experiences for youth in Grades K-6. Demonstrated professionalism with the ability to manage multiple responsibilities, while maintaining flexibility and a positive team-oriented attitude. Self-motivated and able to work effectively in a fast-paced environment. Excellent verbal and written communication and interpersonal skills. Demonstrated ability to understand and enforce program and department policies. Flexibility to readily adapt to a changing environment. Hours and Compensation Six-week program between June - August 2026 Full-time position: Monday - Friday, from 8:45 am to 4:00 pm Full summer commitment is required Pay rate: $20.00 per hour If you are a college or graduate student (or meet the above requirements) and are passionate about working with children, we’d love to hear from you. Please include a brief introduction about yourself with your application. This position reports to the Director of Auxiliary and Summer Programs and is ideal for an individual with a flexible schedule. All necessary materials for summer camp will be provided. To apply, please send a cover letter, resume, and contact information for three professional references to Keesha Sterling, Director of Auxiliary and Summer Programs, at ksterling@kewforest.org . To learn more about The Kew-Forest School, please visit our website: www.kewforest.org . MISSION We are The Kew-Forest School. Our  community  nurtures lifelong learners from around the world. Our  educators  inspire young people to think boldly and find their voices. Our  students  support each other and explore thoughtfully as they shape the future. The Kew-Forest School is a member of the New York State Association of Independent Schools Athletic Association (NYSAISAA), the Private School Athletic Association (PSAA), and the Long Island Athletic Association of Independent Schools (LIAAIS). NOTICE OF NONDISCRIMINATION The Kew-Forest School believes that all persons are entitled to equal employment opportunity. The School prohibits discrimination on the basis of race, religion, color, creed, age, sex, sexual orientation, gender, gender identity, national origin, culture, background, physical or mental disability, or any other legally protected classes or classifications. No employee or job applicant will be discriminated against in recruitment, compensation, promotion, or termination practices. Mon, 23 Mar 2026 15:35:51 -0400 https://careers.nais.org/jobs/rss/22144120/summer-camp-lifeguard-swim-instructor-part-time-position-available-july-13-august-6-2026 https://careers.nais.org/jobs/rss/22144120/summer-camp-lifeguard-swim-instructor-part-time-position-available-july-13-august-6-2026 Forest Hills, New York, Overview The Kew-Forest School, a PS-12 co-educational day school founded in 1918 in Forest Hills, NY, seeks an experienced Summer Camp Lifeguard/Swim Instructor to join our six-week, in-person Summer Camp team. Camp starts Monday, July 6, 2026, and ends Friday, August 14, 2026. Our campers range in age from Kindergarten through Grade 6. We take pride in our remarkably diverse student body, which reflects the vibrant communities of Queens and New York City. Approximately nine percent of our students are international. We promote diversity not only among our students but also in our hiring practices, ensuring that our faculty is culturally diverse and equipped to support our inclusive community of students and families. At Kew-Forest, our mission extends beyond education - we aim to inspire our students to discover their passions and reach their full potential. As we celebrate our 108th year, we are excited to embrace new approaches to summer programming. We are seeking an energetic and creative individual who can bring fresh ideas and a thoughtful approach to our popular summer program. The Lifeguard/Swim Instructor maintains safe swimming conditions in the pool, deck, and surrounding areas, creating a positive atmosphere that promotes participant safety and engagement, enabling participants to learn to swim under the supervision of the Aquatics Director. Responsibilities include supporting and assisting the Aquatics Director in or with: Providing a safe and nurturing environment for all participants; actively engaging in day-to-day operations with a positive attitude; Assisting in developing and implementing water programs, including swim lessons, water activities, and off-site trips. Leading activities for camp and/group activities as needed; Testing and classifying campers’ swimming abilities as required; Reviewing campers’ health concerns to ensure their needs are met in or out of the water; Completing and filing reports on camper ability levels, accidents, and water testing records; Ensuring compliance with NYCDOH aquatics requirements and relaying concerns to administrative staff; and Performing other duties as assigned to enhance the campers’ experience, and the overall Summer at The Kew-Forest School program. Day-to-Day Responsibilities: Executing tasks to maintain a safe, secure, and enjoyable environment. Enforcing safety regulations and keeping campers and program areas clean and safe; Anticipating and minimizing potential issues with staff, campers, or the environment; and responding effectively to problems that may arise; Applying camp policies and procedures when addressing staff or camper behavior; and Actively participating in camper activities. Lifeguard-Specific Responsibilities: Maintaining constant surveillance of the pool area; Knowing and reviewing emergency procedures; responding immediately to emergencies in accordance with camp policies, and completing required reports; Preparing for and teaching assigned classes using lesson plans, session plans, and evaluation sheets as necessary; Testing and evaluating students at least twice per swim session; issuing progress reports with supervisor assistance; Being suited, on deck, and ready to perform duties during assigned shifts; Enforcing safety standards, policies, and procedures at all times; Knowing, understanding, and consistently applying safety rules, policies, and guidelines for the pool and aquatic area; Ensuring rescue-readiness during scheduled work hours; Covering scheduled shifts without gaps; Conducting and monitoring swim tests before participants engage in pool activities; Performing equipment checks and ensuring necessary equipment is available; Checking the pool for hazardous conditions upon arrival; and Providing emergency care and treatment as needed until medical professionals arrive. Additional Responsibilities: Attending staff meetings, trainings, and functions as required by the supervisor; Maintaining open communication with participants, staff, and supervisor; and Performing other duties as needed. Skills and Experience Must be 18 years or older. High school diploma or equivalent experience. Current American Red Cross swim instructor certification, including First Aid, CPR, and AED required (must be maintained and kept up to date). Ability to perform and demonstrate all swim instructor certification requirements (e.g. in-service trainings). Strong written and oral communication skills. Public relations skills and/or experience working with diverse populations preferred. Experience teaching swimming lessons in an aquatics facility is a plus. Physical, visual, and auditory ability to identify and respond to environmental and other hazards. Must be able to run, walk, stand, and fully participate in camp activities for up to 8 hours daily. Demonstrated ability to take initiative, communicate effectively with children and adults, and manage large and small groups. High integrity, adaptability, and ability to serve as a positive role model. Minimum of one year of experience in a camp program or related work with children. Knowledge of youth engagement through recreational and artistic activities. Understanding of group and behavior management, and positive youth development principles. Passion for creating engaging recreational experiences for youth in Grades K-6. Professionalism, with the ability to manage multiple responsibilities while maintaining flexibility and a positive team-oriented attitude. Self-motivated and able to thrive in a fast-paced environment. Excellent verbal, written, and interpersonal communication skills. Ability to understand and enforce program and department policies. Flexibility to adapt to a changing environment. Hours and Compensation Four-week swim program between July - August 2026 Part-time position: Mondays, Tuesdays, Wednesdays, and Thursdays from 11:00 am to 1:00 pm Full summer commitment is required $30.00 per hour If you are a college or graduate student (or meet the above requirements) and are passionate about working with children, we’d love to hear from you. Please include a brief introduction about yourself with your application. This position reports to the Director of Auxiliary and Summer Programs and is ideal for an individual with a flexible schedule. All necessary materials for summer camp will be provided. To apply, please send a cover letter, resume, and contact information for three professional references to Keesha Sterling, Director of Auxiliary and Summer Programs, at ksterling@kewforest.org . To learn more about The Kew-Forest School, please visit our website: www.kewforest.org . MISSION We are The Kew-Forest School. Our  community  nurtures lifelong learners from around the world. Our  educators  inspire young people to think boldly and find their voices. Our  students  support each other and explore thoughtfully as they shape the future. The Kew-Forest School is a member of the New York State Association of Independent Schools Athletic Association (NYSAISAA), the Private School Athletic Association (PSAA), and the Long Island Athletic Association of Independent Schools (LIAAIS). NOTICE OF NONDISCRIMINATION The Kew-Forest School believes that all persons are entitled to equal employment opportunity. The School prohibits discrimination on the basis of race, religion, color, creed, age, sex, sexual orientation, gender, gender identity, national origin, culture, background, physical or mental disability, or any other legally protected classes or classifications. No employee or job applicant will be discriminated against in recruitment, compensation, promotion, or termination practices. Mon, 23 Mar 2026 15:36:24 -0400 https://careers.nais.org/jobs/rss/22144213/part-time-spanish-teacher-lower-school https://careers.nais.org/jobs/rss/22144213/part-time-spanish-teacher-lower-school New York, New York, Marymount School seeks a warm, enthusiastic, and experienced educator to teach Spanish in our Lower School. We believe students in Lower School are at a critical period of intellectual, social-emotional, and linguistic development, and we are committed to fostering curiosity, confidence, and a strong foundation for lifelong learning. The ideal candidate brings a deep understanding of early childhood pedagogy, effective classroom structures, and a commitment to language acquisition through immersive and developmentally responsive practices. This teacher will design and facilitate a rich, language-based environment in which students engage with Spanish through purposeful play, storytelling, music, and cultural study. This is a part-time position averaging 12–14 hours per week, typically scheduled across 2–3 days. There may be opportunities for additional hours based on programmatic needs and candidate interest. Responsibilities: Designing and implementing developmentally appropriate Spanish curriculum for students from Pre-K and older Cultivating an immersive classroom environment that supports authentic language acquisition Integrating music, storytelling, movement, and cultural content Establishing consistent classroom routines that promote student independence and engagement Collaborating with classroom teachers to support interdisciplinary connections and student development Communicating effectively with colleagues and families regarding student progress and program goals Qualifications: Fluency in Spanish (native or near-native proficiency required) Degree in Early Childhood Education, Spanish, or a related field Experience teaching preschool and/or kindergarten-aged students Knowledge of research-based language acquisition practices A warm, patient, and engaging approach to working with young children Strong communication and classroom management skills A commitment to equity and belonging in teaching practices Experience collaborating with colleagues on curriculum design and student learning We believe in the transformative power of a diverse and inclusive community, and we actively seek candidates from diverse backgrounds. We are an equal opportunity employer and do not discriminate on the basis of race, color, national and ethnic origin, religion, age, disability, marital status, sex, sexual orientation, or gender in our educational programs or employment practices. To apply, please visit our Careers Page . Please submit a letter of interest, a resume, and contact information for three references. No phone calls or faxes please. Mon, 23 Mar 2026 20:04:55 -0400 https://careers.nais.org/jobs/rss/22138008/speech-language-pathologist-3-days-per-week https://careers.nais.org/jobs/rss/22138008/speech-language-pathologist-3-days-per-week New York, New York, WHY TEACH AT AVENUES? A top-tier school in New York City, offering a truly global education. Teaching and learning through dual language immersion and challenging interdisciplinary projects. A culture of creativity, entrepreneurship and deep collaboration. State-of-the-art technology throughout. Brilliant colleagues, with widely diverse experience, creating a unique educational experience together. There is no place quite like Avenues. THE OPPORTUNITY Avenues is seeking a Part-Time Speech-Language Pathologist (3 days per week) to join our  Student Success Team (SST). In this unique role, the Speech-Language Pathologist partners with teachers, families, and SST colleagues to support students’ communication development through observation, screening, classroom-based strategies, and early intervention within a Multi-Tiered System of Supports (MTSS) framework. This position focuses primarily on consultation, screening, and classroom-based support rather than maintaining a traditional therapy caseload. The Speech-Language Pathologist plays an important role in helping teachers create communication-supportive classrooms and in identifying students who may benefit from additional support. WHAT YOU’LL DO The Speech-Language Pathologist’s  responsibilities include, but are not limited to, the following: Student Support Conduct classroom observations and informal screenings to better understand students’ communication skills. Share findings and practical recommendations with teachers and caregivers. Identify classroom and home strategies that support communication development and monitor student progress. Participate in regular student-focused meetings to discuss student needs and plan supports. Collaboration Work in partnership with other members of the Student Success Team, classroom teachers, and divisional leadership to ensure that each student's academic skills are progressing. When needed, offer referrals for targeted services as well as liaise with outside providers.  Collaborate with teachers and members of SST to provide TIER 1 interventions within the classroom.   Additional information If hired for this position, the annual salary range is between $70,000 - $120,000. The salary may vary depending on your professional experience and skills. The final salary offered will be prorated to reflect a part-time schedule. Competitive benefits for benefits eligible roles include medical, dental, life insurance, 401K savings plan, generous paid time off, family forming benefits, health and wellness benefits and more. Avenues is deeply committed to diversity, equity and inclusion throughout our organization. We strive to uphold a culture in which every colleague feels that they belong, are trusted, and are valued. We welcome applications from candidates of all backgrounds, and strongly encourage candidates from traditionally underrepresented communities or groups to apply. Avenues offers competitive compensation and a generous benefits package.  Avenues upholds the highest standards for safeguarding the physical and emotional wellbeing of children. As an essential aspect of this commitment, all offers are contingent upon successful completion of careful reference and background checks.  WHAT YOU BRING Wide range of knowledge with more than 5 years of experience with preschool and school-aged children. Understanding of multi-tiered systems of support (MTSS) to address speech and language needs, including articulation, voice, fluency and receptive/expressive language in the classroom.  Commitment to supporting students’ wellbeing and inclusive learning environments. Highly effective collaborator, eager to listen deeply, contribute to a team and achieve goals together. Demonstrated ability to collaborate effectively with teachers, families, and interdisciplinary teams. Very resourceful and adaptive, eager to embrace constant change, growth and learning. Current NYS licensure and ASHA certification.  Fri, 20 Mar 2026 10:54:21 -0400 https://careers.nais.org/jobs/rss/22134653/early-childhood-music-teacher-leave-replacement-part-time https://careers.nais.org/jobs/rss/22134653/early-childhood-music-teacher-leave-replacement-part-time New York, New York, About Grace Grace Church School is a JK–12, independent school located on two nearby campuses in downtown New York City. An Episcopal school, welcoming children of all faiths and of none, Grace believes in the inherent, precious dignity of every individual and seeks to provide an outstanding education worthy of our common humanity. Successful candidates will demonstrate a commitment to the Episcopal values of dignity and belonging. Grace is a school of big ideas, and our structured curriculum promotes academic excellence through a pedagogy of joy: an approach that reflects our belief that joy is the fuel of academic achievement, and that students learn best when motivated by delight, wonder, curiosity, and purpose. We work hard to nurture a culture of dignity and belonging, and we seek to foster in each student skills of intellectual excellence and habits of ethical virtue. Grounded in tradition, the school remains ever open to innovation, looking to the best research on the science of learning and the craft of teaching to advance the timeless values and aspirations of our mission . About the position Grace Church School seeks an engaging early childhood music teacher. The position will run from August 24th - December 18th. The ideal candidate will have a deep understanding of how children learn music and develop vocally, display strong classroom management skills, and a proven commitment to professional growth. Candidates should be familiar with the First Steps in Music curriculum, and how to implement it in a way that fosters a supportive and joyful learning environment. The ideal candidate will have a record of cultivating a deep sense of belonging among students and of drawing upon knowledge of a broad range of musical traditions. They will have experience deploying effective tools and strategies for differentiated instruction and habits for communicating clearly and collaboratively with students, families, and colleagues. And they will have a history of pursuing ongoing professional growth. Candidates should also possess a positive attitude and outlook along with flexibility. Teaching load will include: 2 sections of JK Music 1x per week 4 sections of K Music 1x per week 3 sections of 1st Grade Music 2x per week Other duties as assigned Qualifications Bachelor’s degree required, master’s degree preferred. Teaching experience in Early Childhood music Compensation This is a part-time faculty position with an expected annualized base salary ranging from $40,800 to $93,024, commensurate with education and experience according to the faculty salary scale. Grace Church School is an Equal Opportunity Employer. We believe that equity and inclusion are not only hallmarks of a just society, but also virtues essential to sound learning. Our commitment to our mission calls on all faculty members to promote a culture of dignity and belonging for everyone at Grace. We encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, identities, and religious and non-religious traditions, and beliefs. To apply, submit a cover letter and resume through our school website . Thu, 19 Mar 2026 09:14:47 -0400 https://careers.nais.org/jobs/rss/22134876/k-8-pe-and-rock-climbing-teacher https://careers.nais.org/jobs/rss/22134876/k-8-pe-and-rock-climbing-teacher NY, New York,   The Browning School is a K-12 boys school located on 62nd Street in midtown Manhattan, New York. Founded by scholar and teacher John A. Browning, The Browning School has been a leader in fostering the intellectual and personal growth of boys and young men since 1888. Serving roughly 450 students in kindergarten through grade 12, Browning strives to combine the best of a traditional prep school environment and curriculum with imaginative teaching and a strong value system – all in a single-sex setting.   POSITION DESCRIPTION   Browning is searching for a part-time K-8 PE and Rock Climbing Teacher for the 2026-2027 academic year. The position will begin on or around August 27, 2026. The expected annual salary range for this position is $32,000-$38,000, commensurate with experience--an exact offer reflects a candidate’s relevant experience, skill level, and the responsibilities of the role. A bachelor’s degree or considerable experience in the role is required, while an advanced degree in a related field is preferred. Applicants must be eligible to work in the United States. Key Responsibilities   Physical Education Teachers are responsible for instructing students in physical fitness, sports, and other physical activities. They develop and implement lesson plans, assess student progress, and encourage participation in various activities. PE teachers also promote healthy lifestyles and help students develop important physical skills and social-emotional competencies. Developing a foundation of content knowledge is also an emphasis at Browning, while enriching the experience with activities that engage the mind of a Browning boy. All Browning teachers are responsible for building strong relationships with students and delivering the content and curriculum of the Browning program. Successful teachers believe in and desire the growth of all their students and have a passion for their subject matter and for the art, craft, and science of pedagogy. Ultimately, teachers are responsible for the most important work of our School -- knowing our boys and teaching them well.   The Part Time PE and Rock Climbing Teaching is tasked with:   Designing and teaching a rock climbing unit as a signature part of Browning’s Middle School PE program in Grades 6-8 Teach 3 periods of rock climbing classes and 5 additional periods of PE classes each week Leading a weekly MS rock climbing club  Managing the Panther Den , a multi-purpose movement room that includes a traversing wall. Responsibilities include:  Supervising maintenance and inspection of the rock wall in collaboration with the Browning facilities team Routesetting in support of the program Provide rock wall training for other Browning faculty and staff  Supervising Middle School recess when it is held in the space Developing and implementing an inspiring curriculum in conjunction with department members Using Browning’s Target-Focused Teaching and studentship methods to ensure student growth and alignment  Creating strong relationships with students built on Browning’s core values of honesty, dignity, curiosity, and purpose Collaborating as a professional, collegial, and inspirational member of the department Participating in professional development to grow the self, department, and school Implementing supervisory duties as assigned, such as lunch, recess, or study hall coverage Setting a professional, collegial, and inspirational tone in the department Participating in department meetings Communicating with parents about curricular and coaching matters Heartily contributing to the school community Key Competencies   In general, successful members of the Browning faculty are:  Champions of boys -- They believe in and love the expansive potential in boys.  Relationship-oriented -- They actively build meaningful relationships with students and families. Purpose-driven -- They are inquiry-minded, curious and resourceful in finding solutions and growth opportunities. Dignity-seeking -- They seek to address students and their needs with a dignity-oriented lens and engage in the deep work of creating belonging in the classroom and school community. Can-do collaborators -- They seek collaboration and listen deeply to others, and they believe that a can-do attitude allows a team to accomplish more. A successful K-12 PE teacher will collaborate well with others, delight in the content and pedagogy of teaching PE, maintain a high level of connection to and belief in the students, and contribute meaningfully to meeting Browning’s mission, as well as other strategic plans and goals . Communicating clearly and consistently with students, families, and fellow department members is of the utmost importance.   Those interested in the position should address their résumé and cover letter to Lauck Blake, K-8 PE Department Chair, and submit their application via this link. Thu, 19 Mar 2026 14:26:50 -0400 https://careers.nais.org/jobs/rss/22134887/middle-school-health-teacher-part-time-25 https://careers.nais.org/jobs/rss/22134887/middle-school-health-teacher-part-time-25 New York, New York, Middle School Health Teacher, Part-Time Part time (25%)   Overview Spence seeks a skilled educator to build on the school’s valued history of supporting student wellness as an integral part of their academic success. As a health teacher, the person in this role will teach required Middle School health classes.   Responsibilities: Teach approximately 5-6 Middle School Health classes per week  Deliver established health curriculum while being responsive to student questions Collaborate with the Head of Health and Wellness     Qualifications: Finds joy in working with young people and in school life Demonstrates pedagogical skill and an appreciation for the science and the craft of teaching Demonstrates cultural competency and skills engaging with and learning from people with diverse backgrounds and experiences Possesses an advanced degree or equivalent experience in Health Education Possesses knowledge of and experience with: positive identity development of girls, sexuality education/adolescent sexual health, substance use, and body image Has experience working with Middle School students in a teaching capacity Has experience establishing clear boundaries for a respectful and interactive classroom environment Has excellent communication skills, both orally and in writing Regards collaboration as an essential component of professional growth Approaches work with optimism, energy, kindness, and a sense of humor   Spence is committed to an equitable program and a diverse faculty and student body. We therefore actively seek candidates from diverse backgrounds.  Thu, 19 Mar 2026 14:42:20 -0400 https://careers.nais.org/jobs/rss/22126701/middle-school-geometry-teacher-part-time https://careers.nais.org/jobs/rss/22126701/middle-school-geometry-teacher-part-time New York, New York, About Grace Grace Church School is a JK–12, independent school located on two nearby campuses in downtown New York City. An Episcopal school, welcoming children of all faiths and of none, Grace believes in the inherent, precious dignity of every individual and seeks to provide an outstanding education worthy of our common humanity. Grace is a school of big ideas, and our structured curriculum promotes academic excellence through a pedagogy of joy: an approach that reflects our belief that joy is the fuel of academic achievement, and that students learn best when motivated by delight, wonder, curiosity, and purpose. We work hard to nurture a culture of dignity and belonging, and we seek to foster in each student skills of intellectual excellence and habits of ethical virtue. Grounded in tradition, the school remains ever open to innovation, looking to the best research on the science of learning and the craft of teaching to advance the timeless values and aspirations of our mission . About the position Grace Church School seeks a confident and creative geometry teacher who loves teaching middle school students to teach an enrichment class to advanced mathematics students. The ideal candidate values conceptual understanding of geometric ideas—such as reasoning, proof, spatial relationships, and connections between algebra and geometry—alongside procedural fluency. The teacher should bring tools and strategies for differentiating instruction within heterogeneous groups, and will collaborate closely with colleagues to implement and refine curriculum. We are looking for an educator who is committed to social justice, diversity, equity, and anti-bias education, communicates effectively with students, families, and colleagues, and approaches teaching with curiosity and a commitment to professional growth. Teaching responsibilities would include one section two-year geometry elective spanning seventh and eighth grade, designed for students ready for a deeper exploration of geometric reasoning and proof.  Additional duties may include lunch duty, math lab, tutorial, and other supervisory responsibilities. Familiarity with the Illustrative Mathematics curriculum is a plus. Requirements A bachelor’s degree and teaching experience are required. Compensation This is a part-time faculty position with an expected base salary of $17,000 to $38,760 commensurate with education and experience on the faculty salary scale. Grace Church School is an Equal Opportunity Employer. We believe that equity and inclusion are not only hallmarks of a just society, but also virtues essential to sound learning. Our commitment to antiracism, equity, and belonging calls on all faculty members to promote a culture of dignity and belonging for everyone at Grace by recognizing and honoring the unique gifts of its students, families, faculty, and staff. We encourage applications from candidates with broad and diverse backgrounds and from individuals of all races, nationalities, identities, and beliefs. To apply, submit a résumé and cover letter through the school’s website . Tue, 17 Mar 2026 17:16:15 -0400 https://careers.nais.org/jobs/rss/22087652/camp-counselor https://careers.nais.org/jobs/rss/22087652/camp-counselor Brooklyn, New York, POSITION STATEMENT Camp Counselor Start Date: June 19, 2026 End Date: July 31, 2026   OVERVIEW Brooklyn Friends School (BFS), a thriving Early Childhood-12 grade school located in vibrant Downtown Brooklyn, seeks a Camp Counselor  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 campbrooklyn@brooklynfriends.org .    CAMP BROOKLYN VISION STATEMENT Camp Brooklyn @ Brooklyn Friends School centers children in a warm, caring and inclusive environment that encourages them to explore, be curious, create and have fun. Our colleagues provide children with strong and supportive role models, fostering community, empathy and a strong sense of wholeness and well-being.  THE POSITION We are seeking a Camp Counselor for Brooklyn Friends School’s Summer Camp program, Camp Brooklyn. Days and hours for this position are Monday - Friday, 8:00am - 3:00pm, beginning Monday, June 22, 2026 and ending Friday, July 31, 2026. Additionally, all Camp Brooklyn colleagues will be expected to attend Camp Orientation and training on Thursday, June 18 and Saturday, June 20. Camp Counselors will work under the direction and supervision of the Lead Camp Counselor. Primary Responsibilities Plans, leads and implements activities for camp participants Supervises campers and ensures their safety, development, growth, skill achievement and general well-being Organizes and leads various small and large group activities Assists in maintaining accurate camp records Knows and understands all emergency procedures associated with the camp program. Actively encourages the active participation of all students Classroom management, including the modeling and support of prosocial behavior Maintain warm and open communication with families   Behavior Management Establish and maintain appropriate levels of authority with students Consistently implement age-appropriate behavioral standards Is observant and proactive Is attentive to student participation, engagement and behavior Encourage age-appropriate autonomy Is cognizant of using direct, affirming and constructive language with students Discipline in a positive, firm, and age-appropriate manner Management of Classroom Space Maintain order with classroom materials and personal items Ensure that toys, games and other materials are treated respectfully and put back properly at the end of the day Tasks and Meetings Participate in daily meetings with camp staff Perform any reasonable task deemed necessary by the Lead Camp Counselor Assist with maintaining materials and supplies  Communication Is direct, accessible and reliable when communicating with campers, families, and other colleagues Is warm and professional with families Keep Lead Counselors and Camp Director in the communication loop, checking in regarding parent conversations and health issues (i.e., visits to nurse, student injury/illness) Seek clarity to resolve conflicts Maintain appropriate confidentiality Report suspected child abuse/neglect to your supervisor according to Mandated Reporting Guidelines Check BFS email daily to stay up-to-date on important communications School Policies Be familiar with school policies as defined in the Camp Employee Handbook, including but not limited to: Completing all onboarding requirements prior to the start of employment Adherence to expected hours Timely reporting of absence - ideally the night before or as early as possible on the day of absence Reporting lateness to the team. Notify supervisor by text or email. Immediately notifying supervisor of any changes in contact information Qualifications and Characteristics Sought Must be at least 16 years of age Experience working with children in a camp, youth program, recreation, or in a related field. An Associate's degree or higher is preferred Working papers (if under 18 years of age) Ability to commit to the full six weeks of camp Physical Requirements of the Job Must be able to physically navigate comfortably in a passenger bus and at trip venues Must be able to lift and carry small children up to 20lbs in the event of an emergency Must be able to be outdoors in hot weather and in spaces which are subject to variable temperatures and humidity Union Status : Non-Union Salary Range: $20 per hour   To apply, please provide the following: Cover letter is required highlighting your interest and experience Resume/Curriculum Vitae List of three references (with emails, phone numbers, and relationship to you) Completed online application Please email the above attachments (if possible as a single PDF) to campbrooklyn@brooklynfriends.org , akagan@brooklynfriends.org and jroberts@brooklynfriends.org , and put Camp Counselor in the subject line. Qualified candidates will be contacted after materials have been reviewed. Mon, 02 Mar 2026 14:35:03 -0500 https://careers.nais.org/jobs/rss/22087655/lead-camp-counselor https://careers.nais.org/jobs/rss/22087655/lead-camp-counselor Brooklyn, New York, POSITION STATEMENT Lead Camp Counselor Start Date: June 19, 2026 End Date: July 31, 2026   OVERVIEW Brooklyn Friends School (BFS), a thriving Early Childhood-12 grade school located in vibrant Downtown Brooklyn, seeks a Lead Camp Counselor  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 campbrooklyn@brooklynfriends.org .  CAMP BROOKLYN VISION STATEMENT Camp Brooklyn @ Brooklyn Friends School centers children in a warm, caring and inclusive environment that encourages them to explore, be curious, create and have fun. Our colleagues provide children with strong and supportive role models, fostering community, empathy and a strong sense of wholeness and well-being.  THE POSITION We are seeking a Lead Camp Counselor for Brooklyn Friends School’s Summer Camp program, Camp Brooklyn. Days and hours for this position are Monday - Friday, 8:00am - 3:00pm, beginning Monday, June 22, 2026 and ending Friday, July 31, 2026. Additionally, all Camp Brooklyn colleagues will be expected to attend Camp Orientation and training on Thursday, June 18 and Saturday, June 20. Lead Camp Counselors will work under the direction and supervision of the Camp Director. Primary Responsibilities Oversee one group of campers Supervise the counselors in your group Plans, leads and implements activities for camp participants Supervises campers and ensures their safety, development, growth, skill achievement and general well-being Organizes and leads various small and large group activities Maintains accurate camp records Knows and understands all emergency procedures associated with the camp program. Actively encourages the active participation of all students Classroom management, including the modeling and support of prosocial behavior Maintains warm and open communication with families   Behavior Management Establish and maintain appropriate levels of authority with students Consistently implement age-appropriate behavioral standards Is observant and proactive Is attentive to student participation, engagement and behavior Encourage age-appropriate autonomy Is cognizant of using direct, affirming and constructive language with students Discipline in a positive, firm, and age-appropriate manner Management of Classroom Space Maintain order with classroom materials and personal items Ensure that toys, games and other materials are treated respectfully and put back properly at the end of the day Tasks and Meetings Participate in daily meetings with camp staff Perform any reasonable task deemed necessary by the Camp Director Assist with maintaining materials and supplies  Communication Is direct, accessible and reliable when communicating with campers, families, and other colleagues Is warm and professional with families Keep Camp Director in the communication loop, checking in regarding parent conversations and health issues (i.e., visits to nurse, student injury/illness) Seek clarity to resolve conflicts Maintain appropriate confidentiality Report suspected child abuse/neglect to the Camp Director  according to Mandated Reporting Guidelines Check BFS email daily to stay up-to-date on important communications School Policies Be familiar with school policies as defined in the Camp Employee Handbook, including but not limited to: Completing all onboarding requirements prior to the start of employment Adherence to expected hours Timely reporting of absence - ideally the night before or as early as possible on the day of absence Notify supervisor of any lateness or absence in a timely fashion Immediately notifying supervisor of any changes in contact information Qualifications and Characteristics Sought Must be at least 18 years of age Experience working with children in a camp, youth program, recreation, or in a related field. An Associate's degree or higher is preferred. CPR/First Aid certification is required Ability to commit to the full six weeks of camp Physical Requirements of the Job Must be able to physically navigate comfortably in a passenger bus and at trip venues Must be able to lift and carry small children up to 20lbs in the event of an emergency Must be able to be outdoors in hot weather and in spaces which are subject to variable temperatures and humidity Union Status : Non-Union Salary Range: $25 per hour   To apply, please provide the following: Cover letter is required highlighting your interest and experience Resume/Curriculum Vitae List of three references (with emails, phone numbers, and relationship to you) Completed online application Please email the above attachments (if possible as a single PDF) to campbrooklyn@brooklynfriends.org , akagan@brooklynfriends.org and jroberts@brooklynfriends.org , and put Lead Camp Counselor in the subject line. Qualified candidates will be contacted after materials have been reviewed. Mon, 02 Mar 2026 14:39:34 -0500 https://careers.nais.org/jobs/rss/22059025/early-childhood-division-associate-floater-teacher-twos-k-reduced-time-or-part-time https://careers.nais.org/jobs/rss/22059025/early-childhood-division-associate-floater-teacher-twos-k-reduced-time-or-part-time New York, New York, ABOUT US   Rodeph Sholom School, a Reform Jewish Day School based on the Upper West Side, fosters intellectual curiosity through a challenging independent school academic program in nursery school through 8th Grade. At the heart of Rodeph Sholom is a warm, vibrant community of educators and families, where students are guided by Jewish knowledge, values, and ethics to become self-confident and socially responsible leaders. Our mission is to develop each student’s love of learning and sense of responsibility to themselves and their community through meaningful experiences and intellectual exploration.   ABOUT YOU The ideal candidate will have successful experience working with early childhood-aged children and their families. They should be adaptable, collaborative, proactive, personable, and warm.   WORK SCHEDULE Working hours are generally 8:00 AM  to 1:00 PM, Monday through Friday for reduced-time and 8:00 AM to 1:00 PM, Monday, Wednesday, Friday for part-time; occasional hours may be required in the evenings. Teachers are expected to attend faculty meetings on Thursdays from 3:45 PM until 5:00 PM.    JOB DESCRIPTION Early Childhood Associate Teachers and Floater Teachers are responsible for working with the Head Teacher in overseeing the experiences of students in their classroom. While there are broad guidelines for curriculum, given the ages and developmental levels of the students, teachers are given significant latitude to adapt the curriculum to meet the needs of their particular students.    The duties of an Associate Classroom teacher/Floater Teacher include:   Supporting the Head Teacher in managing all aspects of classroom life, including curriculum planning, group times, weekly newsletters, report writing and parent conferences. Interacting with children in all areas of the classroom, including the rug area, block area, pretend, and art projects. Supervising and interacting with students during outdoor and indoor gross motor play times. Doing whatever is necessary to help students feel safe and supported in the school environment, including accompanying children to the bathroom, changing diapers if necessary, and comforting and holding upset children,  Arriving on time to set up the classroom and staying after the school day to clean the classroom and work on planning for the next day. Working with the rest of the grade level team to share ideas and resources to promote consistency within the program. Participating in all aspects of school life, including attending team and staff meetings and community events.   SALARY & BENEFITS   Salary range: $32,000-$35,000 (prorated for part-time); Salary offers are based on our salary scale steps, which are based on years of experience and are non-negotiable due to pay equity practices. * Base faculty salaries do not reflect additional compensation based on degree level and stipends.  Generous paid time off (e.g., sick and personal days, holidays, school breaks, summer vacation). Comprehensive benefits package - Complimentary lunch, Retirement contributions, Medical, vision, and dental insurance for reduced-time employees. VACCINATION POLICY   All staff must be fully vaccinated for COVID-19 upon hire.   EQUAL EMPLOYMENT OPPORTUNITY POLICY Rodeph Sholom School encourages applications from individuals who are passionate about our mission, vision, values, and commitments as articulated here , including those from underrepresented groups in Jewish education. Rodeph Sholom School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the school not to discriminate on the basis of any category prohibited by applicable federal, New York State, and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination.    CONTACT: If interested, please send a resume and cover letter to Rachel Deitch, at rdeitch@rssnyc.org. QUALIFICATIONS Has experience and enjoys working with early childhood-aged children Supports the mission, vision, values, and commitments as outlined on our “About” website page Shows an appreciation for the craft of teaching Has excellent interpersonal skills Kind and possesses a healthy sense of humor Demonstrates flexibility and ability to take initiative and follow through on projects Possesses good judgment Advanced degree or equivalent experience Wed, 18 Feb 2026 13:23:59 -0500 https://careers.nais.org/jobs/rss/21968910/fencing-coach-2026-2027-school-year https://careers.nais.org/jobs/rss/21968910/fencing-coach-2026-2027-school-year Cornwall-on-Hudson, New York, The Storm King School is a co-educational, independent boarding and day school serving 185 students in grades 8–12 from across the United States and more than 20 countries. Located on a beautiful campus in Cornwall-on-Hudson, New York, surrounded by 4,000 acres of forest and an hour from New York City, Storm King offers a diverse, inclusive community grounded in character, balance, trust, and academic excellence. Our faculty inspire students through a rigorous, experiential, and student-centered curriculum that emphasizes creativity, collaboration, critical thinking, and communication. Teachers are encouraged to innovate, build meaningful relationships, and guide students to reach their full potential, graduating confident and prepared to thrive in a rapidly changing world. We value professional growth and provide a supportive, collegial work environment with competitive compensation and benefits.  The Fencing Coach is responsible for the development of athletes in weapons of epee and foil, growing interest in sabre. SKS Fencing currently operates as a USA Fencing club over two seasons (winter/spring). The coach has the opportunity to collaborate with the Athletic Director to build a robust schedule for all participants. Key training areas should also align with the school’s core values: Truth, Respect, and Responsibility. Coaching experience is preferred, competition experience is required. The fencing coach may be asked to participate in regular staff meetings in alignment with their position in athletics. Candidates must have a valid driver's license and pass all applicable background checks. Salary and Benefits: The salary range for a stipend position is between $3,500 and $5,000, per season, depending on experience. Based on the wishes of the ideal candidate combined with the needs of the school, a full-time role with mutual agreement would also be considered. Open teaching positions for 2026-2027 may potentially include Math and Chemistry. Schedule: Monday to Friday Weekends as needed   License/Certification: Driver's License (Required)   Willingness to travel: 50% (Required)   How to Apply:   Please send a letter of interest and resume to: Dr. Nicole Cervantes, Director of Athletics and Summer Programs by emailing employment@sks.org.   Website: www.sks.org   The Storm King School is committed to equal employment opportunity. We will not discriminate against employees or applicants for employment on any legally-recognized basis [“protected class”] including, but not limited to: veteran status, uniform service member status, race, color, religion, sex, national origin, age, physical or mental disability, genetic information or any other protected class under federal, state, or local law. Seeking experienced fencing coach. Currently the fencing program focuses on epee and foil, with a growing interest in sabre. Full time opportunities also available, by combining coaching and faculty position Tue, 13 Jan 2026 16:59:05 -0500 https://careers.nais.org/jobs/rss/21613246/ramaz-lower-school-substitute-teacher https://careers.nais.org/jobs/rss/21613246/ramaz-lower-school-substitute-teacher New York, New York, Ramaz Lower School-Substitute Teacher In the heart of New York City is Ramaz - a Modern Orthodox Day School with a rich history of Jewish education, academic distinction, and nurturing of individual abilities and aspirations.  Anchored in the teaching of Torah and mitzvot (charitable deeds), students’ lives are enriched by an exceptional, devoted faculty; a Hebrew immersion program that begins in Nursery; a love for Israel; the cultural resources of Manhattan; and pride in their American heritage. To be a student at Ramaz is to be encouraged, supported, and inspired to discover the best in oneself and in others, and to gain a profound, spirited sense of responsibility to the world. The school, now in its 85th year, has a reputation for excellence both locally and internationally. We invite you to visit the website .    The Ramaz School is seeking daily substitute teachers for the 2025-2026 school year for Lower School and ECC classes. We are seeking warm,  passionate and collaborative educators to join our team. Key Responsibilities Substitute in General Studies or Specialty Classes Follow lesson plans provided by regular classroom teacher Qualifications Bachelor’s Degree required. Coursework in Education or related field preferred  Innovative and creative educator  Passion for teaching  Compensation $150-200 per diem depending on education and experience Please send a cover letter and resume to LSCareers@ramaz.org .  The Ramaz School offers a friendly, progressive work environment; excellent salaries and a comprehensive benefits package – plus the chance to have an impact on our children's future. Ramaz is an EOE.   Mon, 25 Aug 2025 08:40:22 -0400