https://careers.nais.org Latest NAIS Career Center Jobs Wed, 13 May 2026 06:39:45 Z https://careers.nais.org/jobs/rss/22244238/director-of-learning-services-july-2026 https://careers.nais.org/jobs/rss/22244238/director-of-learning-services-july-2026 Washington, D.C., DEPARTMENT: Learning Services   REPORTS TO: Assistant Head of School for Teaching and Learning SUPERVISES:   Cross-Divisional Learning Services Department FLSA: Exempt TYPE OF ROLE: Full-time TERM: 12-month employee COMPENSATION: $117,500-132,500 annual salary (based on experience) BENEFITS: Eligible  Note: Applications will be reviewed on a rolling basis. Georgetown Day School seeks a Director of Learning Services to join and lead a robust team of Learning Specialists campuswide. The Director supervises and coaches the Learning Specialist team to deliver quality, compassionate, and evidence-based PK-12 learning services. Drawing on data and field expertise, the Director serves as a strategic partner to program leadership positions — including department chairs, divisional principals, Assistant Head for Equity and Inclusion, and the Assistant Head for Teaching and Learning (AHTL) — to ensure alignment of policies and practices that support a diverse community of learners and classroom teachers. The Director selects and supports the use of robust assessment tools to effectively track and screen students' learning in order to make informed decisions about their support. The Director translates current research in learning science into practical, school-wide instructional strategies — building teacher capacity to serve students with diverse learning profiles across all three divisions. The Director sets the tone and conditions for sustaining positive working relationships between family, school, and students.   Primary Roles and Responsibilities Team Leadership and Supervision Develop, supervise, and support Learning Services prek-12  team members. Provide consistent feedback to learning specialists on the implementation of academic interventions and teacher and student support. Support the Learning Services team in interpreting psychoeducational evaluations and using findings to develop clear and actionable learning plans for students, teachers, and families. Develop, in collaboration with the Learning Specialist, a systematic approach to data collection and review in order to inform the Learning Support Team. Provide learning specialists with consistent, ongoing coaching and feedback on their engagement with students, families, and teachers. Reviewing our approach to service delivery and ensuring alignment with field standards. Strategic Partnerships Regular collaboratively plan and lead weekly SST meetings with divisional leadership and counseling chair; monitor subsequent SST action steps. Regular review and update student learning services processes in collaboration with the Counseling chair, divisional principals, Assistant Head for Teaching and Learning, and Assistant Head for Equity and Inclusion. Serve on the School's admissions committee. In collaboration with divisional leads, work with department chairs and coaches to support the implementation of universal accommodations/ inclusive practices in PreK–12 classes for heterogeneous groups of learners, including leading professional development at the divisional or departmental level.  Work in partnership with the Human Resources team and the Director of Admissions and Enrollment to design equitable, efficient protocols for the selection, onboarding, and accountability of tutoring and external services. In partnership with the AHTL, identify opportunities for the School to meet the needs of a broad range of learners, informed by current research in the neuroscience of learning. Work collaboratively with the Office of Diversity, Equity, and Inclusion and the Communications Office to educate the parent community on resources available to support neurodiversity and strategies for family support. Assessment and Data Conduct classroom observations to evaluate specialist practice and identify systemic trends in how students with diverse learning profiles are being served. Oversee the implementation of assessments to collect reliable data on student performance and growth (e.g., universal screening, NWEA MAP). Communicate results of universal screening, NWEA MAP, and other performance assessments to divisional leads. Monitor students' academic progress—including standardized screeners, assessments, and academic grades—identify trends, make recommendations, and outline action steps in collaboration with divisional leads, instructional coaches, and department chairs. Serve as a strategic partner with divisional principals, AHTL, and AHEI to review school-wide academic performance data, identify trends, and make recommendations. Instructional Leadership and Professional Development In partnership with the AHTL, design and lead 1–2 focused professional development sessions per year for faculty on differentiated instruction, universal design for learning, and evidence-based literacy practice. Consult with department chairs and divisional leads on how to build inclusive instructional practices into curriculum and classroom routines. Provide learning specialists with ongoing coaching on evidence-based intervention approaches, including structured literacy (e.g., Orton-Gillingham). Stay current with research in cognitive science, neuroscience of learning, and best practices in the field. Student and Family Support (Complex Cases Only) In collaboration with learning specialists, review psychoeducational evaluations to determine appropriate school-based accommodations aligned with available school resources. In collaboration with learning specialists, guide families to external resources, including professional evaluations for students when appropriate. Serve as a direct point of contact for complex or escalated family concerns in partnership with divisional leadership; hold informational meetings as needed. In collaboration with learning specialists, provide families with practical guidance on supporting their child’s learning needs. Attend admissions and orientation events to educate the community about Learning Services. Administrative Oversight Oversee administrative functions of the Learning Services department, delegating operational tasks — including tutor tracking, file maintenance, and library management — to learning specialists and coordinators as appropriate. Serve as the school's senior liaison to College Board and ACT at a policy and escalation level, in collaboration with the HS Testing Coordinator. Secondary Roles and Responsibilities As a member of the GDS faculty, the Director of Learning Services is expected to participate in school community life — including relevant faculty committees, orientation events, and school-wide gatherings — in a manner consistent with the school's culture of shared responsibility. Other duties, as assigned. To Apply   Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds   As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways. Qualifications Education A master's degree in special education, educational psychology, learning disabilities, or a closely related field is required. Training in evidence-based academic intervention is strongly preferred. Experience A minimum of 5 years of direct experience working with students with diagnosed learning differences across a range of ages and profiles is required. A minimum of 3 years in a supervisory or leadership role within a learning services, special education, or academic support program is required. Previous work experience with reading, interpreting, and applying psycho-educational evaluations to inform instructional and accommodation-related decisions is required. Previous work in an independent or PreK–12 school setting is strongly preferred. Previous work  leading student support teams or implementing multi-tiered systems of support is strongly preferred. Interest in professional growth and development in areas related to the art and science of learning.  A collaborative leadership presence with colleagues and senior leadership. Knowledge and Skills Systems-related thinker that is able to build sustainable processes that can be implemented campuswide (across three divisions), if needed. Deep knowledge of current research in the neuroscience of learning and evidence-based intervention. Strong understanding of MTSS frameworks, universal screening tools, and data-informed decision making. Knowledge of the College Board and ACT accommodation processes and compliance requirements. Demonstrated ability to supervise and develop adult professionals. Strong communicator across diverse stakeholder groups — students, families, teachers, and senior leadership. Engages in equitable decision-making practices that ensures inclusion of students with a diverse range of learning needs. Skilled at building trust across divisions and with families who may be navigating difficult conversations. Americans with Disability Specifications Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.  Work Environment: Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.   For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds   Fri, 01 May 2026 22:15:46 -0400 https://careers.nais.org/jobs/rss/22241140/middle-school-pe-teacher-26-27 https://careers.nais.org/jobs/rss/22241140/middle-school-pe-teacher-26-27 Washington, D.C., About the Position DEPARTMENT:  Middle School PE/Health Education  REPORTS TO:  Middle School Principal   SUPERVISES:  N/A FLSA:  Exempt TYPE OF ROLE:  Full-time DATE:  August 17, 2026 COMPENSATION:  Salaried (based on experience)  BENEFITS: Benefits eligible (dependent upon course load/FTE status) Note: Applications will be reviewed on a rolling basis. Georgetown Day School  is a Pre-K-12 co-educational independent day school dedicated to cultivating a just, inclusive and diverse school community. As such we are committed to excellence in teaching and seek a culturally competent, experienced Physical Education and Health teacher for the 2026-2027 school year. Primary job responsibilities include teaching physical education and health classes to various grade levels in our 5th-8th middle school program. Coaching responsibilities include coaching Middle and High School athletics. Building a positive learning environment, meaningful curriculum and teaching through an equity lens are essential components of a GDS instruction. The ability to provide those elements, work collaboratively with colleagues, and place children’s interests and experiences at the heart of the classroom are essential components of the job. As a diverse, inclusive school devoted to preparing our students to live and work in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting.  Primary Duties and Responsibilities  In collaboration with the Physical Education Team, oversight and teaching of one section each of 5th and 6th-grade Physical Education classes. Co-teach a Pre-Kindergarten or Kindergarten Physical Education section. Teach a rotation of 5th and 6th-grade health classes. Teach 1 period of 7th and 8th-grade health per week. Coach 2 seasons of Middle School Athletics, as assigned by the Athletic Director. Coach 1 season of High School Athletics, as assigned by the Athletic Director. Serve as a Middle School Advisor, supporting the academic and social well-being of a small group of students, and steward the family/school partnership.   Additional Duties and Responsibilities Meet regularly with the department, grade-level teams, and attend divisional meetings. Attend additional meetings and responsibilities beyond school hours, as needed.  Attend grade-level trips as assigned. Set up, take down, and maintain physical education equipment. Fulfill other duties as assigned. D.C. Wage Transparency Act Disclosure Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of full-time teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year, and each year of experience equates to approximately $1000 to 1500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability).   For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds   To Apply   Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds   As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways. Qualifications Education and Experience A bachelor' s  degree is required.  It is preferred that this degree is in Physical Education or a related field.  A master’s degree is preferred.  3 or more years of teaching experience is strongly preferred.  Experience working with early adolescents is strongly preferred.  Working knowledge of the National Standards for Physical Education (SHAPE) to guide lesson planning and assessment. A shared commitment to ongoing professional learning. Skills Excellent written and verbal communication skills. Work collaboratively with colleagues to design and implement high-quality, engaging learning experiences. Deep understanding of the adolescent learner.  Commitment to leverage effective, research-informed instructional practices and teaching through a lens of equity and inclusion. Engage our parent community through consistent and clear communication about curriculum, school life, and each child’s personal learning journey. Respond positively and restoratively to student needs.   Americans with Disability Specifications Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.  Work Environment: Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate. Thu, 30 Apr 2026 14:58:18 -0400 https://careers.nais.org/jobs/rss/22238455/assistant-director-of-upper-school https://careers.nais.org/jobs/rss/22238455/assistant-director-of-upper-school Washington, D.C., Maret is looking for an inspiring and dynamic assistant director of Upper School beginning on July 1, 2026. The assistant director of Upper School is a key member of the leadership team in the Upper School and reports directly to the director of Upper School. Candidates should be lifelong learners who reflect the school's mission and core values, possess strong communication skills, and exhibit a facility and nimbleness with technology. Additional responsibilities include serving as an advisor to a group of students and fulfilling one or more community responsibilities.   Candidates must have a demonstrated commitment to and passion for equity, inclusion, and belonging in all facets of their work.   The successful candidate will: Assist the director in daily operations of the Upper School and act in that capacity during any absence of the director; Work with the director to build a positive and inclusive tone and culture in the Upper School; Act as one of four grade deans and teach two classes (or equivalent responsibilities); Manage student disciplinary issues in coordination with the director and leadership team; Oversee the Advisory Program in coordination with the director and leadership team; Manage and lead the student course registration process; Manage and lead the ninth grade curriculum conferences process; Assist in creating Assembly and Advising schedules and programs; Assist in designing and leading division meetings with faculty; Assist with logistics for Back-to-School Night, Parent-Student Conferences, Advisor Conferences, and other special programs; Provide logistical oversight for daily school functions, including on-campus student parking, proctoring for exams, proofing of course comments, advisory meeting locations, Convocation seating assignments, and the student ID process; Assume other duties as assigned. Qualifications: A minimum of seven years of teaching and/or administrative experience Proven leadership experience in student life and student support services. A student-centered leader and an effective communicator who is engaging, innovative, collaborative, and organized Strong writing, communication, and interpersonal skills and the ability to represent Maret to external and internal communities Demonstrated commitment to cultural competency, equity, and inclusion in working with families and colleagues of diverse backgrounds A growth mindset and the ability to maintain high levels of discretion and professionalism in handling confidential and sensitive information The ability to build trust with students, families, and colleagues Superior organizational skills and work ethic Bachelor’s degree (required); advanced degree preferred Competitive salary and benefits. Salary range is $135,000–$150,000, depending on years of teaching experience and qualifications. Maret’s dynamic community and campus in the midst of Washington, DC, create a unique learning environment for students from kindergarten through twelfth grade. Expert teachers inspire students to think both creatively and analytically, seek out multiple perspectives, work hard, and make time for joy as they tackle our challenging curriculum and explore artistic and athletic pursuits. The school’s mission , core values , and educational philosophy ground and guide our work.   Our community strives for equity and inclusion in every aspect of school life. Maret School stands firmly behind the principle that the admission of students, the employment of faculty, the operation of programs, and the governance of the school be open to all who are qualified regardless of race, ethnicity, color, national origin, gender identity, sexual orientation, or creed. We believe that this principle is both firmly grounded in the spirit of American democracy and in keeping with the civil responsibilities of an independent school. All adults on campus are role models for our students and are considered part of the faculty. Every Maret employee must abide by our code of conduct . To apply, please send a cover letter and re?sume? BY EMAIL ONLY to Director of Upper School Steven Tejada at stejada@maret.org . Unfortunately, we will not be able to respond personally to every applicant. You will hear from us only if your experience matches our current needs.     Wed, 29 Apr 2026 11:05:34 -0400 https://careers.nais.org/jobs/rss/22215913/fourth-fifth-grade-math-science-teacher-math-coordinator https://careers.nais.org/jobs/rss/22215913/fourth-fifth-grade-math-science-teacher-math-coordinator Washington, D.C., Opening notes: Applicant must currently live in the DMV area.  At least five years of full-time, lead teaching experience is required. Substitute and student/resident teaching does not qualify. Bishop John T. Walker School for Boys (BWS) is a one-of-a-kind institution. Every scholar receives a full scholarship . Located on the THEARC campus in Ward 8, BWS is an anchor institution in the community it serves. Our work is guided by the Loving Systems Framework — rooted in Care, Stability, Commitment, and Capacity — and grounded in the Episcopal conviction that every boy deserves an education that honors his full humanity. We don't just prepare scholars academically. We cultivate brotherhood, identity, and joy. We are a small school where the staff believe in the mission deeply, where leadership mentors and stands behind teachers, where parents partner with the school, and where boys are known, challenged, and loved. The Opportunity ( Pay structure for the role is salary + stipend ) This role combines teaching and leadership. We are looking for a Math Coordinator/4th-5th Grade Math/Science Teacher who brings deep craft and deep care to the same classroom. As our Math and Science teacher for 4th and 5th grade, you will shape how our oldest scholars understand the world and themselves. This is not a role for someone who wants to just deliver a curriculum. It is a role for an educator who wants to leave a mark on students' lives. This is also a teacher leadership role. As Math Coordinator, you will sit on the BWS Academic Team alongside the Director of Academics and Achievement, Learning Specialist and Instructional Coach, Data Coordinator, Student Assessment Assistant, and Head of School, contributing your expertise to school-wide decisions about instruction, data, and scholar support. You will have a seat at the table, and your voice will matter. To support the full scope of this role, the Math Coordinator carries a reduced teaching load, creating protected time for data analysis, curriculum coordination, scholar pull-out support, and academic team responsibilities The right candidate brings a researcher's mind, a builder's hands, a positive spirit, and a relationship-first approach. You understand that for boys in Wards 7 and 8 and PG County, a great math teacher is also a great mentor, and you don't see those as separate things. What you'll Do Teaching Design and deliver engaging, culturally responsive math and science lessons that meet every learner where he is, with differentiation built in from the start. Create a classroom culture that is joyful, affirming, and high-expectation, where boys feel both challenged and fiercely supported. Integrate content and materials that build scholarly identity, cultural identity, and pride in community. Monitor student progress with rigor; provide regular, actionable feedback to scholars and families that centers growth. Collaborate with colleagues on interdisciplinary units and school-wide initiatives rooted in holistic scholar development. Build strong, trusting relationships with students, families, colleagues, and community members because the work extends beyond the classroom walls. Stay current on research-based practices, particularly around urban elementary education and the development of boys. Participate actively in professional development, instructional coaching, and ongoing learning, and bring that growth back to your practice. Uphold school-wide norms, culture, and policies with consistency and care. Math Coordinator Lead math curriculum review, alignment, and scope-and-sequence mapping across K–5. Use protected windows during specialty classes or after school study hall periods to pull small groups of scholars for targeted math intervention or enrichment. Vet and recommend instructional materials, manipulatives, and supplemental math resources; serve as the point of contact for math-related platforms and vendors along with the Director of Academics and Achievement. Contribute a math lens to Academic Team meetings, school-wide data reviews, and instructional planning under the supervision of the Director of Academics and Achievement. Why BWS ? Small Class Sizes: Our classes enroll no more than 16 students per class. You will know every student and every story. Mission That Means Something : Every boy here attends on a full scholarship. Your work directly changes the trajectory of families who have been underserved by systems for generations. Compensation : Salary is competitive and commensurate with education and experience, with an additional coordinator stipend. Range begins at $75,000 Longer Summer Break : A school calendar designed to give educators genuine rest and time to recharge. More Planning Time : More dedicated planning time than DCPS to do the work right. Robust Professional Development : Ongoing, embedded professional learning throughout the year, including coaching and instructional support Mental Health & Wellness is Prioritized: Student and staff wellbeing is not an afterthought. It is built into how we operate Visible and Supportive Leadership : Administration prioritizes being visible and available, standing behind teachers, and clear, transparent communication. A Community Pillar : BWS is not just a school, it is a pillar of Ward 8. You will be part of something larger than a classroom. What you bring Required Bachelor's degree in Education or related field with elementary math and science methods coursework, plus teaching certification; OR a Master's degree in a related field. A minimum of 4 years of lead classroom teaching experience in an urban elementary school setting, with demonstrated growth and readiness for instructional leadership. (Assistant teacher experience does not count toward this requirement.) Deep, demonstrated knowledge of culturally relevant and responsive teaching practices. You have done — and continue to do — the inner work to examine your own biases, and you bring that self-awareness into every interaction with scholars, families, and colleagues A track record of successful evaluations and genuine receptiveness to coaching and feedback. Strong communication, collaboration, and classroom management skills. Strong communication and collaboration with adults. What Sets You Apart You believe, without reservation, in the brilliance and potential of Black and Brown boys. You bring warmth and structure in equal measure. The boys in your classroom feel both free and held. You are genuinely curious about your own practice and hungry to grow. You understand that relationship with families is not a nice-to-have — it is the work. You are committed to equity and justice not as a statement, but as a daily practice.   Pay structure for the role is salary + stipend in addition to listed salary range. Tue, 21 Apr 2026 08:34:31 -0400