https://careers.nais.org Latest NAIS Career Center Jobs Tue, 28 Apr 2026 04:24:58 Z https://careers.nais.org/jobs/rss/22099484/interim-ms-visual-arts-teacher https://careers.nais.org/jobs/rss/22099484/interim-ms-visual-arts-teacher Hopkins, Minnesota, The Blake School seeks an interim Middle School visual art teacher to cover a leave from March 30-June 5, the remainder of the 2025-26 school year. The successful candidate will be an actively practicing artist with middle school teaching experience and genuine enthusiasm for working with early adolescents. This role is based on the Blake campus in Hopkins, Minnesota, and reports directly to both the Middle School division director and the PK-12 director of visual and performing arts.  This 1.0 FTE interim position is not eligible for benefits. The salary range is $15,011-$22,884, assuming 4-15 years of teaching experience with adjustments made outside of that range of experience. Blake is particularly interested in candidates who will enrich the diversity of identity, lived experience and thinking that makes a community strong and empowers students to engage across differences. The search committee will begin reviewing applications immediately. Responsibilities:  Teach five sections of visual art each quarter Serve as an eighth grade advisor Participate in required faculty meetings, trainings and staffings Serve as a member of the department of visual and performing arts, attending meetings and supporting the work of the department Maintain gallery displays of student art in hallways, lobbies and other creative spaces Support the school, its mission and its leadership Engage fully with the community-based experience of an independent school Required Qualifications:  Undergraduate degree (BA/BS/BFA); a master’s degree will be an advantage Classroom experience teaching foundational components of 2D/3D visual art  Ability to differentiate instruction when necessary to reach all learners Ability to work collaboratively and effectively with stakeholders across the school Excellent communication skills  Proven organizational skills Fri, 06 Mar 2026 12:01:10 -0500 https://careers.nais.org/jobs/rss/22146268/interim-upper-elementary-visual-art https://careers.nais.org/jobs/rss/22146268/interim-upper-elementary-visual-art Hopkins, Minnesota, The Blake School seeks a talented and committed Upper Elementary visual art teacher. This is a one-year, full-time, benefits-eligible position for the 2026-2027 academic year, running from August 19, 2026, through June 11, 2027. This full-time position is based on the Blake campus in Hopkins, Minnesota, and reports directly to both the Upper Elementary director and the PK-12 director of visual and performing arts. Blake is particularly interested in candidates who will enrich the diversity of identity, lived experience and thinking that makes a community strong and empowers students to engage across differences. Blake offers highly competitive salary and benefits packages as well as significant support for local and national professional development opportunities. The salary range is typically $57,000–87,000, which reflects 4-15 years experience. This salary range includes the expected annual salary for this position. In making a salary determination, we consider professional experience, applicable qualifications and other job-related factors. Based on these factors, a candidate's salary offer could exceed this range. Applicants must complete the online job application and provide links to a digital portfolio that highlights their work as an actively practicing artist as well as examples of student artwork from recent elementary classes led by the applicant. Application review will begin immediately. Blake will typically cover travel and lodging costs for finalist candidates visiting from out of town. Responsibilities Teach & Inspire: Teach visual art to Upper Elementary students (grades 2-5), fostering creativity while guiding students in developing their artistic skills, critical thinking and cultural awareness. Curriculum & Mission: Design and lead an engaging, inclusive visual art curriculum that actively supports and integrates the school’s mission. Collaborative Learning: Lead community arts projects and work in partnership with homeroom teachers and arts specialists to support and enrich project-based learning across the Upper Elementary division. Showcase Student Work: Maintain gallery displays of student art in hallways, lobbies and other community spaces. Student Mentorship: Mentor student art clubs based on student interest and support Upper Elementary community initiatives.  Departmental Collaboration: Serve as an active member of the department of visual and performing arts by attending meetings and supporting the department's broader work. Mission & Community Alignment: Support the school, its mission and its leadership. Community Engagement: Participate in required faculty meetings, trainings and staffings and engage fully with the community-based experience of an independent school. The Blake School believes that a diverse society enriches all individuals and communities. Diversity of race, ethnicity, national origin, geography, religion, gender, affectional or sexual orientation, age, physical ability, and marital, parental or economic status forms the fabric of our society. As a result of these beliefs, The Blake School actively seeks students, families and employees who value and contribute to the fullness of a diverse community within the context of its mission. In doing so, we recognize our responsibility to help make each person's experience a success.   Required Qualifications Education: Undergraduate degree (BA/BS/BFA) is required; a master’s degree is an advantage. Professional Background: Must be an actively practicing artist. Teaching Experience: Significant elementary classroom experience, specifically in teaching foundational components of 2D/3D visual art. Student-Centered Focus: A deep understanding of the developmental needs of upper elementary learners and a genuine enthusiasm for working with children in this age group. Pedagogical Skills: Ability to integrate technology and innovative curricula, employ best pedagogical practices and differentiate instruction to reach all learners. Collaboration: Ability to work collaboratively and effectively with all members of the school community, including students, families and colleagues. Communication & Organization: Excellent written and oral communication skills alongside proven organizational abilities. Tue, 24 Mar 2026 16:38:43 -0400 https://careers.nais.org/jobs/rss/22155652/k-8-music-teacher https://careers.nais.org/jobs/rss/22155652/k-8-music-teacher St. Louis Park, Minnesota, The Harold and Mickey Smith Jewish Academy is seeking a full-time elementary school Lower and Middle School Music Teacher for the 2026-2027 academic year. Smith Jewish Academy is a vibrant K-8 Jewish day school committed to academic excellence, character development, and cultivating a deep sense of belonging. We prepare students to think critically, act ethically, and engage meaningfully in Jewish life and the broader world. We are looking for an educator with demonstrated experience teaching elementary and middle school music, strong classroom leadership, and the ability to design engaging, skill-building lessons that foster both musicality and confidence. The ideal candidate is comfortable working across a wide age range and brings experience creating structured, joyful learning environments for young musicians. The music teacher will: Design and implement a developmentally appropriate music curriculum for grades K-8. Teach foundational and intermediate skills in rhythm, melody, harmony, singing, movement, and instrumental work. Create a safe, inclusive, and well-managed music classroom environment. Develop original lesson plans while also effectively executing existing curriculum frameworks. Lead and direct student performances, including school programs and community events. Manage instruments, materials, and classroom organization efficiently. Collaborate with colleagues and contribute to schoolwide initiatives. Integrate Jewish culture, holidays, and values into music experiences where meaningful. Support student participation in assemblies, celebrations, and performances. This role requires a balance of creativity and structure — someone who understands that strong systems and clear expectations make musical exploration and performance possible. We are seeking an educator who believes music education supports not only skill development, but belonging, identity, and character development within our Jewish day school community. Experience & Background We Value Experience teaching music across both lower and middle school grade levels Experience leading group music instruction (classroom, choir, ensemble, or camp settings) Ability to maintain strong classroom management while encouraging creative and confident participation Experience working in Jewish educational or camp environments Background in music training (voice, instrumental, or music education) Comfort working with students across a broad developmental range (K-8) This teaching position is 10 months (late August-early June) and provides a salary in accordance with the SJA union wage school. We offer a comprehensive benefits package offered through a mission-driven nonprofit employer. Fri, 27 Mar 2026 17:06:55 -0400 https://careers.nais.org/jobs/rss/22194262/choir-teacher https://careers.nais.org/jobs/rss/22194262/choir-teacher Golden Valley, Minnesota, FLSA Status : Exempt Reports to : Upper School Division Director & Performing Arts Department Chair Salary Range : $50,000-$97,000 annually Anticipated start date : August 2026 Location : Golden Valley, MN (All positions are in person) Breck Overview Breck School is a preschool through twelve, coeducational college preparatory, Episcopal day school located in Golden Valley, Minnesota, with a national reputation for excellence and achievement in academics, athletics, and the arts. Our School’s Episcopal roots are lived through an unwavering commitment to equity, inclusion, and belonging where we respect the dignity of every human being. We prioritize lifelong learning and a commitment to the greater good. We are a community of highly engaged and motivated students, faculty, staff, and school leaders focused on building trusting relationships and strong academic scholarship through a practice of bridging research to practice. Upon graduation, Breck students are prepared for a life of intellectual curiosity, self-knowledge, and social responsibility, matriculating to colleges and universities throughout the world. Position Overview The Choir Teacher provides leadership and artistic vision for Breck’s 7th-12th grade vocal music program. This role entails the pedagogical oversight of five distinct choral ensembles, ensuring a scaffolded, rigorous musical experience for students at every stage of their vocal development. In addition to curriculum management, the Director serves as the Music Director for Middle and Upper School theatrical productions, bridging the gap between choral foundations and collaborative performance. Beyond technical instruction, the Director is responsible for fostering an inclusive, high-performing culture that prioritizes holistic student development—intellectually, emotionally, and artistically. The ideal candidate will cultivate an environment that empowers students to find their voice and reach their full potential, both on and off the stage.   Essential Duties and Responsibilities Planning and Instruction Demonstrates knowledge of and proficiency with choral instruction Articulates a vision that excites and attracts students to choir classes and the choir program across middle and upper school divisions Ability to plan and deliver instruction for a range of learners with varying vocal ability Demonstrates strong piano skills to facilitate learning and rehearsing during choir classes and musical rehearsals Develops lessons that consider multiple perspectives and seeks opportunities for participation in choir activities beyond Breck’s walls - All-State, Honor Choir and Ensemble Adjudication events Understands and uses assessment to promote student learning Classroom Environment Experience working with adolescent and changing voices Creates an environment that promotes respect, rapport, and learning Establishes effective relationships with students Communicates clear and consistent expectations for learning, behavior, and achievement Monitors and manages student behavior effectively Communication and Collaboration Works collaboratively with other Middle and Lower School vocal music teachers to ensure a cohesive program across the P-12 continuum Communicates effectively with families, students, and colleagues Communicates student progress in a timely and thorough manner Demonstrates effective written and oral communication skills Partner with the theater director as part of the artistic team for Upper School and Middle School musical productions   Education and/or Experience: Bachelor’s Degree Strong record of proven ability/experience in teaching choir and providing musical direction for musical productions Minimum 3 years of classroom teaching experience preferred Experience with using technology in teaching and learning Sat, 11 Apr 2026 19:45:16 -0400 https://careers.nais.org/jobs/rss/22146274/interim-middle-school-choir-teacher https://careers.nais.org/jobs/rss/22146274/interim-middle-school-choir-teacher Hopkins, Minnesota, The Blake School seeks a talented and committed Middle School Choir teacher. This is a one-year, full-time, benefits-eligible position for the 2026-2027 academic year, running from August 19, 2026, through June 11, 2027. This position is based on the Blake campus in Hopkins, Minnesota, and reports to the Middle School division director and the PK-12 director of visual and performing arts.  Blake is particularly interested in candidates who will enrich the diversity of identity, lived experience and thinking that makes a community strong and empowers students to engage across differences. The expected salary range is typically $57,000-87,000, which reflects 4-15 years of experience.  In making a salary determination, we consider professional experience, applicable qualifications and other job-related factors. Based on these factors, a candidate's salary offer could exceed this range.  Applicants must complete the online job application, provide links to audio/video recordings (video preferred) of recent choral concerts conducted by the applicant, and provide digital copies of programs from recent concerts conducted by the applicant. Video recordings of the applicant rehearsing with a choir are also welcome.   Application review will begin immediately. Blake will typically cover the travel and lodging costs for finalist candidates visiting from out of town. Responsibilities Choral Instruction: Teach five sections of Middle School choir (Grades 6-8), focusing on healthy vocal development, music theory, and ensemble cohesion for students of varying skill levels. Curriculum Development: Design and implement an engaging, inclusive choral curriculum that meets standards and incorporates differentiated instruction to support all learners. Repertoire Selection: Program a diverse and imaginative range of choral repertoire that fosters cultural awareness and artistic growth. Performance Management: Conduct regular rehearsals and prepare students for high-quality concerts, competitions, and public performances, including events scheduled outside of traditional school hours, such as evening concerts. Student Mentorship: Serve as an advisor and mentor to students, fostering a positive, inclusive environment that supports their overall well-being and creative interests. Departmental Collaboration: Actively participate in the Visual and Performing Arts department by attending meetings and collaborating with divisional and department colleagues on school-wide events. Community Engagement: Fully engage in the life of the school by participating in faculty meetings, professional development, and the unique community-based experiences of an independent school. Mission Alignment: Support the school’s mission and leadership through professional conduct and a commitment to working with families and colleagues from diverse backgrounds. The Blake School believes that a diverse society enriches all individuals and communities. Diversity of race, ethnicity, national origin, geography, religion, gender, affectional or sexual orientation, age, physical ability, and marital, parental or economic status forms the fabric of our society. As a result of these beliefs, The Blake School actively seeks students, families and employees who value and contribute to the fullness of a diverse community within the context of its mission. In doing so, we recognize our responsibility to help make each person's experience a success. Required Qualifications Educational Foundation: Bachelor’s degree in Music, Music Education, or related field is required (BA/BS, BM, BME); a Master’s degree (MA, MM, MME) is highly preferred. Artistic Practice: Must be an actively practicing musician with a deep commitment to ongoing musical performance or choral conducting. Classroom Experience: Significant experience leading a middle school choral program, with a proven track record in a classroom setting. Vocal Pedagogy: Deep knowledge of vocal techniques, healthy vocal development, and choral literature specifically suited for middle-grade voices. Musical Proficiency: Strong skills in score analysis and piano accompaniment, with the ability to lead rehearsals from the keyboard.  Performance Leadership: Proven ability to organize, direct, and manage high-quality choral performances and school-wide musical events. Early Adolescent Advocacy: A genuine enthusiasm for the middle school years and a deep understanding of the unique developmental and social-emotional needs of early adolescents. Instructional Innovation: Proficiency in differentiating instruction and integrating music technology, employing best pedagogical practices to reach and inspire students of all skill levels and backgrounds. Collaborative Spirit: A demonstrated ability to work effectively and empathetically with students, families, and colleagues within a diverse school community. Professional Communication: Exceptional written and oral communication skills, paired with the strong organizational habits required to manage a busy performing arts schedule. Tue, 24 Mar 2026 16:52:56 -0400 https://careers.nais.org/jobs/rss/22194259/early-childhood-teaching-assistant https://careers.nais.org/jobs/rss/22194259/early-childhood-teaching-assistant Golden Valley, Minnesota, FLSA Status : Non-Exempt Reports to : Lower School Division Director and Auxiliary Programs Director Salary : $23.00 per hour, plus full benefits Anticipated start date : August 2026 Location : Golden Valley, MN (All positions are in person) Hours : Monday-Friday, 40 hours per week Hours include workshop days but does not include all-school holidays/vacation breaks when the teaching faculty does not report with the exception of Mustang Vacation Program time.Teaching Assistants are expected to support Mustang Vacation Program for one week of winter and spring breaks for additional compensation. Teaching Assistants are expected to participate in Lower School Back to School Night, Parent/Teacher Conferences, Baccalaureate, and Commencement. Breck Overview Breck School is a preschool through twelve, coeducational college preparatory, Episcopal day school located in Golden Valley, Minnesota, with a national reputation for excellence and achievement in academics, athletics, and the arts. Our School’s Episcopal roots are lived through an unwavering commitment to equity, inclusion, and belonging where we respect the dignity of every human being. We prioritize lifelong learning and a commitment to the greater good. We are a community of highly engaged and motivated students, faculty, staff, and school leaders focused on building trusting relationships and strong academic scholarship through a practice of bridging research to practice. Upon graduation, Breck students are prepared for a life of intellectual curiosity, self-knowledge, and social responsibility, matriculating to colleges and universities throughout the world.   Position Overview The purpose of the Early Childhood Teaching Assistant (TA) position is to provide an opportunity for those interested in early childhood education and teaching to expand their curriculum knowledge and instructional proficiencies. The Early Childhood TA position is designed to give the assistant opportunities to work alongside a variety of experienced, mentor teachers. Breck School takes great pride in preparing and mentoring new teachers for the classroom experience. The primary role of the Teaching Assistant is to assist and support teachers in developing and implementing the instructional program, support student learning, and contribute to a positive climate in the classroom and community. At Breck, our Early Childhood program is deeply inspired by the Reggio Emilia philosophy, placing a strong emphasis on the environment as the 'third teacher. In this role, you will support daily outdoor learning experiences that honor student interests and observations. Our nature-based pedagogy is designed to spark inquiry, foster creativity, and cultivate a deep, lasting connection to the natural world.   Essential Duties and Responsibilities Assist classroom teachers by providing input in planning learning experiences, contributing materials for the classroom, supporting instruction, and maintaining a positive environment. Collaborates with the classroom teacher to implement daily outdoor learning experiences, managing resources and supervising students to ensure a productive and safe environment for experiential learning Develop instructional skills through observations of classroom teaching, work with various groups of learners, and respond to constructive feedback and self-reflection. Participate in the TA mentorship program to broaden curricular knowledge through reading/research, collegial conversation, and lesson implementation. Develop a collaborative relationship with the early childhood teachers by demonstrating initiative, accepting responsibility, and maintaining honest, open communication. Support student learning by understanding developmental readiness, working effectively with small/large groups, and communicating clear and consistent expectations. Demonstrate positive interactions with students through modeling respectful behavior, creating meaningful connections to build relationships, displaying enthusiasm for learning, and communicating effectively with students. Be present and engaged in the learning experiences of the young child. Serve as a team member who supports collaboration, contributes ideas, demonstrates a willingness to learn, uses good judgment, maintains confidentiality, exhibits flexibility, and follows-through with responsibilities. Show flexibility to step into a lead teaching role when classroom teachers are absent and/or supporting coverage needs throughout the Lower School.   Education and/or Experience Bachelor’s Degree in Elementary Education or Early Childcare preferred Experience working with young children Sat, 11 Apr 2026 18:52:59 -0400 https://careers.nais.org/jobs/rss/22227540/6-12-english-teacher https://careers.nais.org/jobs/rss/22227540/6-12-english-teacher Mendota Heights, Minnesota, POSITION SUMMARY Visitation School seeks a part-time (0.6 FTE) 6-12 English Teacher beginning August 2026.  The ideal candidate for this role: Is a lifelong learner who is passionate about the educational experiences of adolescent girls. Is current and competent in the theories and pedagogy of English instruction. Enjoys collaborating with students and colleagues in and beyond the English Department. Possesses strong communication skills. Has the ability and energy to create an engaging and developmentally appropriate environment where students are known, loved, and challenged to be their best selves in and outside of the classroom. Supports the mission of Visitation School and models “Salesian Spirituality,” which reflects gentle strength, dignity, patience and Christian humanism. Demonstrates a commitment to and is in support of a culture of diversity, equity and inclusion. This posting is only a summary of the typical functions of the job, not a comprehensive list of all job responsibilities. Visitation School demonstrates a commitment to and is in support of a culture of diversity, equity and inclusion. Read our diversity statement to learn more. Visitation School is an Equal Employment Opportunity employer. REQUIREMENTS Required Bachelor’s Degree in a English-related field. A minimum of three years of teaching experience. Preferred: A Master’s degree and prior teaching experience in an independent school. Salary is commensurate with experience and level of education, within our salary range. Benefits Offered: •Paid personal, sick time, and holidays •Medical, Dental, Life and LTD, Vision, and more insurance benefits are available •403(b) Retirement Plan with Employer Contribution upon eligibility •Tuition Remission Fri, 24 Apr 2026 10:34:56 -0400 https://careers.nais.org/jobs/rss/22081878/5th-grade-homeroom-teacher-sabbatical-leave-replacement https://careers.nais.org/jobs/rss/22081878/5th-grade-homeroom-teacher-sabbatical-leave-replacement St. Paul, Minnesota, St. Paul Academy and Summit School seeks candidates for the position of  5th-Grade Homeroom: Sabbatical Leave Replacement  for the 2026-2027 school year. About St. Paul Academy and Summit School:  St. Paul Academy and Summit School (SPA) is a coeducational, non-sectarian, college-preparatory day school serving more than 940 students in PreKindergarten through grade 12. Our campuses are located approximately a mile apart in St. Paul, Minnesota, serving Grades K-5 on our  Goodrich Campus  and Grades 6-12 on our  Randolph Campus . Across the street from the Randolph Campus,  our Pre-K program  is located on the campus of St. Catherine’s University in a newly renovated space. The school draws students from St. Paul, Minneapolis, and throughout the eastern and western suburbs.  Our  mission — shaping the minds and the hearts of the people who will change the world —is a promise to our students and our families, and it pushes us to be thoughtful about everything we do. It inspires us to be our best and reminds us that we have the responsibility to respect the unique potential in every child. Our mission gives us purpose and represents our greatest aspirations and values. But most of all, it reflects our deep belief in the talents and capabilities of our students. For additional information about the school’s curriculum, community, and culture, please visit our website at  www.spa.edu .   About the Lower School: When you walk through the front doors of our  Lower School , you'll immediately feel just how special a place this is for students in Kindergarten through Grade 5. From the welcoming Living Room just inside the front door (often warmed by a cozy fire in the fireplace), to the bright and spacious classrooms and hallways adorned with student artwork, to the five acres of open green space just outside our back door, the Lower School is designed around the academic, social, and emotional needs of young children. Our culture is defined by our warm and welcoming community, our commitment to  diversity, equity, and inclusion , and our  innovative curriculum . Our small classes, 7:1 student/teacher ratio, and team-teaching model are the building blocks of the Lower School experience, along with the TOOLBOX social/emotional program, which gives both children and adults a common language for community values and problem-solving. For more information about the Lower School, please visit the  Lower School section  of our website.   Position Begins:  August 2026 Status:  Full-time 1.0 FTE, exempt Department:  Instructional Faculty, Lower School  Salary Range:  $48,000 - $58,000 Benefits: Benefits include a comprehensive health insurance plan through HealthPartners, Nice healthcare (a free virtual and in-person health plan), dental insurance, vision insurance, life and disability insurance, generous paid time off, and free lunch during the school year. The retirement plan is through TIAA and has a generous matching contribution. The School offers a robust program of professional development, career growth, and leadership opportunities. A sabbatical program is also available. Tuition remission is also available for children of employees as well as complimentary before and after-school care Position Description: SPA seeks candidates for the position of  5th Grade Homeroom: Sabbatical Leave Replacement  at our K-5 Goodrich Campus.  This is a full-day, short-term position, beginning in August 2026. This position will continue through the end of the school year.  Candidates should possess the ability to teach the full range of homeroom content areas, including literacy, mathematics, and social studies. In addition, candidates should demonstrate the ability to create developmentally appropriate curricula, establish a nurturing and engaging classroom environment for students, and work collaboratively with a teaching partner, various colleagues, and parents/guardians. Candidates should possess excellent interpersonal and communication skills, along with knowledge regarding best instructional practices in language arts, social studies, and mathematics. Preferred qualifications include previous experience with Responsive Classroom, Primary Math or Singapore math methods, Readers/Writers Workshop, and Fastbridge assessments.  We seek a candidate who has a demonstrated passion for teaching young learners and a track record of translating that passion into effective practices that encourage students to think creatively, engage deeply with ideas, and lead with intellectual curiosity. As importantly, we seek candidates who are committed to developing and practicing cultural competence in their teaching and who can operate effectively in diverse environments while interacting successfully with people from widely varying backgrounds.     A bachelor’s degree in education or a related field is required. Successful candidates are expected to carry out the mission of SPA, "Shaping the minds and hearts of the people who will change the world," to support the vision of the Lower School and to contribute to the life of the school outside of the classroom.  To apply, please visit our website at www.spa.edu/careers .   SPA is committed to recruiting and supporting a diverse faculty and staff, and maintaining a workplace culture in which all are treated equitably.  Fri, 27 Feb 2026 14:26:28 -0500 https://careers.nais.org/jobs/rss/22194260/middle-school-learning-specialist https://careers.nais.org/jobs/rss/22194260/middle-school-learning-specialist Golden Valley, Minnesota, FLSA Status : Exempt Reports to : Middle School Division Director and Peter Clark Center Anticipated start date : August 2026 Salary : $50,000-$97,000 annual Location : Golden Valley, MN (All positions are in person) Breck Overview Breck School is a preschool through twelve, college preparatory, Episcopal day school located in Golden Valley, Minnesota. In the context of an inclusive and caring community, Breck enjoys a national reputation for excellence and achievement in academics, athletics, and the arts. Our School’s Episcopal roots are lived through the unwavering commitment to diversity and inclusion where we respect the dignity of every human being and hold a firm belief in social responsibility. We are a close and caring community that focuses on lifelong learning and a commitment to the greater good. We are a community of highly engaged and motivated students, faculty, staff, and school leaders focused on building trusting relationships and strong academic scholarship through a practice of bridging research to practice. Upon graduation, Breck students are prepared for a life of intellectual curiosity, self-knowledge, and social responsibility, matriculating to colleges and universities throughout the world. Position Overview The Middle School Learning Specialist is responsible for supporting the success of all students, but primarily students with individualized learning needs. This includes teaching and coaching students directly; partnering with teachers, families/caregivers, and administrators to plan for support; and building and improving systems for student support more broadly. With students, the Middle School Learning Specialist will set goals, reteach material, monitor progress, and/or facilitate reflection. In alignment with the Peter Clark Center for Mind, Brain, & Education, the Middle School Learning Specialist will support students in learning about themselves as learners and building their academic and social-emotional learning skills. With teachers, the Middle School Learning Specialist serves as an instructional collaborator. This includes attending weekly Grade-level Team Meetings, assessing student strengths and challenges, developing and tracking intervention plans, and using social belonging and academic data to inform action. With parents, the Middle School Learning Specialist is a critical liaison between the student, parent/caregiver, advisor, teacher, Counselor, and Dean. This includes clear documentation and communication, scheduling, and facilitating child study meetings. As a member of the Breck community, the Middle School Learning Specialist is expected to actively participate in the life of the Middle School and uphold the school's mission and values, contributing to a supportive and inclusive environment for all stakeholders.   Responsibilities Work toward equitable academic excellence for each and every Middle School student Set academic and personal goals with students using a neurodevelopmental and cultural lens and in alignment with the principles of Mind, Brain, and Education (MBE) and culturally responsive practices. Read and interpret neuropsychological or other formal assessments to determine appropriate Breck School accommodations. Maintain accurate and updated files pertaining to the job, for all students in assigned grades, including accommodation plans. Co-plan and teach a section of the quarter-long 5th Grade Academy course. Collaborate with classroom teachers in implementing interventions to promote student growth. Attend Middle School Student Support Team meetings with the Middle School Deans, Counselor, Chaplain, and Division Director. Attend regular P-12 Student Support team meetings and Middle School Division Meetings. Collaborate with Peter Clark and Melrose Centers to advance P-12 program coherence, such as supporting 4th/5th and 8th/9th transition meetings. Oversee extended time and other accommodations on internal and standardized assessments. As needed, act as liaison between the public school district and Breck Middle School. As needed, manage the identification for and implementation of tutoring with the support of the Tutoring Scheduling Coordinator and in collaboration with tutors, teachers, and parents. Maintain appropriate confidentiality in execution of job responsibilities. Participate in Middle School and All-School community life.   Qualifications Bachelor's degree, preferred in Education, Special Education, or Counseling/Psychology (Advanced degree preferred). Minimum of five years of experience working with K-12 students in a school setting. Understanding of the developmental stage of middle school students and the cultural, social-emotional, and cognitive foundations of how children learn. Expertise in culturally-responsive and strengths-based instructional practices that support students with a range of learning needs, especially in the areas of executive functioning skills, math, and literacy. Expertise in designing and implementing the use of the latest standardized screeners to inform academic plans, standardized testing, and implementing systems of support Experience leading, coaching, and teaching educators. Ability to work flexibly, collaboratively, and professionally with parents, students, faculty, and administration. Highly skilled in written and oral communication. Experience working in independent schools Ability to contribute to a positive work environment. Sat, 11 Apr 2026 18:55:45 -0400 https://careers.nais.org/jobs/rss/22189135/lower-school-teacher https://careers.nais.org/jobs/rss/22189135/lower-school-teacher Golden Valley, Minnesota, FLSA Status : Exempt Reports to : Lower School Division Director Salary Range : $50,000-$97,000 annually Anticipated start date : August 2026 Location : Golden Valley, MN (All positions are in person)   Breck Overview Breck School is a preschool through twelve, coeducational college preparatory, Episcopal day school located in Golden Valley, Minnesota, with a national reputation for excellence and achievement in academics, athletics, and the arts. Our School’s Episcopal roots are lived through an unwavering commitment to equity, inclusion, and belonging where we respect the dignity of every human being. We prioritize lifelong learning and a commitment to the greater good. We are a community of highly engaged and motivated students, faculty, staff, and school leaders focused on building trusting relationships and strong academic scholarship through a practice of bridging research to practice. Upon graduation, Breck students are prepared for a life of intellectual curiosity, self-knowledge, and social responsibility, matriculating to colleges and universities throughout the world.   Position Overview Breck School seeks a dedicated and visionary educator to design and implement a student-centered educational program that fosters a culture of intellectual curiosity and social responsibility. As a central figure in our academic community, you will translate the school’s "research-to-practice" philosophy into a vibrant classroom reality, ensuring that every student has the opportunity to achieve their full potential for intellectual, emotional, physical, and spiritual growth. By grounding your pedagogy in our Episcopal values, you will create an environment where the dignity of every human being is respected and where equity, inclusion, and belonging are lived experiences rather than just concepts. Beyond the delivery of curriculum, this role is defined by the cultivation of trusting relationships and the promotion of self-knowledge within a highly motivated student body. You will serve as a collaborative partner to faculty and school leaders, contributing to a community of lifelong learners focused on academic scholarship and the greater good. Whether facilitating complex discussions or supporting a student’s psychological well-being, your work will directly prepare Breck graduates for a life of purpose and leadership in an interconnected world.   Essential Duties and Responsibilities Planning and Instruction Demonstrates knowledge of and proficiency with subject matter Designs and implements effective instruction to engage and motivate students to engage in the learning process Plans and delivers developmentally appropriate instruction for a variety of learners Encourages curiosity, creativity, and student agency Designs and implements engaging, inquiry-based instruction and outdoor learning experiences Uses observation and documentation to inform instruction and promote student learning Understands and uses assessment to promote student learning Classroom Environment Creates an environment that promotes respect, wonder, collaboration, and exploration Establishes strong, responsive relationships with students Designs inside and outside learning spaces that naturally invite students to ask questions, explore the world around them, and engage deeply with their curriculum  Communicates clear and consistent expectations for learning, behavior, and participation Encourages social-emotional development and fosters a sense of belonging Communication Communicates effectively with families, students, and colleagues Communicates student progress in a timely and thorough manner Demonstrates effective written and oral communication skills Shares documentation of student learning in a timely and meaningful way Displays documentation of student learning projects Professional Responsibility Supports the mission, vision, and values of the school Supports the programs and priorities of the department, division, and school Engages in reflective practice and professional dialogue Builds and maintains strong working relationships with faculty, students, and parents Demonstrates a commitment to equity, inclusion, and respect for diverse perspectives Maintains confidentiality and demonstrates professionalism in all aspects of work Seeks and participates in ongoing professional growth opportunities Attends and contributes to required meetings, school events, and committee work Performs additional duties as needed Bachelor’s Degree required; degree in Elementary Education or related field preferred Minimum 5 years classroom teaching experience preferred Proficiency with integrating technology to support and document learning   Sat, 11 Apr 2026 18:59:11 -0400 https://careers.nais.org/jobs/rss/22194264/math-teacher-upper-school https://careers.nais.org/jobs/rss/22194264/math-teacher-upper-school Golden Valley, Minnesota, FLSA Status : Exempt Reports to:  Upper School Division Director and Math Department Chair Salary : $50,000-$97,000 annual Expected start date:  August 2026 Location : All positions are in person Breck Overview Breck School is a preschool through twelve, coeducational college preparatory, Episcopal day school located in Golden Valley, Minnesota, with a national reputation for excellence and achievement in academics, athletics, and the arts. Our School’s Episcopal roots are lived through an unwavering commitment to equity, inclusion, and belonging where we respect the dignity of every human being. We prioritize lifelong learning and a commitment to the greater good. We are a community of highly engaged and motivated students, faculty, staff, and school leaders focused on building trusting relationships and strong academic scholarship through a practice of bridging research to practice. Upon graduation, Breck students are prepared for a life of intellectual curiosity, self-knowledge, and social responsibility, matriculating to colleges and universities throughout the world. Position Overview Breck faculty are responsible for organizing, implementing, and providing an educational program where students have the opportunity to fulfill their potential for intellectual, emotional, physical, spiritual, and psychological growth. As a member of Breck's Math Department, you will actively advance our mission to develop students’ mathematical confidence and curiosity. You will be expected to mentor students through their evolving challenges as learners and leverage mathematical thinking to foster a sense of social responsibility within our community. Essential Duties and Responsibilities Planning and Instruction Experience with inquiry-based or student-centered instruction to foster curiosity and intellectual engagement. Demonstrates knowledge of and proficiency with subject matter Designs and implements effective instructionto instill curiosity about mathematical ideas. Plans and delivers instruction for a variety of learners, assisting students to understand their evolving strengths and challenges as math learners. Develops lessons that consider multiple perspectives Motivates students to engage in the learning process Understands and uses assessment to promote student learning Experience with inquiry-based or student-centered instruction to foster curiosity and intellectual engagement. Classroom Environment Creates an environment that promotes respect, rapport, and learning Establishes effective relationships with students Communicates clear and consistent expectations for learning, behavior, and achievement Monitors and manages student behavior effectively Communication Communicates effectively with families, students, and colleagues Communicates student progress in a timely and thorough manner Demonstrates effective written and oral communication skills Professional Responsibility Supports the mission and values of the school Supports the programs and priorities of the department, division, and school Establishes and maintains positive working relationships with faculty, students, and parents Maintains confidentiality Demonstrates professional behavior Seeks and develops opportunities for professional growth Attends and participates in required meetings, school events, and committee work Performs duties as required/requested Experience and Education Bachelor’s Degree Minimum 3 years classroom teaching experience preferred Experience with using technology in teaching and learning Sat, 11 Apr 2026 19:05:43 -0400 https://careers.nais.org/jobs/rss/22200238/middle-upper-school-science-teacher https://careers.nais.org/jobs/rss/22200238/middle-upper-school-science-teacher Mendota Heights, Minnesota, Visitation seeks a full-time Middle / Upper School Science Teacher for the 2026-27 school year. The teacher is responsible for cultivating and fostering an enduring love for science and deep curiosity about the world within an already vibrant all-girls Grades 6-12 Science program. Focusing on hands-on inquiry-based instruction, the teacher will be primarily responsible for courses such as Earth Science, Physical Science, Biology and Life Science. The Ideal Candidate Is a lifelong learner who is passionate about the educational experiences of high school girls. Leads with positivity, optimism, and an unyielding belief in the capacity of every student. Is current and competent in the theories and pedagogy of science instruction. Collaborates with students and colleagues in and beyond the Science Department. Demonstrates success with instructional, pedagogical, and curricular work in one or more science fields. Strong desire to teach from an inquiry-based methodology Possesses outstanding verbal and written communication skills, strong organizational skills, and unwavering professionalism. Has the ability and energy to create an engaging and developmentally appropriate environment where students are known, loved, and challenged to be their best selves in and outside of the classroom. Excitement to create, deliver, and continuously refine a program tailored to an all-girls environment. Possesses awareness of causes that traditionally lead to decreases in engagement for adolescent girls in STEM fields, as well as specific strategies teachers can use to counteract those causes. Demonstrates clear ability to envision, plan, implement, and refine programs, projects and initiatives that lead to a rich learning environment Supports  the mission of Visitation School and models ‘Salesian Spirituality’ -- which reflects gentle strength, dignity, patience and Christian humanism. Demonstrates a commitment to and is in support of a culture of diversity, equity and inclusion. This posting is only a summary of the typical functions of the job, not a comprehensive list of all job responsibilities. Visitation School is an Equal Employment Opportunity employer. QUALIFICATIONS, EDUCATION & EXPERIENCE Required: Bachelor’s Degree in a science-related field. A minimum of three years of teaching experience.   Preferred: A Master’s Degree, prior teaching experience in an independent school. Experience in facilitating AP curriculum. Salary is commensurate with experience and level of education, within our salary scale. Thu, 16 Apr 2026 18:54:11 -0400 https://careers.nais.org/jobs/rss/22155650/k-5-social-studies-teacher https://careers.nais.org/jobs/rss/22155650/k-5-social-studies-teacher St. Louis Park, Minnesota, Smith Jewish Academy seeks a thoughtful, creative, and collaborative full-time educator to design and lead a new K-5 social studies program beginning in the 2026-2027 school year. This is a unique opportunity to build a program from the ground up within a school that prioritizes academic excellence, experiential learning, belonging, and Jewish values. Like our Makerspace and science programs, social studies is intentionally positioned to support and connect across disciplines, helping students understand and make meaning of the world around them. Program Vision The K-5 social studies teacher will design and implement a dynamic, developmentally appropriate program that: Aligns with Minnesota academic standards. Builds historical and critical thinking, civic understanding, and cultural awareness. Emphasizes project-based learning, inquiry, and real-world connection. Connects meaningfully to students’ identities as learners and as members of both local and global communities. Integrates with our dual curriculum (general studies and Jewish studies), creating shared themes and interdisciplinary opportunities. Establishes a clear K-8 progression in partnership with middle school social studies. While ELA and math follow established curricula, social studies is intentionally more flexible, offering this position flexibility and creative ownership to design an engaging, interdisciplinary social studies experience. Key Responsibilities Design and teach social studies across K-5. Build a scope and sequence aligned to Minnesota academic standards. Develop interdisciplinary units that connect to ELA, Hebrew, and Jewish studies. Collaborate closely with faculty to ensure coherence across grade levels and subject areas. Use project-based and inquiry-driven approaches to engage students in meaningful learning. Incorporate local context (Minnesota history, civic life, geography) alongside broader global studies. Foster student curiosity, perspective-taking, and a strong sense of identity and community. Build systems for curriculum documentation, assessment, and iteration. Participate in team/faculty meetings and collaborative planning time and professional development. Participate in schoolwide programs, events, and community experiences. Collaboration & Reporting The social studies teacher reports to the director of general studies/lower school principal and works closely with the: Middle school social studies teacher (K-8 alignment). Director of Jewish Living and Learning (integration with Jewish studies). Director of Student and Teacher Resource Team (student support and differentiation). Grade-level teams and specialist faculty. Collaboration is central to the role. Teachers at Smith work as part of a highly communicative, team-oriented faculty with shared responsibility for student growth and program development. Qualifications Experience teaching elementary social studies or related fields Demonstrated strength in curriculum design, especially project-based or inquiry-based learning Ability to create structured, engaging learning environments across multiple grade levels Ability to collaborate across disciplines and contribute to a team-oriented culture Commitment to fostering inclusive classrooms and a strong sense of belonging Interest in or experience with Jewish education is welcomed but not required This teaching position is 10 months (late August-early June) and provides a salary in accordance with the SJA union wage school. We offer a comprehensive benefits package offered through a mission-driven nonprofit employer. Fri, 27 Mar 2026 17:06:38 -0400 https://careers.nais.org/jobs/rss/22208601/upper-school-physics-teacher https://careers.nais.org/jobs/rss/22208601/upper-school-physics-teacher Minneapolis, Minnesota, Minnehaha Academy is a Christian school and a ministry of the Northwest Conference of the Evangelical Covenant Church.   Our mission is to provide a high quality education integrating the Christian faith and learning.   The Upper School has a 80% (Part-Time) position open for a Physics teacher beginning in the 2026 - 2027 academic year:   Purpose of Role: Subject teachers are responsible for maximizing the academic progress of the students they teach, working with colleagues to participate fully in the development of the department. Subject teachers promote a positive, purposeful, and professional working atmosphere that encourages cooperation and challenge, whilst valuing the contribution that individuals make to the success of the department.    Duties and Responsibilities: Encourage high standards in all aspects of school life, particularly in student progress; Contribute to the effective and efficient running of the school; Promote a rich Christian school culture which is positive, purposeful and professional; Support and motivate students, teachers, and other school employees; Encourage consultation, review and improvement of Teaching and Learning.   Responsibilities Plan and prepare well-structured, clearly presented lessons appropriate to the abilities of all students and the syllabus being taught; Ensure that the classroom is a stimulating environment that facilitates deep and creative learning; Generate enthusiasm for the subject being taught and inspire all students to work to their potential; Liaise with the Science Department Chair and Director of Academic Support where a student may have special educational needs and with the advisor if a student is experiencing pastoral difficulties; Promote high standards of behavior by encouraging a positive, proactive approach to teaching and learning and build productive relationships with students; Set homework according to policy and pertinent to the student’s ability and wider work load; Promote high standards of organization; Be punctual to lessons. Provide high quality, accurate, constructive and targeted information to parents at Parent-Teacher Conference, in subject reports, incidental meetings and communications; Assess, record and monitor the progress of all students according to faculty guidelines in order to provide accurate information to parents in a variety of forms, as and when necessary; Maintain teaching materials and resources as needed.   Responsibilities to the Department and the School Be respectful of the needs of colleagues and the department with regards to cooperation, collegiality, deadlines, and team cohesion; Participate positively in departmental meetings, follow policies and generally contributing to the effective and efficient running of the department; Promote professional dialogue, share ideas about teaching and learning and support other teachers in developing good practice and new approaches and initiatives; Take part in, and contribute to, professional development activities offered in the department and by the school; Enthusiastically contribute to cross-curricular links and initiatives; Be involved in new responsibilities within the department as part of an ongoing process of professional development; Keep up to date with developments in the Subject, and in education generally.   Other Responsibilities Undertake other reasonable duties as requested by the Science Department Chair, Principal of the Upper School, or members of the Senior Leadership Team and any duties that the Head of School deems necessary for the effective operation of the school.   Qualified candidates who have the ability to teach AP Computer Science, Biology, or Chemistry, in addition to Physics, have the potential for this role to be expanded to full-time, pending final enrollment numbers.   Requirements Appropriate degree or other relevant teaching qualification; Active Christian and member of their local church; Minimum three years’ teaching experience; Passion for teaching and commitment to educating the whole child; A high level of professionalism and consideration of the well-being of children; Recent and consistent involvement in extracurricular activities; A positive and solution-focused attitude to working life; Approved background check and no question regarding suitability to work with children.   Desirable skills and attributes for Physics Teachers at Minnehaha Academy Ability to integrate a lived Christian faith to life and teaching and learning; Our expectation is that physics is taught through practical experimentation and colleagues who are committed to this ethos are encouraged to apply; We are intentional users of IT and whilst technical competence is preferred, the confidence and desire to develop new strategies for learning and assessment is essential; An ability to contribute to our development of new experimental procedures and demonstrations; Willingness to share practice with colleagues and take an active approach to developing professionally by learning from other colleagues; A willingness to share resources communally with all members and to assist in maintaining a collegiate and supportive environment for all; Experience of teaching AP Physics; The ability to extend able students beyond the AP syllabus; The ability to write academic references and letters of recommendation for rising senior students as part of their college application process, including supporting students with the writing of personal statements; A willingness to take part in subject-related extracurricular after school activities; A willingness to offer regular revision sessions for students outside of normal teaching hours (at lunchtimes and after school) in the lead up to examinations; Passion for science and for helping children progress in science regardless of their starting point; Experience in teaching both high achieving and less able students across all phases; the ability to extend able students and scaffold to enable students at a lower starting point to access and enjoy science lessons; Commitment to dialogical feedback and ensuring students benefit from a wide range of feedback; Willingness to analyze learning outcomes during and after learning episodes and use this to plan differentiated inputs to lessons; Ability to identify individuals in need of support and a commitment to offering significant extra support outside of lesson time to ensure all students reach their potential. Salary will be determined by the Director of HR, based on education level and years of experience. Mon, 20 Apr 2026 10:01:36 -0400 https://careers.nais.org/jobs/rss/22107329/upper-school-history-teacher https://careers.nais.org/jobs/rss/22107329/upper-school-history-teacher St. Paul, Minnesota, St. Paul Academy and Summit School seeks candidates for the position of  Upper School History Teacher . About St. Paul Academy and Summit School: St. Paul Academy and Summit School (SPA) is a coeducational, non-sectarian, college preparatory day school serving more than 920 students in kindergarten through grade 12. Our two campuses are located approximately a mile apart in St. Paul, Minnesota, serving Grades K-5 on our   Goodrich Campus  and Grades 6-12 on our   Randolph Campus . The school draws students from St. Paul, Minneapolis, and throughout the eastern and western suburbs. Our   mission — shaping the minds and the hearts of the people who will change the world —is a promise to our students and our families, and it pushes us to be thoughtful about everything we do. It inspires us to be our best and reminds us that we have the responsibility to respect the unique potential in every child. Our mission gives us purpose and represents our greatest aspirations and values. But most of all, it reflects our deep belief in the talents and capabilities of our students. For additional information about the school’s curriculum, community, and culture, please visit our website at  www.spa.edu . ______________________________________________________________________________ About the Upper School: The Upper School is home to students in Grades 9-12 and is characterized by advanced inquiry, lively discussion, deep engagement with topics, a strong sense of community, and a commitment to diversity, equity, and inclusion. Students develop the habits and relationships that will carry them through high school and into the world of college and beyond. The Upper School's rigorous academic curriculum and seminar-based learning model are complemented by a network of support that includes teachers, advisors, college counselors, and resources for both academic and social/emotional well-being. For more information about the Upper School, please visit the Upper School section of our website.   Position Begins:  August 2026 Status:  Full-time FTE 1.0 Department:  Instructional Faculty, Upper School History Salary Range:  $48,000 - $68,000 based on years of experience and level of degree Benefits: Benefits include a comprehensive health insurance plan through HealthPartners, Nice healthcare (a free virtual and in-person health plan), dental insurance, vision insurance, life and disability insurance, generous paid time off, and free lunch during the school year. The retirement plan is through TIAA and has a generous matching contribution. The School offers a robust program of professional development, career growth, and leadership opportunities. A sabbatical program is also available. Tuition remission is also available for children of employees as well as complimentary before and after-school care.    Position Description: St. Paul Academy and Summit School seeks a full-time, ongoing History teacher for the 2025-26 school year. Resume review will begin immediately, but please note that SPA will be  closed for Spring Break during the weeks of March 15th- March 29th . We will resume review of candidate materials on March 30th. The teacher will teach four sections in the history department and advise a small group of 8-10 Upper School students. Our core curriculum includes World History in grades 9 and 10, United States History in grade 11, and a set of semester electives taken mostly by students in grade 12. We are especially interested in candidates who have scholarly expertise and teaching experience in World History, or who have strong knowledge and experience in an area outside of United States History. Teachers in the department typically teach elective courses they design based on their areas of expertise and interest, as well as the department's needs. The History Department recently undertook a redesign of the World History curriculum in grades 9 and 10, reshaping the courses to emphasize depth of inquiry over breadth of coverage. Candidates who wish to contribute to the exciting and ongoing revision of the World History sequence are especially encouraged to apply.  Essential Functions and Responsibilities:  Teaching four sections (typically 12-15 students) of Upper School History, focusing on World History in grades 9 and 10 during the first year  Grading/Evaluating student work according to departmental and teaching team standards, and collaborating with other teachers on the teaching team to ensure alignment  Curriculum Development and other Departmental and Divisional Work Leading an advisory group of 8-10 Upper School students  Full participation in the life of the Upper School with occasional leadership or chaperoning responsibilities, and other duties as assigned    Minimum Qualifications Bachelor’s Degree in History, Secondary Social Studies Education, or a related subject.   Experience teaching or working with adolescents, preferably in a school setting Excellent interpersonal and communication skills and the ability and desire to collaborate closely with colleagues and leadership  Support for the Upper School’s mission and vision, and openness to professional growth Alignment with SPA’s values, including the willingness to practice and develop greater cultural competence and awareness  Effective cross-cultural communication skills.  How to Apply: The position includes a competitive salary and benefits package, commensurate with experience.  Interested candidates should submit a letter of interest, resume, statement of teaching philosophy, and a list of references. To apply, please visit our website at  www.spa.edu/careers .  SPA is committed to recruiting and supporting a diverse faculty and staff, and maintaining a workplace culture in which all are treated equitably. Tue, 10 Mar 2026 11:43:49 -0400 https://careers.nais.org/jobs/rss/22200245/lower-school-stem-integration-specialist https://careers.nais.org/jobs/rss/22200245/lower-school-stem-integration-specialist Mendota Heights, Minnesota, KEY RESPONSIBILITIES The Lower School (LS) STEM Integration Specialist provides instructional technology guidance, expertise, and support for grades Montessori Preschool (M) through 5th Grade, leveraging various education science, engineering, technology hardware and software tools. They work collaboratively with colleagues to design, develop, and deliver educational technology initiatives that align with the mission of the school and the needs of the students. They conduct the following tasks: Teach weekly STEM specialist courses (STEM, digital citizenship, coding, typing) to students K-5. Co-teach and collaborate with teachers grades M-5 to infuse technology and STEM into the current curriculum. Support and orient new students and faculty with technology, Learning Management System (LMS) needs, report cards and other web-based systems used for M-5. Person of contact for M-5 teachers, substitute teachers, student and/or parent technology questions and concerns. Support for Lower School students and faculty for emergency tech needs. Support in training and implementing students and faculty with Star testing. Research new STEM tools and websites for classroom and teacher use. Inventory, organize and maintain technology for LS classroom use. Be present for technology assistance during Lower School events, such as conferences and Parent Nights. Meet with the Technology Steering Committee to help research, plan, and implement technology decisions for the school. ADDITIONAL PROFESSIONAL RESPONSIBILITIES May be asked to participate in school-wide committees and task forces. Attend Lower School professional development and Division meetings. Supervise students as described in the Employee Handbook and/or supervisory duties as assigned by Division Director (this may include, but is not limited to lunch supervision, drop-off and pick-up supervision, recess supervision, up to, but not exceeding 3 hours/week). Manages miscellaneous projects and completes various tasks as needed by the Lower School team and Director. QUALIFICATIONS, EDUCATION & EXPERIENCE Preferred: Educational STEM or educational technology certificate or training. Experience in an independent school. Competencies: Collaborative leadership style Excellent interpersonal and communication skills Attention to detail Organizational and self-management skills Ability to handle multiple responsibilities effectively Willingness to work as part of a team Dependability and readiness to go above and beyond when necessary to reach goals This posting is only a summary of the typical functions of the job, not a comprehensive list of all job responsibilities. Visitation School is an Equal Employment Opportunity employer. Required: Bachelor’s degree in education or relevant degree 3+ years of teaching experience with educational technology Self-starter, ability to identify tasks and take initiative to address the needs of the school Displays professionalism, can-do willingness, and ownership approach to work. Good judgment with an aptitude to motivate people, set priorities, and handle multiple projects with tight deadlines. Excellent verbal and written communication skills Supports  the mission of Visitation School and models ‘Salesian Spirituality’ -- which reflects gentle strength, dignity, patience and Christian humanism. Salary Range: $24,350-$60,300 Commensurate with experience and level of education, within our salary range Tue, 14 Apr 2026 13:40:30 -0400 https://careers.nais.org/jobs/rss/22221233/interim-1-year-upper-school-math-teacher https://careers.nais.org/jobs/rss/22221233/interim-1-year-upper-school-math-teacher Minneapolis, Minnesota, The Blake School seeks to hire an experienced interim Upper School Math Teacher starting in the Fall 2026 of the 2026-2027 school year. This dynamic educator should be capable of teaching all levels of grade 9-12 mathematics. This is a 1.0, benefits-eligible position. Applicant review will begin April 17th.    Essential Responsibilities: Teach four sections of math in the Upper School (grades 9-12),  Hold conferences with students and parents/guardians in fall and spring; write narrative comments and provide grades for each student at the end of each semester, and  Participate in departmental, divisional, and all-school initiatives and meetings.  Candidate Qualifications: Undergraduate degree in math, math education, or a related field; advanced degree or work toward an advanced degree in a relevant field strongly preferred. Experience teaching different levels of geometry is preferred but not required.  Substantial professional background in math education with a preference for grade 9-12 teaching experience, enthusiasm for working with adolescents and commitment to supporting them in developing math fluency.  An ability to understand and bridge diverse perspectives, identities and lived experiences and the capacity to model and teach students to engage across differences. Expertise in the student-centered pedagogical practices of Mathematics teaching and learning and in developing student knowledge of content and curriculum. Experience incorporating a wide range of media and technology to enrich and embrace the ever-changing nature of teaching and learning. Salary Range: This 1.0 FTE position has a starting salary of $57,097 - 87,043. If teachers have significant prior teaching experience, their salary may exceed this range. This salary range includes the expected annual salary for this position. In making a salary determination, we consider professional experience, applicable qualifications and other job-related factors. Based on these factors, a candidate's salary offer could exceed this range. Interim appointment teachers may have the opportunity to apply for the permanent position, which starts in 2026-27.   Disclaimer The information contained herein is not intended to be an all-inclusive list of the duties and responsibilities of the job nor are they intended to be an all-inclusive list of the skills and abilities required to do the job. The duties and responsibilities in this job description may be subject to change at any time due to reasonable accommodation or other reasons.  The Blake School is a pre-kindergarten through grade 12, co-educational, nonsectarian, independent day school enrolling 1,277 bright, talented students from nearly 56 Twin Cities-area communities. Founded in 1900, The Blake School has the advantage of facilities and campuses designed for specific developmental ages. Blake's mission is to engage students with a dynamic, academically challenging education in a diverse and supportive community committed to pluralism and a common set of values. Students pursue an integrated program of academic, artistic and athletic activities, preparing for college, lifelong learning and purposeful lives as community and global citizens. The school community is also guided by its Commitment to Pluralism and values.   The Blake School believes that a diverse society enriches all individuals and communities. Diversity of race, ethnicity, national origin, geography, religion, gender, affectional or sexual orientation, age, physical ability, and marital, parental or economic status forms the fabric of our society. As a result of these beliefs, The Blake School actively seeks students, families and employees who value and contribute to the fullness of a diverse community within the context of its mission. In doing so, we recognize our responsibility to help make each person's experience a success. EOE. Wed, 22 Apr 2026 15:05:17 -0400 https://careers.nais.org/jobs/rss/22118222/middle-school-hebrew-teacher https://careers.nais.org/jobs/rss/22118222/middle-school-hebrew-teacher St. Louis Park, Minnesota, The ideal candidate will be a creative, engaging educator with expertise in a broad range of Jewish Studies knowledge and Hebrew language skills. They should have a record of creating strong relationships with students and be comfortable teaching in a pluralistic environment emphasizing Jewish identity, development, and experiential education techniques. This position reports directly to the Director of Jewish Living and Learning. Smith teachers are expected to be collaborative team players, innovative thinkers, cheerleaders for one another and the school, and agents of academic innovation. They are expected to model professional practices and support the mission of the school within the context of a pluralistic, inclusive Jewish community. Duties and Responsibilities Teach three middle school Hebrew class sections, utilizing a proficiency-based approach to language acquisition. Serve as an eighth grade middle school capstone adviser, guiding students through their culminating research and presentation projects. Participate in yearly eighth grade Israel trip, providing educator support and cultural context. Attend middle school retreat to build community and student rapport. Plan one middle school program annually, such as a holiday celebration or cultural event. Supervise lunch or recess to ensure a safe and positive social environment. Maintain an organized classroom infrastructure to provide an orderly, productive learning environment. Provide necessary accommodations and modifications to ensure the success of all learners within a differentiated classroom. Utilize diverse assessment strategies to monitor and report student progress toward the mastery of academic standards. Maintain consistent and professional communication with parents to support student growth and celebrate milestones. Work hand-in-hand with fellow educators to craft and refine integrated curricula. Demonstrate excellent verbal and written communications skills in both Hebrew and English. Professional Expectations Uphold and incorporate Smith school mission and core values. Utilize a variety of technology including interactive whiteboard/Clevertouch technology, iPads, Chromebooks, learning management systems, and Google Suite. Represent Smith Jewish Academy with pride and professionalism within the broader community. Establish and maintain a positive sense of community among the faculty. Actively engage in faculty meetings and schoolwide professional development. Embrace a culture of continuous feedback and coaching to refine your craft. Implement schoolwide curricular initiatives with creativity and consistency. Write in monthly newsletters to parents. Attend two parent-teacher conferences and provide comprehensive, narrative-driven report cards twice annually. Maintain proper health and safety guidelines on school campus and during school hours. Requirements Teaching certificate/BA in Education, BA in Jewish Studies, MA in Jewish Education preferred Successful experience teaching courses in Hebrew and Jewish Studies Experience and/or training in ACTFL Hebrew proficiency standards, differentiated instruction, technology integration, and working with students with diverse learning needs preferred This teaching position is 10 months (late August-early June) and provides a salary in accordance with the SJA union wage scale. We offer a comprehensive benefits package offered through a mission-driven nonprofit employer. Fri, 13 Mar 2026 14:27:12 -0400 https://careers.nais.org/jobs/rss/22118214/elementary-school-jewish-studies-and-hebrew-teacher https://careers.nais.org/jobs/rss/22118214/elementary-school-jewish-studies-and-hebrew-teacher St. Louis Park, Minnesota, The ideal candidate will be a creative, engaging educator with expertise in a broad range of Jewish Studies knowledge and Hebrew language skills. They should have a record of creating strong relationships with students and be comfortable teaching in a pluralistic environment emphasizing Jewish identity development and experiential education techniques. This position reports directly to the Director of Jewish Living and Learning. Smith teachers are expected to be collaborative team players, innovative thinkers, cheerleaders for one another and the school, and agents of academic innovation. They are expected to model professional practices and support the mission of the school within the context of a pluralistic, inclusive Jewish community. Duties and Responsibilities Lead engaging lessons across Hebrew Language, Tanakh (Bible), Rabbinic Literature, Chagim (Holidays), T’filah (Prayer), and Israel Studies. Maintain an organized classroom infrastructure to provide an orderly, productive learning environment. Provide necessary accommodations and modifications to ensure the success of all learners within a differentiated classroom. Utilize diverse assessment strategies to monitor and report student progress toward the mastery of academic standards. Maintain consistent and professional communication with parents to support student growth and celebrate milestones. Work hand-in-hand with fellow educators to craft and refine integrated curricula that challenge and inspire every learner. Demonstrate excellent verbal and written communications skills in both Hebrew and English. Operate as an advocate for, and supporter of, inquiry- and problem-based learning. Professional Expectations Uphold and incorporate Smith school mission and core values. Have excellent verbal and written communication skills. Be comfortable working with a variety of technology and computer applications, including but not limited to interactive whiteboard/Clevertouch technology, iPads, Chromebooks, learning management systems, video conferencing, and Google Suite. Represent Smith Jewish Academy with pride and professionalism within the broader community. Work collaboratively with colleagues to continually evaluate and improve mastery of instructional, culture-building, and leadership skills. Establish and maintain a positive sense of community among the faculty. Actively engage in faculty meetings and schoolwide professional development, and embrace a culture of continuous feedback and coaching to refine your craft. Implement schoolwide curricular initiatives with creativity and consistency. Write in monthly newsletters to parents. Attend two parent-teacher conferences and provide comprehensive, narrative-driven report cards twice annually. Maintain proper health and safety guidelines on school campus and during school hours. Requirements Teaching certificate/BA in Education, BA in Jewish Studies, MA in Jewish Education preferred Successful experience teaching courses in Hebrew and Jewish Studies Experience and/or training in ACTFL Hebrew proficiency standards, differentiated instruction, technology integration, and working with students with diverse learning needs preferred This teaching position is 10 months (late August-early June) and provides a salary in accordance with the SJA union wage scale. We offer a comprehensive benefits package offered through a mission-driven nonprofit employer. Fri, 13 Mar 2026 14:20:36 -0400 https://careers.nais.org/jobs/rss/22134765/literacy-implementation-specialist https://careers.nais.org/jobs/rss/22134765/literacy-implementation-specialist St. Louis Park, Minnesota, About Groves Literacy Partnerships Groves Literacy Partnerships (GLP), a division of Groves Learning Organization, exists to ensure that every student, regardless of background, has access to excellent, evidence-based literacy instruction. We partner with public, charter, and independent schools to deliver coaching, curriculum, and professional learning rooted in the science of reading and informed by real-world classroom practice We believe literacy is liberation. We know that system-level change is what it takes to get there. Position Overview A GLP Literacy Implementation Specialist is a catalyst for change in schools. This role exists to help educators and school leaders deliver literacy instruction that is grounded in evidence and capable of changing a student’s life trajectory Literacy Implementation Specialists work directly with educators to translate the science of reading into daily classroom practice. They provide embedded support through professional development, collaborative planning, lesson modeling, and strategic advising that strengthen instruction and accelerate student outcomes. To succeed in this role, candidates must bring deep expertise in structured literacy, including formal training such as LETRS, Orton-Gillingham, or equivalent. They must also have successful classroom experience and familiarity with using diagnostic data such as DIBELS or FastBridge to guide instruction and intervention. Just as important, they must be able to clearly explain the why behind the work and help educators understand how reading develops and how instructional decisions influence student outcomes. Schools operate as complex systems, and literacy success depends on more than classroom practice alone. Literacy Implementation Specialists must be able to navigate these systems thoughtfully by working with teachers, principals, and leadership teams to identify barriers, align instructional priorities, and strengthen schoolwide literacy structures. This role requires individuals who can influence adult learning, support instructional leadership, and help schools move from isolated efforts to coordinated and sustainable practice. Strong communication and relationship-building skills are essential. Literacy Implementation Specialists analyze multiple sources of evidence, including benchmarking and progress monitoring data, classroom observations, and schoolwide trends, to guide conversations and inform next steps. They help school teams recognize patterns in their data, understand what those patterns mean for instruction, and take action that leads to measurable improvement. This role is not about compliance or maintaining the status quo. It is about helping schools move toward instructional practices that give every student access to skilled reading. That work requires humility, persistence, and the courage to challenge practices that are not producing results for students. As members of the GLP team, Literacy Implementation Specialists also contribute to the ongoing evolution of our work. They bring insights from the field, document what is working, and collaborate with colleagues to strengthen our model and increase our collective impact across schools and communities. Key Responsibilities Systems-Level Leadership Consulting and Coaching Conduct comprehensive needs assessments and co-design literacy implementation plans with school leadership teams Partner with administrators to build or strengthen MTSS structures and professional learning system Support the development of schoolwide instructional leadership around literacy Instructional Coaching & Support Coach and collaborate with elementary (occasionally middle and high) school educators to implement structured literacy practices Model lessons, co-plan instruction, and observe teaching with a focus on student-centered outcomes, instructional equity, and continuous teacher development Deliver professional learning sessions aligned to adult learning principles and practical needs Provide feedback that is direct, respectful, and grounded in student learning Instructional Design and Program Content Refinement               Complete comprehensive needs assessments to define instructional design and program content development Work collaboratively to refine high-quality materials, including, but not limited to, professional learning, tools, and resources aligned with instructional coaching and support needed Data & Decision-Making Guide schools in using student performance data to track growth, adjust interventions, and monitor implementation fidelity Collaborate with school leaders to develop sustainable routines for ongoing data reflection Innovation & Equity-Driven Coaching Facilitate continuous improvement cycles by guiding educators through inquiry, reflection, and data-driven action planning Help teachers apply structured literacy through a culturally and linguistically responsive lens. Leverage digital tools (e.g., video coaching, data platforms, collaborative planning tools) to enhance coaching efficiency and teacher learning Stay current with literacy policy, implementation science, and instructional innovations to ensure coaching remains relevant and high-impact Cross-Team Collaboration & Internal Learning Engage as a member of the GLP coaching community to share insights, raise challenges, and co-develop solutions Provide feedback to internal teams on curriculum, product features, and service delivery Document implementation progress and learning using internal tools and systems Required Qualifications Bachelor’s degree in education, literacy, leadership, or a related field; Master’s degree is preferred At least 7 years of experience in K–12 education, with 3+ years in coaching, mentoring, or adult learning roles At least 3 years of experience in a school or district-level leadership role, including but not limited to: instructional leadership, administrative leadership, or grade-level leadership Formal training and fluency in the science of reading required—LETRS or equivalent coursework (e.g., Orton-Gillingham certification, state-accredited structured literacy program). Candidates without formal training will not be considered. Demonstrated experience supporting racially, linguistically, and socioeconomically diverse student populations Fluency in interpreting and applying data from benchmarking and progress monitoring tools (e.g., FastBridge, DIBELS, MAP, aimswebPlus) Experience working with school leadership to develop or refine literacy systems, especially in Title I or high-needs schools Familiarity with multi-tiered systems of support (MTSS), PLCs, and school improvement planning Prior training, certification and/or experience in instructional coaching (e.g., cognitive coaching, content-based coaching) Strong facilitation, project management, and relationship-building skills Commitment to personal growth, collaboration, and educational equity Preferred Qualifications Experience designing or leading school- or district-level literacy initiatives, including PD, coaching systems, or Tier 1/Tier 2 instructional planning Prior experience supporting change management in instructional or leadership teams Bilingual or multilingual (Spanish, Somali, Hmong, or other heritage/community languages highly valued) Experience integrating culturally responsible practices into structured literacy or intervention strategies Demonstrated ability to lead inquiry cycles or improvement science efforts in instructional teams Experience using digital tools that support coaching, instructional planning, or educator collaboration (e.g., a learning management system such as Brightspace or Canvas) Full-time, salaried, 12-month position with benefits Primarily remote with field-based travel (up to 50%) across Minnesota Occasional in-person meetings at GLO headquarters (St. Louis Park) as needed Start Date: Flexible, June 2027 Thu, 19 Mar 2026 11:20:57 -0400 https://careers.nais.org/jobs/rss/22233664/elementary-middle-school-educator-experiential-outdoor-leadership-focused https://careers.nais.org/jobs/rss/22233664/elementary-middle-school-educator-experiential-outdoor-leadership-focused Grand Rapids , Minnesota, LAKE Academy in Grand Rapids, Minnesota is a small, fast-growing private school redefining education for elementary and middle school students through experience-based, project-based, and outdoor learning. This is not a traditional teaching role—we are seeking a high-energy, driven educator who thrives in active, real-world environments and leads with a growth mindset and strong emotional intelligence. Our program emphasizes leadership development, whole-child learning, and building confident, capable kids through movement, challenge, and strong relationships. This is a full-time, year-round position with a September–May academic year and additional programming throughout the year. Compensation is competitive and based on experience. To apply, email support@lakeacademy.school with your resume, at least three professional references, and a short video (under 5 minutes) answering: why this model excites you, a time you led or coached others, and a time you had to pivot quickly—your iPhone is great; we’re looking for energy, clarity, and personality. Incomplete applications will not be considered. Bachelor’s degree (education or related field preferred) Experience working with children (elementary and/or middle school) Comfortable leading in active, outdoor, and hands-on learning environments Strong communication skills and ability to build relationships with students and families Demonstrated growth mindset, adaptability, and ownership Ability to take initiative and thrive in a fast-paced, non-traditional school setting Background in coaching, athletics, or leadership development strongly preferred Compensation is competitive and based on experience, with opportunities for growth, leadership, and increased responsibility within a fast-growing school model. Mon, 27 Apr 2026 16:19:35 -0400 https://careers.nais.org/jobs/rss/22099625/upper-school-math-teacher https://careers.nais.org/jobs/rss/22099625/upper-school-math-teacher St. Paul, Minnesota, St. Paul Academy and Summit School seeks candidates for the position of  Upper School Mathematics Teacher.  About St. Paul Academy and Summit School:  St. Paul Academy and Summit School (SPA) is a coeducational, non-sectarian, college preparatory day school serving more than 920 students in kindergarten through grade 12. Our two campuses are located approximately a mile apart in St. Paul, Minnesota, serving Grades K-5 on our  Goodrich Campus  and Grades 6-12 on our  Randolph Campus . The school draws students from St. Paul, Minneapolis, and throughout the eastern and western suburbs.  Our  mission — shaping the minds and the hearts of the people who will change the world —is a promise to our students and our families, and it pushes us to be thoughtful about everything we do. It inspires us to be our best and reminds us that we have the responsibility to respect the unique potential in every child. Our mission gives us purpose and represents our greatest aspirations and values. But most of all, it reflects our deep belief in the talents and capabilities of our students. For additional information about the school’s curriculum, community, and culture, please visit our website at  www.spa.edu About the Upper School:  The  Upper School  is home to students in Grades 9-12 and is characterized by advanced inquiry, lively discussion, deep engagement with topics, a strong sense of community, and a commitment to  diversity, equity, and inclusion . Students develop the habits and relationships that will carry them through high school and into the world of college and beyond. The Upper School's  rigorous academic curriculum  and seminar-based learning model is complemented by a  network of support  that includes teachers, advisors,  college counselors , and resources for both academic and social/emotional well-being. For more information about the Upper School, please visit the  Upper School section  of our website. Position Begins:  August 2026 Status:  Full-time, Exempt, on-campus Department:  Instructional Faculty, Upper School Salary range:  $48,000 - $68,000 based on experience and level of degree Benefits: Benefits include a comprehensive health insurance plan through HealthPartners, Nice healthcare (a free virtual and in-person health plan), dental insurance, vision insurance, life and disability insurance, generous paid time off, and free lunch during the school year. The retirement plan is through TIAA and has a generous matching contribution. The School offers a robust program of professional development, career growth, and leadership opportunities. A sabbatical program is also available. Tuition remission is also available for children of employees, as well as complimentary before and after-school care.    Position Description:  This is an ongoing, full-time, on-campus appointment open to applicants with the knowledge, experience, and desire to teach mathematics to students in grades 9-12. Candidates should be able to teach across all high school math subjects, from Algebra I through Calculus. We have a number of advanced electives, and we continually look to refine our elective offerings. Full-time teaching appointments typically involve teaching four sections of 10-16 students and leading an advisory of 8-10 students. Candidates should have experience teaching math in a student-centered classroom. The ideal candidate will have experience with multiple pedagogical approaches and differentiation.  Candidates should also be excited to work within a collaborative and innovative teaching team in the core sequential courses. As importantly, we seek candidates committed to developing and practicing cultural competence in their teaching.  The successful candidate will approach their role as an advisor with a drive to better understand the emotional needs of their students and support a program where self-reflection, empathy, and flexibility are the goals.      Requirements BA or BS degree in mathematics, math education, or a similar/related field is required; an advanced degree is a plus but not required.  Excellent interpersonal and communication skills are required.   As importantly, we seek candidates committed to developing and practicing cultural competence in their work. Candidates should support the mission of SPA, the vision of the Upper School, and be eager to join a professional community where collaboration is valued and where openness to growth is the norm. Establish a supportive and engaging classroom environment for students. Work collaboratively with colleagues and parents/guardians;  Demonstrate excellent interpersonal and communication skills with colleagues, students, and families; Advise students effectively and otherwise contribute to the life of the school outside the classroom Candidates should support the mission of SPA, the vision of the Upper School, and be eager to join a professional community where openness to growth is the norm.  A collaborative style and approachable demeanor, and demonstrated ability to establish rapport and trusting relationships with people from diverse identities and cultural backgrounds. Effective cross-cultural communication skills.  Able to operate effectively in diverse environments and interact successfully with people from widely varying backgrounds. Excellent communication skills, both written and verbal, including the ability to interact with employees at all levels in a friendly and professional manner How to Apply:  To apply, please visit our website at  www.spa.edu/careers . Candidates will submit a letter of interest, resume, statement of teaching philosophy, and a list of references via our application portal.  The position includes a competitive salary and benefits package, commensurate with experience. Resume review will begin immediately.  SPA is committed to recruiting and supporting  a diverse faculty and staff and maintaining a workplace culture in which all are treated equitably.   Fri, 06 Mar 2026 15:04:43 -0500 https://careers.nais.org/jobs/rss/22198377/middle-school-learning-specialist https://careers.nais.org/jobs/rss/22198377/middle-school-learning-specialist St. Paul, Minnesota, St. Paul Academy and Summit School seeks candidates for a  Middle School Learning Specialist .   About St. Paul Academy and Summit School:  St. Paul Academy and Summit School (SPA) is a coeducational, non-sectarian, college-preparatory day school serving more than 920 students in kindergarten through grade 12. Our two campuses are located approximately a mile apart in St. Paul, Minnesota, serving Grades K-5 on our  Goodrich Campus  and Grades 6-12 on our  Randolph Campus . The school draws students from St. Paul, Minneapolis, and throughout the eastern and western suburbs.  Our  mission — shaping the minds and the hearts of the people who will change the world —is a promise to our students and our families, and it pushes us to be thoughtful about everything we do. It inspires us to be our best and reminds us that we have the responsibility to respect the unique potential in every child. Our mission gives us purpose and represents our greatest aspirations and values. But most of all, it reflects our deep belief in the talents and capabilities of our students. For additional information about the school’s curriculum, community, and culture, please visit our website at  www.spa.edu . About the Middle School:   The  Middle School  at SPA is a place where students in Grades 6-8 experience the transition from childhood to young adulthood safely and surrounded by adults who care. Our culture is defined by our warm and welcoming community, our commitment to  diversity, equity, and inclusion , and our innovative and rigorous curriculum. The  Middle School curriculum  emphasizes wide-ranging exploration and skill development in specific disciplines, taught by teachers who understand and genuinely enjoy students at this age. Organization and accountability are emphasized, and students learn to take responsibility for managing their work. In the Middle School, students are challenged to embrace new ideas and think independently. The classroom experience is based on increased academic rigor combined with increased freedom of choice, and support for the social/emotional needs of young adolescents is provided using  Developmental Designs for Middle School.  Finally, the advisory system sets clear standards and expectations for individual behavior and community norms. For more information about the Middle School, please visit the  Middle School section  of our website.   Position Begins:  August 2026 Status:  1.0, FTE, Exempt Department:  Instructional Faculty, Middle School Salary Range:  $57,000- $70,000 based on years of experience and level of degree   Benefits: Benefits include a comprehensive health insurance plan through HealthPartners, Nice healthcare (a free virtual and in-person health plan), dental insurance, vision insurance, life and disability insurance, generous paid time off, and free lunch during the school year. The retirement plan is through TIAA and has a generous matching contribution. The School offers a robust program of professional development, career growth, and leadership opportunities. A sabbatical program is also available. Tuition remission is also available for children of employees as well as complimentary before and after school care.   Position Description:  St. Paul Academy and Summit School (SPA) seeks an innovative, collaborative, and culturally competent learning and thinking differences professional for the role of  Middle School Learning Specialist. The learning specialist is an integral part of the Middle School Administrative Team and provides consultative services to the student support team, classroom teachers, and parents and guardians. The Middle School Learning Specialist is responsible for providing research-based academic support to students and critical professional development on neurodiversity, executive functioning, and learning differences. The Middle School Learning Specialist typically teaches the 6th Grade Compass class (executive functioning skills, health & wellness) in collaboration with the Middle School Counselor. The Learning Specialist also manages student growth measures and partners with teachers to use data to enhance student support. The person in this role reports to the Middle School Principal, in consultation with the Director of the Center for Learning and Teaching.  Candidates should be able to advise students effectively and otherwise contribute to the life of the school outside the classroom. Candidates should support the mission of SPA and the vision of the Middle School. Bachelor’s degree in Special Education or a related field; graduate degree preferred, with supervised experiences and coursework in childhood and adolescent development Demonstrated leadership/previous administrative experience preferred 3+ years of teaching experience Full understanding of learning differences, psycho-educational tests, reports, and assistive technology Ability to interpret assessments and test results, academic achievement, and diagnostic testing Full understanding of differentiated instructional strategies Ability to establish a supportive and engaging environment for students Create developmentally appropriate curricula to support executive functioning in adolescents Ability to work collaboratively with parents/guardians Outstanding interpersonal and organizational skills Exceptional written and oral communication skills Detail-oriented, resourceful, and technologically savvy High-energy and enthusiastic about working in an academic atmosphere  Training and experience in  Developmental Designs for Middle School  and Veracross, or similar platforms, is preferred; however, the school will provide training before the year begins.  All candidates are expected to carry out the mission of SPA, "Shaping the minds and hearts of the people who will change the world.”   How to Apply: Resume review will begin immediately. Interested candidates should apply online at  www.spa.edu/careers . Please submit the following information with your application to be considered: letter of interest, resume, statement of teaching philosophy, and a list of references. SPA is committed to recruiting and supporting a diverse faculty and staff, and maintaining a workplace culture in which all are treated equitably.  Mon, 13 Apr 2026 11:02:25 -0400 https://careers.nais.org/jobs/rss/22107365/support-specialist https://careers.nais.org/jobs/rss/22107365/support-specialist St. Louis Park, Minnesota, SUMMARY The Support Specialist is a benefit-eligible position at Groves Learning Organization that supports the organization and follows all established procedures to ensure the continuity of organization operations, following the mission, vision, and philosophy of GLO. ABOUT GROVES LEARNING ORGANIZATION Groves Learning Organization (GLO) is a nonprofit educational ecosystem that empowers each and every unique learner to discover their brilliance. GLO is a beacon of learning, illuminating the path to literacy for all students. We have a rich history of supporting bright students who struggle with learning disabilities and attention disorders, as well as promoting evidence-based literacy instruction for all. PRIMARY RESPONSIBILITIES INCLUDE: Supervising Groves Academy students during non-classroom times, including: Arrivals/departures, parking lots – including directing traffic Lunch periods Hall and lobby monitoring duty Recess duty. Performs the front desk duties of the Front Desk Attendant position for breaks and back-up: Greets students, staff, and visitors and presents a friendly and professional image of GLO at all times. Follows all established procedures regarding visitor and student sign-in and visitor badges: Check-in all visitors using the Raptor System and issues visitor badges. Monitor all visitors while they are in the building. Check visitors out when they leave. Remain at the front desk through all assigned hours until relief staff arrive; Does not abandon the front desk. Provide assistance to visitors, staff, and students. Maintains confidentiality regarding student and visitor issues. Contacts management and/or law enforcement or paramedics when serious incidents or accidents occur. Protects GLO property, assets, students, faculty, staff, and visitors from intrusion, safety and fire hazards, and other security-related situations. Monitor the security cameras - monitor the main screen and all video cameras at all times Remains alert and vigilant and constantly monitor the premises. This includes being alert and attentive, as well as avoiding distractions such as the use of personal cell phones and computer usage. Monitor halls and the flow of students that are going in and out of the building Notify the office and or any administrator when a student leaves the building to make sure they have permission. Monitors all doors Performs rounds – walks around the perimeter of the building (interior & exterior) monitoring for safety. SECONDARY RESPONSIBILITIES Performs miscellaneous projects and completes various tasks as requested by Director of Security and Risk Management. EXPERIENCE AND EDUCATION REQUIRED: High School Diploma or equivalent required. 1-2 years of previous experience working with school-age children required. PREFERRED KNOWLEDGE, SKILLS, AND ABILITIES: Ability to be adaptable to changing circumstances Ability to communicate effectively with students. Ability to provide positive and effective supervision. Knowledge of and sensitivity to special needs of students. Able to treat each student with respect, fairness, flexibility, and in a professional manner. Demonstrated commitment to diversity, equity, and inclusion through continuous development, and modeling inclusive behaviors. Able to use appropriate technology, including MS Office software (Word and Excel), Internet, communication systems, online grading systems, and assistive technology. Able to select and use training/instructional methods and procedures appropriate for the situation when teaching new things. Able to listen to and understand information and ideas presented through spoken words, written material, multimedia, and audiovisual sources. Understand and maintain the confidential nature of student, organization, and employee information, including and in accordance with HIPAA regulations. PHYSICAL REQUIREMENTS NECESSARY TO PERFORM THIS JOB Incumbent must be able to: Hear, speak and effectively verbally communicate in the English language, including following oral and written instructions, in order to communicate with people inside and outside the organization. Sit at a desk for extended periods of time and perform long hours of work sitting at a computer. Frequently stand and walk to move around the building and grounds, both inside and outside, repeatedly throughout the shift. Apply manual dexterity and visual acuity for computer keyboarding and office equipment use and to review detailed reports and information. TOOLS AND EQUIPMENT USED Staff members must be able to use computers, telephones, photocopiers, scanners, Smart Boards, adaptive equipment, and related office and educational equipment. WORK ENVIRONMENT The work environment is usually indoors; however, there is exposure to inclement weather when outdoors on school grounds. Benefits: 403b, Earned Sick and Safe Time (ESST), Vacation, Personal Days, Medical, Dental, Health Savings Account (HSA), Flexible Spending Account (FSA), Long Term Disability, Voluntary Short Term Disability, Voluntary Life and AD&D, Basic Life Insurance. Tue, 10 Mar 2026 12:27:46 -0400 https://careers.nais.org/jobs/rss/22203195/director-of-information-technology https://careers.nais.org/jobs/rss/22203195/director-of-information-technology Plymouth, Minnesota, ABOUT PROVIDENCE ACADEMY Providence Academy is a Catholic independent school in Plymouth, Minnesota, serving approximately 945 students in grades Pre-K through 12. We offer a rigorous classical and liberal arts education grounded in the Catholic intellectual tradition. POSITION OVERVIEW The Director of Information Technology is a member of the senior administration reporting to the Headmaster. This is a hands-on leadership position responsible for technology strategy, infrastructure, cybersecurity, academic technology integration, and enterprise systems. The Director will work collaboratively with academic and administrative leadership and will have access to additional technical support staff for day-to-day operations. PRIMARY RESPONSIBILITIES Lead technology strategy aligned with the school’s mission Oversee all infrastructure: network, servers, identity management, device management, security camera systems, and enterprise applications Manage cybersecurity policy, incident response, and compliance with FERPA, CIPA, and applicable Minnesota privacy law Manage the student information system and other school-wide platforms Partner with faculty and academic leadership on instructional technology integration Lead community education on responsible and effective technology use, including emerging AI tools TECHNOLOGY ENVIRONMENT Providence Academy operates a Windows and Chromebook environment, with Google Workspace. QUALIFICATIONS Bachelor’s degree in information technology, computer science, or a related field; master’s preferred Five or more years of progressive IT leadership, preferably in an educational or institutional setting Competency across network administration, cybersecurity, cloud platforms, and enterprise applications Strong communication skills and the ability to work effectively with non-technical colleagues Experience in a mission-driven or independent school environment is a plus Range depending on relevant credentials and experience. Wed, 15 Apr 2026 18:23:51 -0400