https://careers.nais.org Latest NAIS Career Center Jobs Fri, 01 May 2026 03:46:28 Z https://careers.nais.org/jobs/rss/22218148/school-nurse-part-time-per-diem https://careers.nais.org/jobs/rss/22218148/school-nurse-part-time-per-diem Natick, Massachusetts, Walnut Hill School for the Arts seeks a warm and experienced Part-Time Nurse to join the Health Services team on a per diem basis. The ideal candidate will be a licensed Massachusetts RN with pediatric, emergency room, public health or other relevant nursing experience. Must be certified in First Aid and CPR/AED. Job responsibilities include first aid, assessment and treatment of illness and injury, medication administration, triage, emergency response, and electronic medical documentation. Must possess strong communication and decision-making skills. This is a part-time, hourly position with a shift differential rate for weekends.   Schedule: Schedule will be as needed and determined in consultation with the Director of Health Services and School Administration. Day, evening, and weekend hours available.  Responsibilities:    Provide direct care and case manage students with acute or chronic medical issues in collaboration with their parents, providers and other involved school personnel;  Provide first aid assessment, triage, and treatment of illness and injury and provide emergency response on campus as needed; Facilitate care and assessment in dorms as needed;  Monitor medication administration and management;  Utilize electronic medical documentation process;  Collaborate with the Health Services Administrative Assistant and the Facilities department to schedule and arrange transportation to medical appointments;   Assist Director of Health Services with registration and medical forms, paper and electronic documentation and processing as needed; and Other duties as assigned. Collaboration, Professional Development, and Training Complete required paperwork, forms, surveys, employment documents, background checks, fingerprinting, online training programs, request and report absences, accidents, and injuries, and follow other school policy and legal requirements by established deadlines;  Work collaboratively with colleagues across all departments to foster a positive working and educational environment for students and employees to support the School’s mission, vision, and core values; Participate in appropriate training programs, diversity, equity, and inclusion opportunities, orientation programs, mandatory seminars, team-building exercises, and safety training/drills; and Display willingness and ability to grow, learn, explore new approaches, and practice self-reflection. CPR/First aid certification required;  Bachelor's in Nursing preferred; current Massachusetts RN license required;  3+ years of nursing experience; school or camp experience a plus;  Experience in adolescent health, pediatric medical and/or psychiatry preferred;  Possess excellent decision-making skills; ability to quickly and competently assess medical situations and escalate as needed;  Ability to respond quickly and calmly to emergencies across campus including on School grounds and in buildings; Demonstrated commitment to fostering a safe, brave, and inclusive community; Possess cultural competence in working with diverse populations and commitment to learning about and practicing anti-racist work; Experience with or interest in working with international students and families;  Demonstrate sound work ethics and flexibility; commitment to handling highly sensitive information with discretion and high standards of confidentiality; Excellent communication and organizational skills; ability to follow written and oral instructions;  Willingness and ability to adapt to changes in policy, procedures, and react to situations in a calm and confident manner; Proficient in basic computer skills and applications including Microsoft Office and Google Apps; and Demonstrated history of reliability and consistent timeliness and punctuality. About us: Walnut Hill School for the Arts, located in Natick, Massachusetts and 20 minutes from Boston, is an independent boarding and day high school offering a transformational educational experience designed for student artists in grades 9–post graduate. Walnut Hill combines a comprehensive college-preparatory academic curriculum with intensive, pre-professional artistic training in theatre, dance, music, visual art, and writing, film & media arts. Walnut Hill is committed to creating and enhancing an inclusive environment, and welcoming and celebrating a wide range of cultural, artistic, and educational backgrounds that compliments and supports our diverse community.   Commitment to the School’s Core Values, of Community, Growth, Excellence, Creativity, and Respect are imperative to the success of all Walnut Hill faculty, staff, and administration members. All Walnut Hill faculty/staff are active and engaged members of the school community who are committed to collaborating and growing in their field, participating in school events, supporting students in their arts, supporting other faculty/staff members, and who have the ability to self-reflect on their own practice.   Physical Demands Physical demands include dexterity for office machine and supply operation including but not limited to writing, using electronic devices, computer, phone, copy/fax machine, and printers. Dexterity and strength to use medical equipment, administer first aid/CPR, and respond to situations across campus. Walking, stooping, bending, reaching, pushing, pulling, ascending/descending stairs, and sitting or standing for extended periods of time are common. Proper use of applicable personal protective equipment (PPE) is required. To Apply:  Submit resume and cover letter through the Walnut Hill School for the Arts online Career Center.   Note: All offers of employment are contingent upon the successful completion of state and federal background checks. Walnut Hill does not provide visa sponsorship.    Tue, 21 Apr 2026 10:39:26 -0400 https://careers.nais.org/jobs/rss/22218504/middle-school-math-teacher https://careers.nais.org/jobs/rss/22218504/middle-school-math-teacher New York City, New York, For over 60 years, The Gateway School has transformed the lives of bright children who experience academic difficulty as a result of language-based learning disabilities (e.g., dyslexia, reading and writing disorders), attention-deficit/hyperactivity disorder (ADHD), executive function disorder, or auditory processing difficulties. Located on Manhattan’s Upper West Side, Gateway enrolls approximately 150 students between the ages of 5-14. In small classes with a low student-to-teacher ratio, faculty and therapists meet students where they are, individualize instruction accordingly, and help them to become skilled, strategic, independent learners, capable of successfully advocating for themselves in their lives beyond Gateway. The Gateway Middle School, serving 6th to 8th grade students, seeks candidates for the 2026- 2027 school year who are enthusiastic about joining a collaborative teaching team, participating in curriculum development, overseeing the academic and social growth of a group of advisees, and assisting in school life generally. The Math teacher will join our Middle School team as a teacher and homeroom advisor, leading four math groups (approximately fifth – eighth grade level). The ideal candidate will be an experienced teacher with a background in Mathematics, Special Education, Elementary Education, and/or Secondary Education and a commitment to teaching students with language-based learning disabilities. Qualifications: Master’s degree in Special Education or Education required Bachelor’s degree in Childhood Education or Mathematics preferred Minimum of two years of experience teaching students age 8 or older Independent school and special education teaching experience preferred Training and or experience using Singapore Math (Math in Focus or Primary Math) preferred Effective classroom management, communication, and organizational skills Experience implementing multisensory, explicit instruction Demonstrated commitment to, and experience with, diversity, equity, and/or inclusion work. The Gateway School offers a competitive compensation package and a comprehensive professional development program. Salary range: $65,000 - $90,000. To apply, please submit in one PDF a resume, cover letter, and list of three professional references that includes email and phone contact information. Please submit by email to: Posting125@gatewayschool.org and indicate position of interest in the email subject line. The Gateway School is an equal opportunity employer. Tue, 21 Apr 2026 17:21:59 -0400 https://careers.nais.org/jobs/rss/22218538/french-instructor-leave-replacement https://careers.nais.org/jobs/rss/22218538/french-instructor-leave-replacement Troy, New York, The Language Department seeks a leave replacement instructor to join our department for the 2026-2027 school year for four sections of French I, II, and III. This is currently a temporary position with the potential to transition into a permanent role based on performance and institutional needs. The instructor will work with the department chair to ensure an integrated and cohesive curriculum. Additionally, the instructor will be encouraged to use creative and innovative teaching techniques, including but not limited to experiential learning and reflection practices. The instructor will embrace Emma Willard School’s academic program pillars of intellectual flexibility, purpose and community, and equity and justice as a guide.  As a boarding school, Emma Willard asks all teachers to contribute to the overall life of the school. All full-time teachers serve as advisors and support our co-curricular program, which includes activities like advising a student club or coaching a sport. Because this is a temporary position, candidates interested in a full-time or an adjunct position (teaching only) are both encouraged to apply. We seek someone who is committed to and willing to navigate today’s changing and diverse landscape. This individual will help the school promote and nurture an equitable and inclusive community. The School encourages candidates from under-represented groups to apply, as well as individuals who have demonstrated experience with diverse populations. Contributing to the diversity and excellence of the academic community through their research, teaching, and/or service. Classes and Dates for employment: Dates: August 17, 2026 - June 11, 2027 (with possible extension beyond the 26–27 school year) 1 section of French I 2 sections of French II 1 section of French III  Key Areas of Responsibility: Create daily lesson plans Tailor and administer appropriate assessments as consistent with departmental philosophy and practice Grade assessments and offer substantive feedback within a timely manner Keep accurate records of assignments, attendance, and grades on a learning management system online Prepare information on students for transition between teachers   Provide individual support to students as needed Communicate with students’ advisors, parents, and/or house parents as appropriate Be a positive force in the lives of students   Bachelor’s degree in French or related field  Be a strong advocate for the Emma Willard School mission Demonstrate excellence in course design, planning, and implementation Have a good working knowledge of Google, Microsoft Word, comfort with online learning-management systems, and enthusiasm for experimenting with learning technologies Be skilled at fostering students’ independent French reading and writing skills through an engaging and active class environment Patience, enthusiasm, and the ability to manage priorities and meet deadlines Demonstrate a commitment to professional growth and development Demonstrate superior judgment Have a valid driver's license (for certain co-curricular and housing duties if applicable)   Preferred Qualifications / Competencies:   Advanced degree in French or in education 3 years of French-teaching experience Ability to teach Spanish   Salary $61,260 - $121,510 based on education and experience for full-time position $10,000/course/year for adjunct position Please submit a resume, cover letter, and teaching statement to be considered for the position. Please apply through the school's Career Center website Thu, 30 Apr 2026 10:20:46 -0400 https://careers.nais.org/jobs/rss/22218223/upper-school-math-computer-science-teacher https://careers.nais.org/jobs/rss/22218223/upper-school-math-computer-science-teacher Portland, Oregon, Oregon Episcopal School seeks an Upper School Math and Computer Science Teacher to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Sarah Grenert-Funk (Head of Upper School) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59-acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry-based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together, enhancing the vibrancy of the school community.   OES seeks and values employees who continually grow in their work practices. Teaching faculty engage in the Characteristics of Effective Teaching for their ongoing learning in service of students. All other employees engage in professional growth specific to their responsibilities. Together, faculty and staff create a vibrant and diverse community of lifelong learners.   As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice , and commitment beyond ourselves.   JOB SUMMARY: The Upper School Mathematics and Computer Science teacher will initially teach two math courses and one foundational computer science class, working in close collaboration with current faculty in computer science in preparation for teaching future advanced computer science electives. The teacher collaborates with colleagues to design and implement curriculum and learner-centered activities that emphasize analytical thinking, research, problem-solving, and collaboration, and ask students to think deeply and creatively about concepts and applications. The teacher structures 80-minute blocks by using a variety of full-class discussions, cooperative learning groups, pairs, and individuals, with students routinely presenting and sharing work. Teachers in the department use the "Explore Before Explain" methodology to engage students in the sense-making process and build an enduring understanding of new concepts. Successful candidates will have experience designing courses and assessments centered on clearly defined learning outcomes, ensuring alignment between instructional strategies and student achievement. Furthermore, they should understand and model the importance of involvement in the community, ongoing professional learning, and authentic collaboration with other faculty and staff to advance the School’s mission. Teachers are expected to bring an innovative, energetic spirit to the classroom, constantly seeking ways to make problem-solving essential to adolescents. The US Math and Computer Science teacher should have a strong facility with technology and a flexible mindset that enriches collaboration. Finally, the successful teacher will see students as budding scholars, creators, and engaged human beings. In addition to the qualifications detailed below, the successful teacher will promote the School’s commitment to attracting and retaining a highly talented faculty, possess excellent communication and interpersonal skills, and the ability to support the School’s educational mission. As professional educators in a dynamic living and learning environment, faculty are required to model professional behavior and observe appropriate adult- student boundaries to support a safe and supportive community for teaching and learning. The ideal candidate will have a demonstrated gift for engaging students and strengthening the inclusive community of OES.   Faculty also participate in a variety of activities typical to the independent school environment, including advising, committee work, support of experiential education, and other duties as assigned. In addition to strength in their teaching discipline/area, faculty candidates who bring an interest in dormitory association or coaching are encouraged to apply for these additional opportunities for student engagement and are strongly considered.   ESSENTIAL DUTIES: Create, communicate, and maintain clear, consistent, and appropriate learning outcomes and expectations aligned with the Mathematics and Computer Science Department’s goals and schoolwide strategic initiatives. Provide frequent, constructive, objective, and prompt feedback. Engage in professional growth and development. Design assessments and activities as tools for student learning and growth. Recognize, respect, and promote the cultural differences and diversity of the individuals in the classroom and community. Collaborate with colleagues in the Mathematics and Computer Science department. Communicate responsibly and professionally with colleagues, families, and students. Establish and sustain relationships with students and families that promote learning and community building. Seek to understand, value, and respond to each student. Differentiate instruction; experiment with teaching strategies. Establish and maintain appropriate standards for student behavior using Restorative Practice methods, which encourage reflection and problem-solving and support positive self-esteem and relationship building. Integrate technology in teaching and assessment. Attend division meetings, grade-level team meetings, and academic department meetings. Participate in the life of the school by attending school activities, events, meetings, and conferences. Engage fully in OES-sponsored Diversity, Equity, and Inclusion activities as assigned. Serve as an advisor to a small group of students. Attend an opening of school grade-level overnight trip. Design and implement an Activity (one hour a week co-curricular mini-course) and Winterim (week-long experiential education) course. MINIMUM QUALIFICATIONS: BA/BS or equivalent in Math, Computer Science, or related field Technical proficiency in core Python programming, data structures, and libraries Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities Digital literacy; intermediate to advanced proficiency in Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information Video-conferencing experience, as appropriate to job duties; flexibility and willingness to learn as digital tools evolve Ability to pass a criminal background check   PREFERRED QUALIFICATIONS: MA/MS or equivalent in Math, Computer Science, or related field Two to three years of experience teaching 9th through 12th grade Computer Science courses or completion of a teaching certification program Experience teaching Algorithms and Machine Learning elective courses Knowledge of statistics and R programming Demonstrated a successful history with innovation in the teaching of Computer Science, technology integration, curriculum design, and inquiry-based learning Experience in teaching English Language Learners (ELL), particularly international students Develop curriculum with clear learning outcomes, assessments, and means for feedback using a proficiency grading scale.   KNOWLEDGE, SKILLS, AND ABILITIES: Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams   PHYSICAL REQUIREMENTS: Ability to sit at computer and keyboard for moderate periods Mobility sufficient to move about the campus, to include climbing stairs Sight and hearing adequate to perform the duties of the job, ability to communicate clearly Ability to lift and carry up to 25 pounds on an occasional basis   SALARY: This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package.   Candidates should send both a cover letter and resume to the hiring committee at https://www.oes.edu/careers. Please address the cover letter to Sarah Grenert-Funk (Head of Upper School) when submitting your materials.   Job descriptions are reviewed periodically and changes made based on the needs of the school and the position.    Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.   Tue, 21 Apr 2026 12:09:34 -0400 https://careers.nais.org/jobs/rss/22218549/early-childhood-teacher https://careers.nais.org/jobs/rss/22218549/early-childhood-teacher Pacific Palisades, California, ST. MATTHEW'S PARISH SCHOOL POSITION:         EARLY CHILDHOOD TEACHER REPORTS TO: DIRECTOR OF EARLY CHILDHOOD St. Matthew’s is an independent Episcopal day school for students in Preschool through Grade 8. The school provides a challenging academic program and places a strong emphasis on building character and empathy, as well as a focus on service learning. At St. Matthew’s, we value diversity, equity, and inclusion and are seeking candidates for whom these are shared values. To learn more about St. Matthew’s Parish School, please view our website: http://www.stmatthewsschool.com . St. Matthew’s Parish School’s Early Childhood Program classrooms are team-taught by two educators who take joint responsibility for planning, teaching, and monitoring the success of all learners in their class. Each section is team-taught by a pair of dedicated and experienced early childhood teachers. Given the team-teaching model, strong communication and collaboration skills are essential, not only within the teaching partnership but also within the broader team of Early Childhood teachers. Our program nurtures growth in all areas of human development: cognitive, physical, personal-social, creative, and spiritual. ESSENTIAL RESPONSIBILITIES INCLUDE THE FOLLOWING: Plan and conduct an effective, developmentally appropriate program to meet the social, emotional, cognitive, and physical needs of each child—in the classroom, outside, and in both small-group and large-group activities. Communicate thoughtfully and professionally with parents and colleagues regarding curriculum, students, and development issues, verbally and in written form. Create a pleasant, inviting classroom atmosphere in which children feel comfortable and secure, along with an atmosphere of support and safety to encourage children to experience and acquire new skills. Provide experiences that promote individual self-expression in conversation, imaginative play, and creativity. Integrate student and teacher use of technology meaningfully into instruction and effectively utilize technology for planning and administrative functions. Maintain accurate and up-to-date observations of students. Provide positive guidance to help children develop self-control. Confer with the Director, school counselor, and teaching partner to resolve student issues. Provide support with each student’s developmental needs, such as, but not limited to, toileting, social interactions, unpacking and packing up, emotional regulation, self-care needs, and illness. Create informative weekly newsletters and consistently use Vidigami, our school photo software. Work collaboratively with a co-teacher and the full teaching team. Be open to the development of new programs and curriculum as deemed appropriate by the Early Childhood Director, Learning Specialists, and Head of School. Demonstrate professionalism through reliability, participation in school obligations, and a respectful attitude in professional relationships. Demonstrate integrity, patience, openness, sensitivity, enthusiasm, and friendliness. Participate in Open Houses and Retreats as needed. Attend field trips as needed. Perform any other duties needed to help drive our Vision, fulfill our Mission, and abide by our Organization’s Values. COMPENSATION Anticipated base compensation is $70,500 to $80,000, commensurate with experience. TERMS OF EMPLOYMENT This is an exempt position. Competitive compensation commensurate with experience. Benefits package includes, but is not limited to, a national medical and dental insurance plan, life insurance, short-term and long-term disability, and a retirement plan (up to a 9% match). In addition, St. Matthew’s has a nearly 70-year record of supporting teachers through a strong professional development program. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. All school personnel must successfully complete a fingerprint background check through Live Scan and provide current tuberculosis clearance. The School is a member of the National Association of Independent Schools and the National Association of Episcopal Schools, and is accredited by the California Association of Independent Schools and the Western Association of Schools and Colleges. SKILLS, KNOWLEDGE, AND EDUCATION BA or BS degree in the area of child development, education, or a related field (Master’s Degree preferred). Clear or Multiple Subject Teaching Credential or Early Childhood Master Teacher Permit (must cover preschool-age children). Coursework in early childhood education or child development; 12 credits preferred, but 6 units accepted if currently attending school. Minimum of three years’ training and experience in Early Childhood/Preschool/Pre-K classrooms. Experience working in a licensed childcare facility. Ability to meet state and/or accreditation requirements for education and experience. Excellent classroom management skills necessary to ensure a safe, productive, and positive environment. Excellent interpersonal, organizational, and time management skills. Strong desire to be part of a collaborative team. Experience developing, writing, and delivering curriculum. Ability to work effectively, communicate, and collaborate in a team situation. Proficient in technology and adept at learning new skills. Tue, 21 Apr 2026 20:33:08 -0400 https://careers.nais.org/jobs/rss/22218075/mathematics-teacher-upper-school https://careers.nais.org/jobs/rss/22218075/mathematics-teacher-upper-school Summit, New Jersey, Upper School Math Teacher Dedicated to excellence in academics, the development of faith, and an emphasis on the whole child, Oak Knoll, a member of the Holy Child Network of Schools, offers a premier college preparatory program for girls in its grades 7–12 Upper School. For a position to begin in August 2026, Oak Knoll is seeking a dynamic and collaborative math teacher to join the department. Key Responsibilities: Possess the content knowledge and intellectual flexibility to teach all levels of math courses from introductory through advanced placement to students in grades 7-12 Plan, prepare, and deliver innovative, intellectually engaging, and academically rigorous instructional content that promotes successful learning  Use technology to deliver instruction that supports and deepens student learning  Understand how girls learn and use this knowledge to guide instructional and curricular decisions; apply principles of mind, brain and education science when teaching, developing curriculum, and assessing student learning Collaborate in the evaluation and design of math department curriculum Serve as an advisor to a small group of students and support their social and emotional learning Work collaboratively and professionally with a teaching team, faculty, colleagues, students, administrators, and parents  Ensure timely communication with parents on issues concerning students’ learning needs Maintain accurate student records such as grades and comments and communicate such data in accordance with the academic calendar and School expectations Collaborate with Lower School Social Studies faculty to ensure curricular alignment Engage in continuing professional development Participate fully in the life of the Upper School, including attending faculty meetings and in-service Engage in all aspects of the Oak Knoll community while promoting and supporting the OKS mission, vision, and values Perform other duties as assigned by, and in support of, the Division Head and Head of School Report to the Math Department Chair Qualifications 3+ years teaching experience at the middle and/or high school level Bachelor’s degree required; Master’s degree preferred (degrees in related subject matter)  Experience with the Advanced Placement curriculum is preferred, but not required  A commitment to girls’ education and to the educational mission of the Catholic Church through the philosophy and spirituality of Cornelia Connelly Ability to demonstrate growth mindset, optimism, and belief that all students can excel An education mindset that believes that a teacher’s role is to innovate and think creatively about education and meeting the needs of every child Experience as a practitioner of diversity, equity and inclusion in and outside of the classroom Highly collaborative and self-motivated Ability to make contributions to the School outside one’s academic department, including to club and advisory programs  Ability to uphold the School’s professional standards including punctuality, courtesy and discretion Excellent interpersonal communication skills (oral and written), organizational, problem solving, and interpersonal skills About Oak Knoll: Oak Knoll School of the Holy Child is coeducational from PK to grade 6 and girls only in grades 7-12. We are part of the global Holy Child Network of Schools, which includes nine schools across the U.S. and thirteen overseas. Oak Knoll is Judeo-Christian in heritage, Roman Catholic in teaching and worship, where we believe that each person is created by God for an intended purpose. An Oak Knoll education guides students to discover that purpose and make a significant, positive impact on the world.   Oak Knoll is an equal opportunity employer where diversity is celebrated, and cultural competency is required. As a Holy Child school, we work for Christian principles of justice, peace and compassion in every facet of life. We know that we can build a better world by learning from each other and embracing differences, and we are committed to making Oak Knoll a truly inclusive place to work and learn.  Apply Now  www.oakknoll.org/about-us/employment to apply online.                                                                      Comprehensive benefits package Tue, 21 Apr 2026 09:09:10 -0400 https://careers.nais.org/jobs/rss/22218089/high-school-engineering-and-robotics-teacher https://careers.nais.org/jobs/rss/22218089/high-school-engineering-and-robotics-teacher New York, New York, Abraham Joshua Heschel School is seeking a full-time educator to join our high school division as a Computer Science, Engineering and Robotics teacher and member of our STEM team for the 2026-27 school year.   This position offers an exciting leadership opportunity to shape and expand our engineering, coding, and robotics curriculum for students in 9th through 12th grades in a student-centered, project-based learning environment, including a Maker Space.   The ideal candidate will be passionate about helping students build strong skills in computational thinking, diverse programming languages, and design technology within a learning environment that emphasizes critical thinking, independence, and creativity. Beyond the classroom, they will play a key role in planning and expanding our offerings to create a well-rounded and robust sequence of computer science and engineering courses to inspire students who are eager to explore technology and coding at all levels.   Candidates with experience teaching engineering, robotics, or supervising a maker space are strongly preferred.   Qualifications: Bachelor’s degree in Computer Science, Engineering, or a related field; Masters or PhD preferred. Masters degree in Education preferred   Abraham Joshua Heschel School, located in New York City, is an independent, pluralistic Jewish Day School, N-12, unaffiliated with any single movement or synagogue. The school’s approach to education is governed by a profound respect for children and a deep commitment to academic excellence. Teachers at Heschel nurture students’ curiosity, cultivate their imagination, encourage creative expression, value their initiative, and build their critical-thinking skills. The Heschel School is dedicated to inspiring its graduates to become responsible adults and active, compassionate citizens of the Jewish world and world communities. The Heschel School includes families from a wide range of Jewish backgrounds, practices, and beliefs.   Qualified applicants should upload a cover letter and resume. To apply, follow this link: https://workforcenow.adp.com/mascsr/default/mdf/recruitment/recruitment.html?cid=5db03d9d-83a7-470f-a3eb-1942264884b7&ccId=19000101_000001&jobId=563225&source=CC2&lang=en_US   In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire.   Abraham Joshua Heschel School is an Equal Opportunity Employer.   The full-time equivalent salary range is $65,000 - $125,000, depending on years of experience. Tue, 21 Apr 2026 09:25:50 -0400 https://careers.nais.org/jobs/rss/22218047/preschool-assistant-teacher-position https://careers.nais.org/jobs/rss/22218047/preschool-assistant-teacher-position Alexandria, Virginia, Browne Academy seeks dynamic and innovative assistant teachers to join our team for the 2026-2027 school year. A teaching position in the Lower School requires a compassionate, flexible, and creative individual with classroom experience. This person must work closely with students, teachers, and administrators to support Browne’s mission by promoting the core values in each child's educational and personal experience. The teacher should possess a holistic view of children and understand the young child's development. The ideal candidate will have a passion for integrated learning and strong communication skills. The candidate will also demonstrate an understanding of how differentiated assessment informs instruction and will be familiar with current research into neuroscience and its implications for effective teaching. Provide students with appropriate learning activities and experiences designed to fulfill their intellectual, emotional, physical, and social growth potential.  This is an excellent opportunity to make professional connections with passionate mentor educators, teach small groups of students, and be welcomed into a caring community. Interested candidates, please send a cover letter and resume to Kim McCue, Associate Head of School, at kmccue@browneacademy.org . Browne Academy is a PS-8th grade diverse independent day school committed to developing the whole child through extraordinary teaching, exceptional academic programs, and a nurturing community. We empower students to be critical thinkers, inspired innovators, engaged peers, and ethical leaders prepared with the confidence to thrive in a dynamic world. Our 12-acre campus is conveniently located just off the Beltway and minutes from Old Town Alexandria. Classroom Responsibilities Prepare and execute thoughtful units of study designed to reach the different learning styles of the students in the classroom. Collaborate with your teaching team and specialist teachers to ensure integration with other subjects. Assess student learning using various tools and means throughout each trimester and communicate regularly with parents and administrators about student progress. Maintain a safe and engaging learning environment. Consistently communicate with colleagues, administrators, and parents regarding progress, growth, and goals. Adhere to the school’s curriculum in the classroom. Bachelor’s degree, preferably in education. Experience teaching in an early childhood classroom. We are eager to welcome someone into our community who will live the mission and core values of our school.  Browne Academy offers a very competitive benefits package including health, life, short-term, and long-term disability insurance, fully or partially paid for by Browne Academy, plus voluntary dental and vision insurance. A 5.5 percent of your salary contributed to your 403(b) after one year of service, four weeks of paid, scheduled school holidays plus 8 PTO (Paid Time Off) days and summers off. Plus 50 percent tuition remission for eligible students enrolled at Browne Academy after one year of employment (space permitting), free morning care and aftercare during the school year, and 50 percent off summer camp and free aftercare for summer camp. Diversity Statement Browne Academy is strongly committed to equal opportunity for all its employees. Browne Academy does not discriminate in employment opportunities or practices on the basis of race, color, religion, sex, national origin, age, disability, veteran's status, sexual orientation or any other characteristic protected by law. Browne Academy actively seeks diverse candidates for employment. Conditions of Employment Employment at Browne Academy is contingent on verification of background information submitted by the applicant, including the completion of a criminal record check and education, when applicable. Tue, 21 Apr 2026 08:33:41 -0400 https://careers.nais.org/jobs/rss/22218129/writing-english-humanities-teacher-2026-2027 https://careers.nais.org/jobs/rss/22218129/writing-english-humanities-teacher-2026-2027 Christchurch, Virginia, Christchurch School is a co-ed Episcopal boarding and day school serving grades 9—12. Founded in 1921, Christchurch is located on a 125-acre waterfront campus on the Rappahannock River in eastern Virginia’s tidewater region. The school’s Mission is to inspire and guide each student's pursuit of personal excellence in academics and character so they are prepared for meaningful lives as engaged citizens and community leaders.  Position Overview. Christchurch School seeks a full-time Humanities Teacher for 2026-2027 school year. This is an opportunity for an educator to join a department engaged in implementing a comprehensive writing program through a progressive pedagogical lens. An ideal candidate will be interested in using literature as a means to strengthen writing and rhetoric and not merely as a survey of literature. We seek a colleague interested in collaborative curriculum development and diverse pedagogical approaches. Christchurch School fosters a student-centered approach to pedagogical practices, valuing the craft of teaching and embracing the boarding school model for meaningful education of the whole child. Equally, employees at CCS are expected to foster an inclusive workplace and contribute to a community built on equitable policies and procedures.  As a boarding school, teachers at CCS also contribute to the school by leading an advisory of 7-10 students, being a part of a duty team one evening per week and 5-6 weekends per year, and participating in two seasons of co-curriculars (these range from traditional team athletics, stage musicals, and individual fitness opportunities). Particular areas of need are volleyball, soccer, football, and lacrosse. While those are our current areas of need, a candidate does not have to experience in those areas to be competitive; it is required that candidates value the role of co-curriculars in the development of our students. Please submit an electronic resume and a letter of interest to teach@christchurchschool.org .  You can also go https://www.christchurchschool.org/at-a-glance/employment for more details about the position and working at Christchurch School.  Studies have shown that women, people of color, and those just beginning in education are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in a job description.  We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background or who is excited about gaining the experience described in the listing. We believe deeply in a boarding school model of education and are interested in people who find the idea of teaching young people in all capacities of their lives compelling.  We would encourage you to apply, even if you don’t believe you meet every one of our qualifications as described. Qualifications Hold a bachelor’s degree in English or a related field or significant experience teaching English, writing, or rhetoric at the high school level. Passionate about education as a profession and excited to learn or hone the craft of teaching Candidates should be realistic and excited about teaching in a boarding school and in teaching writing to college-bound high school students with a wide-range of academic backgrounds U.S. Citizen or existing Green Card holder Preferred 2-4 years teaching experience, preferably in a boarding or independent school Advanced degree in English, related field, or education Work environment and physical demands: Ability to work with a team of teachers and students outside of the classroom on multi-day field experiences Ability to be mobile around campus and buildings Ability to work at a desk and computer screen for extended periods Ability to drive students in a school vehicle Some travel required (mainly for athletic competitions) Equal Employment Opportunity:  The School is an equal opportunity employer. The School provides equal employment opportunity to all employees and job applicants without regard to an individual’s race, color, national origin, sex, sexual orientation, gender identity, status as a veteran, marital status, pregnancy, childbirth or related medical conditions including lactation, age, disability, genetic information or any other factor prohibited by applicable law. All aspects of personnel management – including hiring, promotion, demotion, transfer, recruitment, layoff, discipline, termination, compensation, benefits, training and working conditions – will be administered in accordance with this policy. Each employee is expected to do their part to maintain a working environment free of discrimination, harassment and retaliation. Conditional Offers : An offer of employment for this position is contingent upon the applicant’s right to work in the United States, authorization for and completion of successful background checks as may be requested by the school or required by law. Compensation & Benefits: Christchurch School offers a competitive compensation package for this full-time position with benefits to include health plan options, retirement benefits, tuition remission for dependents, professional development, networking opportunities, and on-campus housing. Tue, 21 Apr 2026 10:15:44 -0400 https://careers.nais.org/jobs/rss/22218265/middle-school-dean-of-student-life https://careers.nais.org/jobs/rss/22218265/middle-school-dean-of-student-life San Francisco, California, Starting in the 2026-2027 Academic Year Academic Year Position The San Francisco Friends School (SFFS), located in the heart of the Mission District in San Francisco, educates K-8 students in the tradition of Quaker learning. By example and commitment, we hope to inspire all connected with our school to work together toward a peaceful and caring society. For further information about San Francisco Friends School’s beginnings, mission, and philosophy, please visit our website at www.sffriendsschool.org. The school seeks teachers and administrators who resonate with the Friends School mission, which provides an exemplary education in a community dedicated to problem-solving, service to others, simplicity, social justice, and quiet reflection. Our Quaker mission also compels us to create a diverse and inclusive community; we seek a person who will thrive and contribute to such a community, both within and beyond the walls of the school. Job Summary: San Francisco Friends School (SFFS) seeks an enthusiastic, flexible, and student-centered educator to serve as the Dean of Student Life to inspire and support students in grades 5-8. In partnership with the Middle School Head, the Dean of Student Life will support the academic life and social/emotional experience of the Middle School students.  The ideal candidate brings experience creating and managing student programs, a deep understanding of the unique developmental needs of students at each grade level, and experience working through complex situations with teachers, advisors, and parents. They should demonstrate a commitment to fostering curiosity, collaboration, and resilience in a diverse learning community. Rooted in Quaker values of community, equity, and reflection, the Dean will manage a system that responds to student issues and address community needs with patience, a wide perspective, and a focus on restorative practices. The position requires someone who is deeply student-centered, mission-aligned, and committed to creating a meaningful and impactful student experience in and out of the classroom   Duties and Responsibilities: Response to Student Behavior/Concerns: Create and manage a student behavior system, including clearly articulating policies, standard responses, and restorative practices, maintaining discipline records, tracking intervention patterns, and guiding responses grounded in a Quaker approach. Respond to escalated student issues, supporting students and teachers with clear, consistent follow-up, including partnering with advisors regarding communication home after initial intervention. Follow up with MS Head where necessary. Coordinate communication among student-facing teams via kid talk meetings, meeting with SLS/Counseling teams, and checking in with A3 teams and the nurse to ensure best support of students. MS Program Support: Oversee MS Club program and manage student council.  Support work of MS Field Studies/Service Coordinator and chaperone 2 of 4 MS Field studies overnight programs. Organize MS participation in assemblies, special events, and All MS Morning Meeting gatherings. Work with the Director of Institutional Equity and Belonging regarding MS programming, including serving as MS affinity coordinator, supporting parent education, and responding to identity-based incidents. Advisory: Serve as a Middle School advisor Assess and rebuild the advisory program and coordinate PD centered on advisory. Orient, train, and support MS advisors.  Presence with students: Maintain a visible and accessible presence throughout the school day, including hallways, lunch, recess, and other student spaces. Varied duties through the week. Participate in/Teach grade-level Skills class, Connections Class, Flex lessons, or IS at each grade level. EEO Commitment:  The San Francisco Friends School is an equal opportunity employer and does not discriminate on the basis of race, national origin, religion, gender, gender identity or expression, sexual orientation, disability, age, military or veteran status, marital status or any other category protected by law. The school also makes reasonable accommodations for qualified applicants with disabilities; candidates who need accommodations in order to apply for this position should request an accommodation as part of the submission of interest. Employment Clearances required: SB 848 Authorization and Reference Checking Livescan Background US Employment Eligibility TB Clearance certificate Qualifications: Bachelor’s Degree or higher Late elementary, middle school, or early high school teaching and administrative experience  Love and appreciation for middle school Alignment with the school’s mission and openness to Quaker philosophy Highly collaborative and creative team player A demonstrated commitment to diversity, equity, and inclusion, and an ability to work with and support a diverse population of students and families. Patience, empathy, adaptability, and ability to work with and communicate clearly and directly with students, parents, and faculty. Strong communications skills both written and oral. Preferred Qualities: Master’s Degree or program certification in administration or educational leadership 2-3 years of experience in middle school leadership position Experience working with neurodiverse students and families Understanding of Restorative Practices Competitive, exempt salary based on experience and qualifications. Excellent benefits are offered including medical, dental, vision, life insurance and matching 403(b). $3,958 to $5,000 per semi-monthly pay period for 24 pay periods per year ($95,000 to $120,000 annually). Salary based on relevant administrative experience. Tue, 21 Apr 2026 12:50:50 -0400 https://careers.nais.org/jobs/rss/22218376/upper-school-leave-replacement-science-position-2026-2027-school-year https://careers.nais.org/jobs/rss/22218376/upper-school-leave-replacement-science-position-2026-2027-school-year Edison, New Jersey,   Upper School Leave Replacement Science Position, 2026 - 2027 School Year The Wardlaw+Hartridge School, located in Edison, New Jersey, seeks an experienced, dynamic, and resourceful biology teacher for an Upper School leave replacement position from early September  thru mid December. The successful candidate will possess an understanding of pedagogy and instructional practices in high school education and enthusiasm for connecting learning to real life application. In this expedited search, we seek an energetic and progressively-minded educator who is eager to collaborate within grade level and vertical teams. More information about the Upper School program including our Curriculum Guide may be found on our website: whschool.org/Academics/Upper School. The selected candidate will participate fully in the life of the Wardlaw+Hartridge School, including effectively collaborating with colleagues and working to uphold the mission and vision of the school. The Wardlaw+Hartridge School strongly encourages applications from educators who will contribute to the rich diversity of our community. Salary: 25K       Minimum Qualifications All candidates must demonstrate a commitment to the school’s mission and core values of Integrity, Opportunity, Support, Diversity, Community and Sustainability. A Bachelor's degree and teaching experience. Interested and qualified candidates should send a letter of introduction, resume, and personal educational philosophy to: Faculty Hiring Committee, at jobs@WHschool.org   EOE   Fri, 24 Apr 2026 08:03:33 -0400 https://careers.nais.org/jobs/rss/22218125/director-of-major-gifts https://careers.nais.org/jobs/rss/22218125/director-of-major-gifts Christchurch, Virginia, About Christchurch School Christchurch School is a co-ed Episcopal boarding and day school serving grades 9-12. Founded in 1921, Christchurch is located on a 125-acre waterfront campus on the Rappahannock River in Virginia. The school’s mission is to serve and guide each student in achieving personal excellence in academics and character, preparing them for meaningful lives as engaged citizens and community leaders.   Position Overview Under the guidance and supervision of the Chief Development Officer, the Director of Major Gifts is responsible for developing and implementing strategies to secure major gifts in support of Christchurch School’s mission and strategic priorities. This individual will manage a portfolio of current and prospective major donors, cultivate meaningful relationships, solicit significant gifts ($10,000+), and steward long-term engagement with the school. The Director will play a central role in capital/comprehensive campaigns, planned giving, and endowment growth initiatives. This individual will embrace our mission, vision, core values, and its place in the Episcopal Church Schools in the Diocese of Virginia school system as well as understand the school’s academic program and its campus culture. The Director of Major Gifts primary responsibilities include, but are not limited to: Portfolio Management: Manage and grow a portfolio of 100–125 major gift prospects and donors. Conduct regular prospect visits (in-person and virtual) to cultivate, solicit, and steward major gifts. Develop tailored cultivation and solicitation strategies for each donor. Fundraising Strategy: Collaborate with development leadership to design major gift strategies aligned with the school’s strategic plan and campaign goals. Assist in identifying new prospects through research and referrals from Board of Governors and Foundation Board, alumni, past and current parents. Work closely with the Head of School, the Chief Development Officer, and other senior administrators to engage in donor outreach. Campaign Involvement: Play a leadership role in any capital, endowment, or special fundraising campaigns. Prepare briefing materials, proposals, and donor communications.   Planned Giving: Promote and support planned giving opportunities in coordination with the development team and external advisors. Events and Stewardship: Help design and execute major donor events, receptions, and recognition programs. Ensure timely and personalized stewardship, including thank-you letters, impact reports, and donor updates. Collaboration: Work closely with colleagues in Annual Giving, Alumni Relations, and Communications to ensure integrated messaging and donor engagement. Represent the school at key events and serve as a visible ambassador for Christchurch School. Confidentiality and Compliance : Ensure that all donor information is handled with the utmost confidentiality and in compliance with relevant data protection laws and school policies. Engagement : Possible engagement in the school community through duty, advisory, or a co-curricular activity. Other Duties : Perform other duties as assigned. Interested candidates should submit their resume, references, salary requirements, and a cover letter to Michelle S. Schroeter, Chief Development Officer, at mschroeter@christchurchschool.org . No phone calls please. Qualifications Bachelor’s degree required; advanced degree or CFRE preferred. Minimum of 5–7 years of successful major gift fundraising or equivalent experience in nonprofit/philanthropic organizations. Strong track record of cultivating, soliciting, and closing major gifts. Excellent interpersonal, communication, and organizational skills. High level of integrity, discretion, and professionalism. Familiarity with independent schools or educational fundraising preferred. Ability to manage multiple projects simultaneously while meeting deadlines in a fast-paced environment. Team player with a positive attitude, proactive approach, and customer service mindset. A disciplined, results-oriented self-starter who can work both independently and collaboratively in a fluid environment. Experience with donor database systems (e.g., Raiser’s Edge, Blackbaud) and Microsoft Office Suite. Willingness to travel and work evenings/weekends as needed. Equal Employment Opportunity Christchurch School is an equal opportunity employer. The school provides equal employment opportunity to all employees and job applicants without regard to an individual’s race, color, national origin, sex, sexual orientation, gender identity, status as a veteran, marital status, pregnancy, childbirth, or related medical conditions including lactation, age, disability, genetic information, or any other factors prohibited by applicable law. All aspects of personnel management – including hiring, promotion, demotion, transfer, recruitment, layoff, discipline, termination, compensation, benefits, training and working conditions – will be administered in accordance with this policy. Each employee is expected to do their part to maintain a working environment free of discrimination, harassment, and retaliation. Conditional Offers An offer of employment for this position is contingent upon the applicant’s right to work in the United States, authorization for and completion of successful background checks as may be requested by the school or required by law. Compensation and Benefits Christchurch School offers a highly competitive compensation package with benefits to include excellent health plan options, retirement benefits, professional development, and networking opportunities. This is a 12-month full-time exempt position. Hours of Work Monday through Friday from 8:00 a.m.-5:00 p.m. Evening and weekend work and occasional travel may be required as job duties demand. Tue, 21 Apr 2026 10:08:03 -0400 https://careers.nais.org/jobs/rss/22218191/grade-4-math-homeroom-teacher https://careers.nais.org/jobs/rss/22218191/grade-4-math-homeroom-teacher Washington, D.C., National Cathedral School in Washington, DC has engaged DovetailED to lead a search for a  Grade 4 Math & Homeroom Teacher  to start August 20, 2026. Interested candidates should review the Opportunity Statement and submit a cover letter, resume, and list of references as a consolidated PDF to Madison Sunley, Senior Recruiter at  DovetailED Talent Sourcing , at  madison@dovetailedsourcing.com .                    National Cathedral School Grade 4 Math & Homeroom Teacher Opportunity Statement Link:  https://bit.ly/4sPAtdt . Tue, 21 Apr 2026 11:34:22 -0400 https://careers.nais.org/jobs/rss/22218074/academic-support-teacher-grades-5-8 https://careers.nais.org/jobs/rss/22218074/academic-support-teacher-grades-5-8 Newtown, Pennsylvania, Newtown Friends School seeks a thoughtful, student-centered educator to serve as our Academic Support Teacher for Grades 5–8. This role is central to our commitment to supporting a range of learners while maintaining strong academic expectations. The Academic Support Teacher will provide targeted instruction and support to students in Grades 5–8, with a focus on executive functioning, study skills, and helping students access the curriculum with increasing independence. Through direct instruction, classroom collaboration, and coordination of accommodations, this teacher will play a key role in our tiered system of support. The Academic Support Teacher will collaborate closely with classroom teachers to scaffold assignments, support differentiation, and help students apply executive functioning strategies within authentic classroom settings. The role also includes facilitating Extended Study Hall, where students receive structured support with homework, organization, and study planning in a calm, focused after-school environment that promotes independence. As a member of the Student Support Team (SST), the Academic Support Teacher will contribute to the coordination of student support services, maintain accommodation plans and documentation for Grades 5–8, and serve as a liaison between school and home. This includes regular communication with families, collaboration with faculty and outside specialists, and ongoing monitoring of student progress, including written updates throughout the year. As we continue to strengthen our systems of support, this position offers an opportunity to contribute meaningfully to a program that reflects both inclusion and excellence.   We seek an educator who is: Committed to supporting students with diverse learning profiles Skilled in teaching executive functioning and study strategies Able to build strong, nurturing relationships with upper elementary and middle school students Collaborative and eager to partner with colleagues and families Organized, proactive, and attentive to detail An ongoing learner who welcomes feedback and professional growth Committed to fostering student independence, self-advocacy, and confidence Works well in a team and meets deadlines  Qualifications: A Master’s degree in a related field. The successful candidate will have experience working with upper elementary and middle school students and demonstrate a strong understanding of adolescent development and learning differences. Candidates should have a desire to mentor and support students' development of the academic, social, and executive functioning skills necessary for success. A commitment to helping the school achieve its goals as an anti-racist institution with strong DEIJB principles is essential. Familiarity with Responsive Classroom and Quaker education is a plus. Please send a cover letter, resume, and three references via email to: jobs@newtownfriends.org . No phone calls, please. Tue, 21 Apr 2026 09:09:08 -0400 https://careers.nais.org/jobs/rss/22218272/lower-school-library-teacher-leave-position-full-time https://careers.nais.org/jobs/rss/22218272/lower-school-library-teacher-leave-position-full-time San Francisco, California, About Town School : Town School for Boys is a K-8 all-boys independent school located in San Francisco with approximately 415 students, of whom 50% come from self-identified families of color, and a faculty: student ratio of 1:6. Our diverse faculty and staff can be characterized by their warmth, collegiality, and dedication to our mission and values . At Town, learning is prized, love of school is essential, and boyhood is celebrated. For more information, please visit our Town Facts page , read about " Why a Boys' School ," or learn about our community of belonging .  Position Description: Town School for Boys seeks a full-time Lower School Library Teacher to maintain library operations and K–2 instruction from May 4 to June 3, 2026. This position involves working closely with the Director of Library Services to ensure a seamless end-of-year experience for students and faculty. There are weekly faculty meetings, lunch, and recess duty obligations.  Ultimately, we are most interested in finding the best candidate for the job, and that candidate may come from a less traditional background. We encourage you to apply, even if you don’t meet every one of our qualifications. Duties and Responsibilities of the Job Include:  Instruction & Supervision - Lead K–2 library classes using provided lesson plans and slide decks. Supervise 5th–8th grade recess, 7:30 AM Morning Care for 1st - 8th grades, and 3:00 - 3:30 Extended Day Coverage for 1st - 4th grades. Manage the library space to ensure consistent student supervision and operational continuity. Library Operations & End-of-Year Duties Circulation: Manage book check-ins/outs and student holds using Follett Destiny while assisting patrons with account and catalog inquiries. Patron Support: Help students and staff locate materials and use library resources. Collection Maintenance: Clear return bins, sort materials, perform shelf reads, and accurately reshelve items to maintain organization. Library Environment: Maintain a clean, orderly, and welcoming space. End-of-Year Support: Assist with collecting outstanding materials and completing closing inventory tasks. General Support: Perform additional library duties as needed to support daily operations.   Desired Qualifications and Skills Include: Bachelor’s degree is required; a teaching credential and/or Master’s degree is preferred. Experience teaching grades K–2 with strong classroom management skills. Ability to learn and use Follett Destiny library database software. Proficiency with Google Workspace (Slides, Docs, and Sheets) and basic AV/computer setups. Skill in engaging with the public and providing a welcoming, helpful presence to students, staff, and parents. Ability to engage in light physical activity, including lifting, pushing book carts, and shelving books on low and high shelves. Attention to detail regarding alphabetical and categorical shelving systems. Non-Discrimination Policy : Town School for Boys admits students of any race, color, religion, or national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. The school does not discriminate on the basis of race, color, religion, sexual orientation, or national and ethnic origin in the administration of its educational policies, scholarship programs, athletic and other school-administered programs. Town School for Boys is an equal opportunity employer. Salary and benefits are commensurate with our peer schools in the San Francisco Bay Area and with similar NAIS schools. Please see the careers section of our website for additional information.  Salary Information : The anticipated annual base salary range the school reasonably expects to pay candidates for the LS Library Leave Replacement position is $75,000 to $130,000, prorated based on factors such as years of experience. In addition to those factors, we believe in the importance of pay equity and consider internal equity with our current employees as part of any final offer.  Apply for this position HERE . Tue, 21 Apr 2026 13:04:32 -0400 https://careers.nais.org/jobs/rss/22218227/middle-school-classroom-teacher-grades-6-8 https://careers.nais.org/jobs/rss/22218227/middle-school-classroom-teacher-grades-6-8 ANNANDALE, Virginia, Are you passionate about making a difference in the lives of students with learning differences? Oakwood School , located in Northern Virginia, is seeking dedicated, innovative, and nurturing Classroom Teacher (grades 6-8) to join our experienced team for the 2026-2027 school year. Oakwood serves bright students in grades 1-8 with learning differences such as dyslexia, dysgraphia, dyscalculia, and ADHD. Our approach centers on small class sizes, multisensory teaching, and individualized instruction. Each classroom has two teachers for 10-13 homeroom students, allowing for meaningful differentiation and a truly collaborative work environment . With approximately 120 students, 22 classroom teachers, and a robust team of academic coaches and leaders, we are committed to fostering a supportive environment for students and staff. As an Oakwood Classroom teacher, you will: Independently teach reading, writing, and math to a small group of up to 7 students. Co-teach science or social studies alongside your classroom partner to a group of approximately 13 students. Build strong relationships with families through regular communication and progress updates.  Participate in weekly collaboration meetings with cohort teachers and academic leadership to ensure cohesive, effective instruction. Prepare student progress reports on a monthly, quarterly, and semi-annual basis. Required Qualifications Bachelor's degree from an accredited college or university. 2-3 years of teaching experience in special education or with students with learning differences (dyslexia, dysgraphia, dyscalculia, and/or ADHD) at the upper elementary or middle school level. Experience with structured literacy approaches and ability to teach across content areas.  Preferred Qualifications Virginia Teaching License, or eligibility to obtain one, with a special education endorsement. Master's degree in special education or related field. Orton-Gillingham training or certification. Oakwood offers a competitive salary commensurate with experience, along with a comprehensive benefits package. Details will be shared with candidates during the interview process.  Tue, 21 Apr 2026 12:11:12 -0400 https://careers.nais.org/jobs/rss/22218216/grade-level-teacher https://careers.nais.org/jobs/rss/22218216/grade-level-teacher RICHMOND, Virginia, Summary The grade-level teacher (K-5) is responsible for maintaining a homeroom of 16 students and teaching students at an independent, extended day (7:45 am - 4:00 pm), extended year school in Richmond, Virginia. This is a full-time position, effective August 1, 2025.  St. Andrew’s School is an equal opportunity employer. Black, Indigenous, and People of Color (BIPOC), immigrants, women, and LGBTQ candidates are strongly encouraged to apply. School Overview St. Andrew’s School (SAS) is a tuition-free school focused on the whole child. We are committed to   changing educational systems through equity, access, and relationships.   SAS is an independent, extended year K-5 elementary school. It has been in continuous operation for 130 years. There are 16 students per grade (96 students in total).   Families, staff, and volunteers nurture the strengths of each student through the six fundamentals of the whole child approach: academics, family engagement, graduate support, social and emotional learning, visual and performing arts, and wellness and nutrition St. Andrew’s instructional staff are completely committed to growth and relationships. This means that every day they: Center students in all actions and decision-making. Actively and intentionally build relationships with students. Nurture their partnership with families. Are committed to implementing research-based practices. Are committed to ongoing professional growth. Understand the role of individual accountability in advancing organizational goals. Actively accept differences across the organization. Work intentionally and positively with teammates to advance the greater good. Functional Responsibilities:  Teach grade-level (specific openings are to be determined) grade subjects in the core areas of English language arts, math, science, and social studies.   Design and implement rigorous, relevant and responsive lessons, based on formal and informal assessment data and grade-level essential learnings.  Develop and maintain resources appropriate to the curriculum, the learners, and the instructional strategies of the school community. Support students’ social-emotional development through collaborative guidance lessons, school-wide practices and language, and the implementation of the Responsive Classroom framework.  Communicate regularly, formally and informally, with families and colleagues about student growth and performance. Support school-wide events before, during, and after the school day. Collaborate with all SAS colleagues. Minimum Education/ Prior Experience/ Qualifications Required Bachelor’s degree with strong academic record. Experience working with elementary grade children. A passion and joy for working with young people; flexibility; patience and enthusiasm for learning. Successful completion of criminal offender record information and sexual offender registry information checks is required. Physical Requirements Going up and down stairs multiple times a day (basement through third floor). Ability to supervise outdoor activities, such as recess etc. Additional Salary Information: St. Andrew’s School offers comprehensive health, vision, and dental coverage, along with robust mental health support and fertility benefits. Employees enjoy free daily lunch from our in-house kitchen and generous paid time off. We also prioritize professional development, providing both funding and dedicated time for staff growth. Tue, 21 Apr 2026 12:06:58 -0400 https://careers.nais.org/jobs/rss/22218366/middle-school-mandarin-teacher-part-time https://careers.nais.org/jobs/rss/22218366/middle-school-mandarin-teacher-part-time Bellevue, Washington, WHO WE ARE Forest Ridge School of the Sacred Heart provides a diverse and rigorous college preparatory environment that inspires young women to become confident, compassionate leaders. As a member of a global network of more than 150 schools, we educate to the core of our 200-year tradition through the Sacred Heart Goals and Criteria : a personal and active faith in God, a deep respect for intellectual values, a social awareness that impels one to action, the building of community as a Christian value, and personal growth in an atmosphere of wise freedom. Forest Ridge School of the Sacred Heart educates young women to think critically, embrace challenges, model resilience, confront injustice, seek equality and lead globally in the pioneering spirit of our foundress. Our graduates change the world.   THE ROLE Forest Ridge seeks a talented, passionate and engaging Middle School Mandarin Teacher to teach section each of Mandarin 1A and Mandarin 1B. This is a .35 FTE position. The primary aim of the International Language Program is to present world languages as essential living tools for communication, given the global community in which we live. Employing proficiency-based methods, students develop the ability to use other languages in realistic situations while developing the skill areas of listening, speaking, reading and writing. The knowledge, insight and appreciation they gain for other cultures allows students to develop empathy by broadening their understanding of how others live, think and interact in ways different to their own. We are looking for an educator who is passionate about teaching adolescent girls, who works well both independently and with a team, and who employs a variety of teaching strategies to meet the diverse needs of our students. Furthermore, Forest Ridge seeks faculty and staff whose philosophies align with our Sacred Heart mission and who enthusiastically believe in educating the mind, body and spirit of each student. TEACHING AT FOREST RIDGE Forest Ridge offers an intellectually invigorating, interconnected and experiential curriculum. The entire Forest Ridge experience is designed to support the growth of girls, particularly in the academic and leadership spaces more traditionally held by boys. The curriculum at Forest Ridge has been developed and updated by the faculty who teach it. Forest Ridge teachers work collaboratively across disciplines and grade levels to integrate learning experiences for students. The Sacred Heart Goals and Criteria guide faculty and staff in their interactions with families and colleagues.   DUTIES AND RESPONSIBILITIES The Middle School Mandarin Teacher, reporting to the Director of Middle and Upper School, will join a collaborative department of colleagues to build a creative, engaging and student-centered learning environment, employing best practices for educating students in an inclusive setting. Specific responsibilities for this position include: Teach two sections of middle school Mandarin; Provide support for students outside of class time (answering homework questions, providing extra writing help, etc.) as needed; Actively collaborate with colleagues to design curriculum, assessment and instructional practices in alignment with best practices to create innovative and equitable learning experiences for all students; Attend department, team, and faculty meetings as scheduled; Participate in the life of the school community by attending school assemblies, divisional gatherings, school events, etc.; Attend and respectfully participate in communal prayer and other faith services. QUALIFICATIONS A successful candidate for this position will meet the following requirements and qualifications: Experience teaching middle school Mandarin courses; A bachelor’s degree in Mandarin or a related field; master’s degree is preferred. A personal understanding of and commitment to the Goals and Criteria of a Sacred Heart education; A commitment to working in a girl-centric environment, designed to support the development of competent, confident and courageous women ready to lead in a multi-cultural world; Prior experience working with a diverse population of students and colleagues; A demonstrated commitment to culturally responsive pedagogy, including an understanding of themselves and the lenses they bring to interactions, as well as the differing perspectives of others; A commitment to teaching the whole child; An ability to work and communicate well with faculty, staff, students and parents; SALARY/BENEFITS: Forest Ridge School of the Sacred Heart is committed to attracting and retaining outstanding employees through competitive compensation. Salary range(s) based on education and experience. Part-Time: $20,659.80 – $39,385.85 TO APPLY Qualified applicants should email the following documents to careers@forestridge.org : Cover letter Statement of Educational Philosophy Updated CV/Resume List of three professional references Forest Ridge School of the Sacred Heart does not discriminate in its employment decisions or practices on the basis of gender, age, race, color, marital status, national and ethnic origin, sexual orientation or any disability that can be reasonably accommodated in the administration of its educational policies and school-administered programs.   This is a .35 FTE position. Tue, 21 Apr 2026 14:44:04 -0400 https://careers.nais.org/jobs/rss/22218521/directing-lead-teacher-early-childhood https://careers.nais.org/jobs/rss/22218521/directing-lead-teacher-early-childhood Washington DC, D.C., The National Child Research Center (NCRC) seeks a skilled and creative directing (Lead) teacher for a full-time position, working with 2-5 year olds, for the 2026- 2027 school year.  Directing teachers are part of a co-teaching team with a partner directing teacher and a resource (assistant) teacher; a collaborative spirit is essential! NCRC offers competitive salaries at or above AISGW median for schools of our size, generous school vacations and paid time off, benefits, and professional development opportunities. Please explore our website to find out more. Interested candidates should submit a letter of interest, current resume, references, and statement of educational philosophy to Jobs@ncrcpreschool.org   Please list the position title in the subject line of your email. Qualifications Directing teachers are required to have an undergraduate degree in early childhood education, early childhood special education, or a closely related field (preferred) Graduate degree in early childhood education, special education, or a closely related field A demonstrated commitment to inclusive education and parent partnership 3+ years lead teacher experience working with young children and/or children with special needs, ideally in an emergent, play-based program A positive outlook, willingness to collaborate, and commitment to learning Tue, 21 Apr 2026 17:59:46 -0400 https://careers.nais.org/jobs/rss/22218080/history-teacher-upper-school https://careers.nais.org/jobs/rss/22218080/history-teacher-upper-school Summit, New Jersey, Upper School History Teacher Dedicated to excellence in academics, the development of faith, and an emphasis on the whole child, Oak Knoll, a member of the Holy Child Network of Schools, offers a premier college preparatory program for girls in its grades 7-12 Upper School. For a position to begin in August 2026, Oak Knoll is seeking a dynamic and collaborative History teacher to join the department. Key Responsibilities: Have the content knowledge and intellectual flexibility to teach S. History, World History, and electives, from introductory through advanced levels to students in grades 7-12 Have the pedagogical expertise to implement skills-based grading practices across all courses Plan, prepare, and deliver innovative, intellectually engaging, and academically rigorous instructional content that promotes successful learning Use technology to deliver instruction that supports and deepens student learning Understand how girls learn and use this knowledge to guide instructional and curricular decisions; apply principles of mind, brain and education science when teaching, developing curriculum, and assessing student learning Collaborate in the evaluation and design of History department curriculum Support the extracurricular activities of the History department Serve as an advisor to a small group of students and support their social and emotional learning Work collaboratively and professionally with a teaching team, faculty, colleagues, students, administrators, and parents Ensure timely communication with parents on issues concerning students' learning needs Maintain accurate student records such as grades and comments and communicate such data in accordance with the academic calendar and school expectations Collaborate with Lower School Social Studies faculty to ensure curricular alignment Engage in continuing professional development Participate fully in the life of the Upper School, including attending faculty meetings and in-service Engage in all aspects of the Oak Knoll community while promoting and supporting the OKS mission, vision, and values Perform other duties as assigned by, and in support of, the Division Head and Head of School Report to the History Department Chair Qualifications 3+ years teaching experience at the middle and/ or high school level Bachelor's degree required; Master's degree preferred (degrees in related subject matter) Experience with the Advanced Placement curriculum is preferred, but not required A commitment to girls' education and to the educational mission of the Catholic Church through the philosophy and spirituality of Cornelia Connelly Ability to demonstrate growth mindset, optimism, and belief that all students can excel An education mindset that believes that a teacher's role is to innovate and think creatively about education and meeting the needs of every child Experience as a practitioner of diversity, equity and inclusion in and outside of the classroom Highly collaborative and self-motivated Ability to make contributions to the School outside one's academic department, including to club and advisory programs Ability to uphold the School's professional standards including punctuality, courtesy and discretion Excellent communication skills (oral and written), organizational, problem solving, and interpersonal skills About Oak Knoll Oak Knoll School of the Holy Child is an independent Catholic School, coeducational from PK to grade 6, and girls only in grades 7-12. We are part of the global Holy Child Network of Schools, which includes nine schools across the U.S. and 13 overseas. Oak Knoll is Judeo-Christian in heritage, Roman Catholic in teaching and worship, where we believe that each person is created by God for an intended purpose. An Oak Knoll education guides students to discover that purpose and make a significant, positive impact on the world. Oak Knoll is an equal-opportunity employer where diversity is celebrated, and cultural competency is required. As a Holy Child school, we work for Christian principles of justice, peace, and compassion in every facet of life. We know that we can build a better world by learning from each other and embracing differences, and we are committed to making Oak Knoll a truly inclusive place to work and learn. To apply, please go to https://www.oakknoll.org/about-us/employment Only applications received through the online portal will be considered.    Comprehensive benefits package Tue, 21 Apr 2026 09:14:53 -0400 https://careers.nais.org/jobs/rss/22218194/preschool-teachers https://careers.nais.org/jobs/rss/22218194/preschool-teachers New Orleans, Louisiana, Trinity Episcopal School is an early childhood through Eighth Grade co-educational school located in the Garden District. Trinity Episcopal School’s mission is to build confident, resilient upstanders on a foundation of academic excellence, moral responsibility, and faith who are prepared to make a positive difference in the world. We offer a challenging curriculum that applies the latest and best educational practices, fostering our students' intellectual, spiritual, moral, and physical development within a creative and nurturing learning environment.  Trinity Episcopal School in New Orleans, Louisiana, seeks creative, motivated, and compassionate Early Childhood Teachers to join our talented Preschool team for the 2026-2027 school year. We are searching for both Prekindergarten and Kindergarten teachers. Candidates should possess comprehensive knowledge of child development and best practices in early childhood curriculum, maintain excellent collegial and collaborative relationships with co-workers, and participate actively in all aspects of school life and community. Most importantly, we are looking for teachers who love teaching young children, are passionate about shaping confident and resilient upstanders, and have a positive growth mindset. This is a full-time position. Applicants should have a degree in Early Childhood or Elementary Education. Classroom experience in a similar setting and familiarity with Responsive Classroom are preferred. Trinity Episcopal School provides equal employment opportunities to all employees and qualified applicants for employment without regard to race, color, sex, religion, ancestry, national origin, citizenship, marital status, familial status, age, sexual orientation, gender identity, genetic information, pregnancy, childbirth or related medical conditions, disability or any other protected category in accordance with applicable federal, state, and local laws. Please submit a cover letter, resume, and three references to nholodak@trinitynola.com .   Tue, 21 Apr 2026 11:38:40 -0400 https://careers.nais.org/jobs/rss/22218343/middle-school-science-teacher https://careers.nais.org/jobs/rss/22218343/middle-school-science-teacher Greenwich, Connecticut, Sacred Heart Greenwich has been empowering girls and young women since 1848 in a stimulating and developmentally appropriate educational environment in accordance with the Goals and Criteria of a Sacred Heart education. This mission provides opportunities to develop spiritual, cognitive, social, emotional, and physical skills. We aim to form students of faith, intellect, and awareness who will use their gifts in service to others.  Relationships and mentoring are at the heart of the student experience, which is grounded in inquiry, problem-solving, interdisciplinary connection, collaboration, and an understanding of social justice. The school offers a coed program for young children at the Barat Center for Early Childhood Education and an all-girls experience from K-12 on our 110-acre campus in Greenwich, Connecticut.  We are a proud member of the Network of Sacred Heart Schools. We are currently seeking a Middle School Science Teacher to join in the vision of our Science Department for the 2026-2027 school year. May include an opportunity to serve as 5-12 Science Department Chair.    Position: Middle School Science Teacher Reports to: Head of Middle School and Science Department Chair FLSA Status: Exempt  Job Summary: Essential Responsibilities/Capabilities Sincere and visible commitment to best critical thinking, reading, writing, and research practices and continued professional development Willingness to teach flexibly within grades 5-8 and to collaborate with colleagues across disciplines Genuine passion for and command of subject matter and enthusiasm for working with middle school students Experience and demonstrated success in implementing a scaffolded, organized, inquiry-based, student-centered instructional approach. Design of instruction that encourages students to think and write critically, ask questions,  reason creatively, and inspire confidence in their own abilities Instruction encourages curiosity, exploration, and discovery appropriate to the developmental levels and learning styles of the students. Support for all learners through diverse strategies and approaches in a caring classroom environment where students learn and collaborate positively with one another Proficiency with current educational technology, especially as part of classroom instruction and for hybrid/distance learning; facility with electronic communication and learning management systems Development of formative and summative assessments that portray differentiated approaches to identifying student understanding Evaluation of student work that exhibits fairness, consistency, and prompt response to student progress Supportive relationships with students, advisors, parents, and families Interactions with parents on students' academic progress, social growth, and learning needs at designated times of the year, and meetings with parents as necessary Engaged participation in the Middle School community, including division and departmental meetings, assigned non-instructional duties, and our advisory program   Qualifications A bachelor's degree in science and 3+ years of experience teaching middle school students. The candidate should be able to provide lesson plans and a portfolio of assignments that reflect current and research-supported educational practices. The candidate should be energetic,  approachable, knowledgeable, and eager to be an active member of a dynamic learning community. As members of the international network of Sacred Heart schools, we are committed to attracting and retaining faculty with a passion for teaching, who demonstrate an active faith, practice a deep respect for intellectual values, promote social awareness, build community, and value personal growth and responsibility. Sacred Heart Greenwich is an Equal Opportunity Employer and welcomes candidates who will enhance the cultural diversity of our community. To apply, interested candidates must complete the online application on our website: https://www.shgreenwich.org/about-us/employment Tue, 21 Apr 2026 14:23:45 -0400 https://careers.nais.org/jobs/rss/22218052/varsity-cross-country-coach https://careers.nais.org/jobs/rss/22218052/varsity-cross-country-coach New York, New York, The Chapin School, an independent K-12 day school for girls located in New York City, is seeking a  Varsity Cross Country Coach for the fall 2026 season with the possibility of coaching both Indoor and Outdoor Track upon further discussion.  All candidates are encouraged to be familiar with Chapin’s website, mission and commitment to DEIB. POSITION TITLE: Varsity Cross Country Coach  Under the direction of the Director of Athletics, the Cross Country Coach will provide skill development and training programs for the distance runners throughout the season. Candidates should have knowledge and experience within the sport and understand how to teach, mentor, and motivate student-athletes.  A Chapin athletic coach demonstrates the following knowledge, skills, abilities: Clear commitment to the educational philosophy and mission of the School and Athletic Department.  Is an effective communicator and educator who is able to teach athletes of all skill levels and abilities and understands the importance of listening as a key component of teaching. Understands the sport. Not only must they possess in-depth knowledge of fundamental skills, progressions, and strategies, but must also be able to adapt teaching instruction to all student-athletes. Models professional leadership and behavior by adhering to the same rules expected of the student-athletes, displaying a positive attitude, and motivating and inspiring the team. Knowledge of appropriate safety measures to ensure the well-being of student-athlete The Varsity Cross Country Coach's specific duties and responsibilities will include: 5 days per week. Practices are generally 3:30-5:30p Monday - Thursday and 7-8a on Fridays.  Season start and end dates Cross Country: August 20 - November 9th.  Track Indoor: November 9th - February 28th.  Track Outdoor: February 28th - May 26th. Special events requiring additional hours and responsibilities: Coaches meetings, invitationals, state meets, and nationals.  Must abide by Chapin’s Professional Community Handbook, Coaches Handbook, Student-Athlete Handbook, Chapin’s Athletics Mission,  NYSAISAA and AAIS policies. Communicate and meet with team coaching staff on a regular basis Communicate effectively and in a professional and timely manner with student-athletes, and when necessary, parents/guardians of student-athletes.  Assess skill level of student-athletes during tryouts and throughout the season Under the direction of the head coach, make fair and equitable decisions about event entries, strategy, and support attendance policies.  The safety of our student-athletes is of the utmost importance. Every decision and action affects safety. Safety must be at the forefront of every decision made.   Qualifications: Bachelor’s degree. Candidates must possess or be able to obtain First Aid and CPR certification. Has strong cross country and track distance coaching experience with high school aged athletes. Experience working in a school setting and coaching female athletes is preferred. Ability to attend all team practices, meetings, and meets August through May. Cross Country Stipend Range: $6200 - $7300 To Apply Submit your cover letter and resume by June 10, 2026. The committee will begin reviewing the applications immediately on a rolling basis.  https://www.chapin.edu/ Cross Country Stipend Range: $6200 - $7300 Tue, 21 Apr 2026 08:41:00 -0400 https://careers.nais.org/jobs/rss/22218081/high-school-history-lead-teacher https://careers.nais.org/jobs/rss/22218081/high-school-history-lead-teacher Atlanta, Georgia, Position Title : Lead High School History Teacher FLSA Classification: Exempt, Instructional Staff, 10-month Reports To: High School Principal   Mission   The Howard School celebrates each student, transforming the learning experience and developing lifelong strengths. Position Purpose The candidate must be comfortable teaching History and Social Studies in grades 9-12, including coursework in World History, US History, Constitutional Theory, Government, and Economics. The Lead Teacher, in collaboration with the teaching team, is responsible for creating a vibrant, student-centered, language-rich environment that supports the learning and personal growth of each student. He or she must be skilled at building strong relationships with students and creating learning opportunities that motivate and inspire them to develop all aspects of their profiles. The Howard School recognizes and celebrates learners' passions and strengths, addresses their disabilities and weaknesses, and believes that learners are neither defined nor limited by labels. We seek an experienced educator to join an interdisciplinary team who is committed to interactive project-based learning, student self-knowledge and self-advocacy, collaboration, flexibility, and humor. They must possess the insight and skills to participate fully on a team, which brings research-based expertise, depth of experience, and enthusiasm to a full and robust academic program that includes the arts, technology, and athletics. Teacher Characteristics:  Committed to best practices for the education of students with language learning differences and disabilities  Committed to and skilled in differentiation  Committed to designing and adapting instruction to meet a range of student learning needs and interests  Committed to multidisciplinary instruction, encouraging students' creative expression, incorporating student interest and passions, and developing critical thinking  Curious about the world of ideas across multiple disciplines, and excited to teach across different disciplines.  Highly collaborative and excited about generating curriculum and assessment ideas in a team setting  Curious, creative, self-reflective, and willing to take initiative and run with new ideas  Essential Functions Design and deliver a multi-sensory, standards-aligned social studies curriculum using an investigative approach that supports diverse learners and developmental needs Facilitate engaging, student-centered instruction through discussion, direct teaching, projects, and hands-on learning experiences, including field-based opportunities Develop and implement differentiated lesson plans and assessments, incorporating scaffolds, accessible materials, and collaboration with SLPs to support all learners Foster a structured, inclusive classroom environment that emphasizes positive behavior support, student engagement, and social-emotional growth Collaborate with colleagues, advisors, and families to monitor student progress, support learning profiles, integrate technology, and contribute to the broader school community Serves as advisor to a group of high school students and is responsible for coordinating those students’ learning profiles Regular and predictable attendance is an essential function of the job Performs other duties as assigned Other Duties   Maintains professional competence by attending staff development programs, curriculum development meetings and other professional activities. Participates in various student and parent activities which occur in school including PA, student clubs and after-school activities. Creates an effective learning environment through functional and attractive displays, bulletin boards, and activity/learning centers. Performs any other related duties as assigned by the Principal or other appropriate administrator. Qualifications Bachelor’s degree required   Advanced degree and 3-5 years of classroom experience working with students with language learning disabilities and differences preferred  Desire to plan and work collaboratively on a team is essential  Ideal candidates have the attributes of flexibility, humor, collaboration, creativity, and passion for emerging research and pedagogy Flexible teaching background and interest in teaching electives, coaching, and/or advising clubs is a plus  Physical Requirements and Work Environment   Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 50 pounds; and to bend, stoop climb stairs and reach overhead.  Work primarily in a traditional climate-controlled office environment.  Work intermittently in outside weather conditions, including extreme heat and cold.  Duties may be occasionally performed on field trips away from school. The noise level in the work environment is usually moderate. Skills/Abilities   Strong organizational and time management skills. Strong interpersonal skills working within a team-oriented structure.  Ability to work both collaboratively and independently. Willingness, not only to support, but to actively engage in school values of (1) practicing kindness and respect (2) seeking a spirit of partnership (3) honoring one another’s humanity and (4) celebrating our differences.    The Howard School is an equal opportunity employer that is committed to diversity and inclusion in the workplace. All applicants will be considered for employment without regard to race, color, creed, religion, sex, sexual orientation, gender identity, national origin, citizenship status, age, pregnancy, disability/handicap, genetic information, uniform service member status or any other protected status in accordance with applicable federal, state, and local laws, veteran or disability status. Tue, 21 Apr 2026 09:17:25 -0400 https://careers.nais.org/jobs/rss/22218550/spanish-teacher https://careers.nais.org/jobs/rss/22218550/spanish-teacher Pacific Palisades, California, POSITION:         SPANISH TEACHER REPORTS TO: MIDDLE SCHOOL PRINCIPAL St. Matthew’s is an independent Episcopal day school for students in Preschool through Grade 8. The school provides a challenging academic program and places a strong emphasis on building character and empathy as well as a focus on service learning. At St. Matthew’s, we value diversity, equity, and inclusion and are seeking candidates for whom these are shared values. To learn more about St. Matthew’s Parish School, please view our website at St. Matthew's Parish School Teachers must have a strong understanding of child development, enjoy young adolescents, and display a passion for their subject. The ideal candidate will have experience creating and implementing a K-8 Spanish curriculum that includes project-based learning units and hands-on curricula for students. Candidates should enjoy collaborating with colleagues and engaging in the entire school experience. The candidate must be capable of and willing to teach a range of students. Additionally, many teachers serve as advisors to a small group of middle school students and may be involved with extracurricular or interdisciplinary programs. ESSENTIAL RESPONSIBILITIES INCLUDE THE FOLLOWING:  Design and deliver inquiry-driven curriculum in subject area/s Collaborate with colleagues to design integrated curriculum, projects, and service-learning opportunities Create a classroom space that is differentiated, engaging, and responsive Integrate student and teacher use of technology into curriculum and instruction to enhance student learning Plan, design, and implement authentic assessment of student progress Integrate student and teacher use of technology meaningfully into instruction and effectively utilize technology for planning and administrative functions Communicate student progress to students and families through assessments, the Schoology portal, progress reports, report cards, and conferences Serve as a middle school advisor, which includes teaching SEL curriculum, providing academic coaching as well as planning and supporting community events and retreats Identify and respond to individual students’ academic, social, and emotional needs, including learning differences in collaboration with the Student Success Team Carry out other responsibilities and duties, such as clubs and recess-lunch supervision Participate in the School community, including faculty and committee work, and other school-related activities Participate in open houses and retreats as needed and perform supervision duties as assigned  Attend day and overnight field trips as needed Perform other duties needed or as assigned to help drive our Vision, fulfill our Mission, and abide by our Organization’s Values EXPECTED HOURS 7:50 am - 3:30 pm Monday through Friday Faculty Meetings are on Mondays from 3:30 to 5:00 pm (Occasional evening events) TERMS OF EMPLOYMENT This is an exempt position. Competitive compensation commensurate with experience. Benefits package includes, but is not limited to, a national medical and dental insurance plan, life insurance, short-term/long-term disability, and retirement plan (up to a 9% match). In addition,  St. Matthew’s has a nearly 70-year record of supporting teachers through a strong professional development program.  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. All school personnel must successfully complete a fingerprint background check through Live Scan and provide current tuberculosis clearance.   The School is a member of the National Association of Independent Schools and the National Association of Episcopal Schools, and is accredited by the California Association of Independent Schools and the Western Association of Schools and Colleges. SKILLS, KNOWLEDGE AND EDUCATION B.A. or B.S. in education or a related field Teaching Credential and/or Master’s in education preferred  Minimum of three years of teaching experience Excellent classroom management skills necessary to ensure a safe, productive, and positive environment Excellent interpersonal, organizational, and time management skills Strong desire to be part of a collaborative team Excellent communication, interpersonal, and presentation skills Experience developing, writing, and delivering curriculum Ability to work effectively, communicate, and collaborate in a team situation Proficient in technology and adept at learning new skills Must LOVE students and their unique needs as learners Tue, 21 Apr 2026 20:33:51 -0400