https://careers.nais.org Latest NAIS Career Center Jobs Fri, 12 Jun 2026 11:06:33 Z https://careers.nais.org/jobs/rss/22275448/early-childhood-teacher https://careers.nais.org/jobs/rss/22275448/early-childhood-teacher Charleston, South Carolina, Mason Preparatory is an independent Pre K-8th school dedicated to educating the whole child through strong relationships, academic excellence, and an engaging, student-centered learning environment. We are seeking a passionate Early Childhood educator to join our collaborative and supportive faculty team.    Position Details: Title: Early Childhood Teacher Classification: Exempt (Salary) Reports to: Head of School Schedule: Schedule: Full-Time; 7:30 am - 3:30 pm Occasional evenings or weekends may be required for school events.   Qualifications: Minimum of a Bachelor's degree from an accredited college or university required State teacher certification required Proficient knowledge of curriculum and effective instructional practices Excellent communication and collaboration skills   Duties and Responsibilities:  Under the direct supervision of the Head of School, Early Childhood Teachers will: Provide high-quality classroom instruction that meets or exceeds South Carolina state standards while maintaining a safe, structured, and positive learning environment Plan and deliver creative, multi-sensory lessons (kinesthetic, tactile, auditory, and visual). Maintain clear and professional communication with students, families, colleagues, and administrators. Implement discipline policies with fairness and consistency. Maintain a professional appearance and demeanor at all times. Actively participate in school life, meetings, and professional development opportunities. Comply with all Mason Preparatory School policies and procedures as outlined in faculty, student, and employee handbooks.   Why Mason Preparatory School?: Supportive leadership and a collaborative faculty culture Small class sizes that allow for meaningful relationships with students Emphasis on curiosity, creativity, and whole-child education Ongoing professional development and growth opportunities ____________________________________________________________________________ Interested candidates are encouraged to learn more about Mason Preparatory School by visiting our website https://www.masonprep.org/ to explore our mission, programs, and community. We look forward to connecting with educators who are enthusiastic about inspiring students. Mason Preparatory School stays competitive with the Charleston County School District by paying in the range of 92-95% of their annual salary schedule. Thu, 14 May 2026 13:16:51 -0400 https://careers.nais.org/jobs/rss/22275391/associate-transitional-kindergarten-and-extended-day-teacher https://careers.nais.org/jobs/rss/22275391/associate-transitional-kindergarten-and-extended-day-teacher Concord, Massachusetts, Nashoba Brooks School is an independent school for all genders, age 3-Grade 3; girls, Grades 4-8. The School is committed to personal excellence in academics, athletics and the arts within its mission of preparing students for “...a life of continuous learning, accomplishment, and leadership in a diverse and changing world.” We believe that diversity enriches and strengthens community and challenges individuals to become agents of change in creating a more fair and equitable world.   Mission Nashoba Brooks School educates children for a life of continuous learning, accomplishment, and leadership in a diverse and changing world. The School nurtures students’ growth and character, while fostering the development of each child’s personal excellence in academics, athletics, and the arts.   Summary Nashoba Brooks School seeks an Associate Transitional Kindergarten and Extended Day Teacher for the 2026-2027 school year. The associate transitional kindergarten and extended day teacher is a full-time position in our transitional kindergarten and extended day programs. The associate transitional kindergarten and extended day teacher works Monday through Friday from 8:30 a.m. -  4:30 p.m. The associate transitional kindergarten and extended day teacher supports the transitional kindergarten program by partnering with a lead teacher in a classroom in the mornings and extended day in the afternoons. The successful candidate will possess the desire to work in a dynamic, student-centered school committed to continuous learning and excellence in 21st century education. A teacher at Nashoba Brooks models the mission of the School and creates student-centered, mission-driven learning environments for students.    Responsibilities The associate transitional kindergarten and extended day teacher is responsible for:  Working closely with teaching and administrative employees to support the educational, social and emotional development of students. Collaborating with teaching team members and the student support team to identify and support student learning needs. Modeling excellent problem-solving and project management skills with a commitment to viewing challenges as problems that can be solved rather than obstacles that cannot be overcome. Supporting effective communication and collaboration within the Lower School team. Supporting student safety through a demonstrated commitment to emergency response training. Implementing lesson plans and assisting in developing curricular activities that promote collaborative and integrated learning. Collaborative planning for and facilitation of Extended Day (Preschool - Grade 3) Creating and supporting routines that recognize the importance of active engagement that is developmentally appropriate and intellectually stimulating. Assisting in maintaining observational records for each child. Communicating effectively with parents through informal daily interactions, email, telephone and periodic written reports. Actively pursuing and integrating relevant professional development opportunities. Supporting the School community and culture through additional duties such as student supervision, attending community events, etc. Engaging effectively in a dynamic learning environment by demonstrating flexibility and the willingness to contribute to the broader community.   Skills Strong candidates will demonstrate: Strong knowledge of teaching early childhood education. Excellence in integrated curriculum development, lesson planning, technology integration, and use of formative assessments for preschool students. Commitment to inspiring curiosity and creativity through play and place-based education, utilizing our 30-acre campus. Excellent written and oral communication skills, including the ability to write detailed comments on students’ progress reports, and the ability to communicate directly, effectively, respectfully and constructively with people of diverse backgrounds and experiences. An understanding of a co-teaching model and commitment to open and effective communication. Effective differentiation of curriculum and instruction to teach students with diverse learning profiles. A passion for teaching young children, as well as an understanding of the social, emotional, intellectual and physical development of three to nine year-olds. Proactive teacher-parent interaction and communication. A proven track record of efficient project management and problem-solving skills with the ability to initiate and complete multiple tasks, independently or collaboratively, as required. Proficiency with technology and technology integration to support learning.   Qualifications  Bachelor’s degree with significant coursework in early childhood education required. Three to five years of experience in early childhood teaching. Commitment to ongoing professional development.   The successful candidate will model integrity, professionalism, curiosity, responsibility, creativity and respect for all persons, as well as a demonstrated commitment to advancing the School’s core values of integrity, collaboration, inclusivity, empathy, and resilience.   Salary Range: $42,375 - $46,875/year based on years of experience.   Application  All interested applicants should submit a cover letter and résumé and apply here . Based on years of experience Thu, 14 May 2026 11:51:03 -0400 https://careers.nais.org/jobs/rss/22275346/nepsac-aaa-head-girls-basketball-coach https://careers.nais.org/jobs/rss/22275346/nepsac-aaa-head-girls-basketball-coach New Lebanon, New York, Position Specifics The Girls Basketball Head Coach is responsible for various aspects of the Girls Basketball Program, such as recruiting within the school, scheduling opponents (in conjunction with the Athletic Director), training, and coaching team members. The Girls Basketball Head Coach must abide by the NEPSAC and regulations and the rules and regulations set by Darrow School’s Board of Trustees, Head of School, Senior Administrative Team, and Director of Athletics. This position could include on-campus housing for the right candidate. Housing is contingent upon the ability to perform residential duty in one of our dormitories. Responsibilities of this position include Manage and supervise athletic activities, contests, and practice sessions, to promote individual growth in athletic skills, teamwork, discipline, respect, and good sportsmanship Coordinate the development, promotion, and retention of the girls' basketball program  Work as a liaison between Darrow’s Admissions Office and the prospective student-athletes.  Assist the Director of Athletics with the scheduling of games and coordination of team logistics Hold organizational meetings for team prospects and encourage potential athletes to participate in the girls' basketball program.  Ensure all girls' basketball program goals align with the overall objectives of the Athletic Department Develop a regular practice schedule and organize practice time to provide both individual and team development Hold a preseason meeting with student-athletes before the first official game Apply and enforce student discipline during athletic contests, practice sessions, and trips off campus; encourage sportsmanlike conduct in all phases of athletic participation Take all necessary precautions to protect student-athletes, equipment, and facilities, including protecting students from hazing/bullying Serve as a liaison between the NCAA and the point person in the college recruitment process. Participate in special activities, including senior night, banquets, award nights, and pep assemblies. Conferences with parents/guardians, as necessary, regarding the athletic performance of their students Follow established procedures in the event of an athlete's injury by working with Athletic Training staff.  Represent Darrow School and the Girls Basketball program professionally within our surrounding community Maintain nondiscriminatory practices in all activities.  Attend staff development meetings, clinics, and other professional activities to improve coaching performance Perform any other related duties as assigned by the Athletic Director or other appropriate administrator Required Qualifications: Bachelor’s degree preferred 2-4 years of experience coaching basketball at the high school level required (head coaching experience preferred) Must possess effective coaching techniques and skills.  Must possess knowledge of the rules, regulations, strategies, and techniques of the sport.  Must possess the ability to establish and maintain effective working relationships with school administrators, governing organizations (NEPSAC), opponents, officials, staff, parents, and students.    Additional Knowledge/Desirable Skills: Comprehensive knowledge of the game is paramount, in addition to extensive knowledge of current coaching techniques Knowledge of NEPSAC rules Demonstrated ability to instruct and supervise student-athletes Demonstrated history of placing student-athletes in college programs Must possess excellent communication skills, both written and verbal Exceptional organizational, administrative, and leadership skills  Must be a solutions-oriented person Must take pride in all the little details that help young women be successful in life and in school Must possess the ability to relate to students and to teach them on and off the court Must be willing to accept a high level of accountability Must possess the ability to assess players and coaches effectively Should be a progressive thinker, but a believer in planning and preparation Must possess a valid driver’s license; ability to drive the school’s vehicles (training will be provided)  Commitment to the 24 hours a day, seven days a week life of a boarding school  An educational philosophy consistent with the mission of the school   Physical Requirements While performing the duties of this job, the employee is regularly required  to talk or hear  The employee is required to sit, stand, walk, use hands to find, handle, or feel, and reach with hands and arms  Must be able to bend, reach, stoop, stand, and/or walk for extended periods of time  Must be able to lift and/or move objects up to 25 pounds safely and consistently Must be able to work outdoors in adverse weather conditions, including heat, cold, sun, rain, snow, and humidity Must be able to work in environments with adverse conditions, including dirt, dust, pollen, odors, dampness, and noise The position requires an extensive amount of walking around campus and through buildings, climbing stairs, and driving   Benefits of this position include Generous paid time off Medical and dental insurance 403(b) retirement plan (Darrow will match 2% of gross salary after one year of service) Health Savings Account Health Reimbursement Account Basic life and AD&D coverage Interested candidates should submit a cover letter, a list of references, and a resume to the Director of Athletics, Kris Magargal, at magargalk@darrowschool.org Commensurate with experience Thu, 14 May 2026 10:34:42 -0400 https://careers.nais.org/jobs/rss/22275534/academic-support-counselor-learning-specialist https://careers.nais.org/jobs/rss/22275534/academic-support-counselor-learning-specialist Tampa, Florida, Tampa Prep is currently seeking a full-time Academic Support Counselor to work in our Center for Academic Success for the 2026-2027 academic year who will work alongside our current Academic Support Counselor, School Counselor, faculty, and administrative team. Required Skills and Qualifications: A master’s degree in Special Education and/or a related/relevant field is preferred, or a bachelor’s degree in this area. A background in education with a specialization in reading, cognitive science, special education, or a related field is required. A strong understanding of learning differences, executive function skills, and the ability to read and interpret psychoeducational evaluations and communicate findings effectively to students, families, and teachers. Preferred Qualifications : Empathetic and student-centered Collaborative spirit with the ability to work across multiple departments and divisions. Experience in a comparable, learning specialist role (time spent in the classroom is preferred) Strong interpersonal communication and writing skills Strong time management and organizational skills   Responsibilities include, but are not limited to: Direct Student Support Works with students to foster academic success Helps students and faculty manage students’ academic accommodations Advises students and parents about strategies that facilitate learning Administrative & Oversight Oversees standardized testing accommodations & nonstandard test administration Maintains confidential student files Interprets cognitive testing reports Collaboration & Consultation Works closely with other Academic Support Counselor, School Counselor, and teaching faculty Coordinates plans for supporting students of concern with other administrators Advises teachers on best strategies for instruction for students with learning differences Communicates with other student support services on- and off-campus Serves as a resource for Tampa Prep’s Admissions Office Coordinates with other student support services at school, such as academic advisors, Grade-Level Deans, and the Writing Center Thu, 14 May 2026 15:24:52 -0400 https://careers.nais.org/jobs/rss/22273412/5th-12th-grade-band-director https://careers.nais.org/jobs/rss/22273412/5th-12th-grade-band-director Vancouver, Washington, General Description and Qualifications: King’s Way Christian Schools is a private, Christian school dedicated to serving students from 12 months through 12th grade located in beautiful Vancouver, Washington. King’s Way partners with families to provide a Christ-centered education for the whole child, leading to life change in each student. We are currently seeking a Band Director to join our vibrant Fine Arts Department. As a Christian teacher the successful candidate shall prayerfully assist students from 5th Grade through High School to develop the musical skills necessary to be successful individual and ensemble performers. This position supports the core values of King’s Way Christian Schools, possessing spiritual maturity and musical passion to provide students with opportunities to continue to grow in their relationship with God through the musical arts. Job Duties Provide age appropriate band instruction. Classes may include 5th grade beginners, 6th grade band, 7th-8th grade band, High School band, and other performance groups as agreed to with Administration such as Jazz, pep, etc. Teach in a manner that maximizes student achievement and provides equitable and challenging learning experiences for all students, exemplifying excellence (as defined by McEwan-Adkins, Marzano and Danielson) Instruct on quality sound production, rhythm, reading music, ensemble performance, etc. including music selection for varying group skill levels Select music, prepare and support at least two annual on-campus concerts Organize activities for each band including field trips and off-campus performances, including communication with parents, students, and administration Develop and oversee regular student performance opportunities at after hour events such as home athletic events, community engagement events etc. Supervise students, student teachers, teacher aides, student aides, and volunteers Attend School Sponsored & Milestone Events (based on teaching assignment) Seek to role-model a consistent daily walk with Jesus Christ and provide for the spiritual nurture of students Demonstrate a spirit of cooperation with the administration Position Details: Salary is based upon education and experience ranging from $43,000 - $83,000/year. Certificated staff receive 12-month pro-rated salary and are designated as overtime-exempt employees. The school year work calendar for faculty is 183 working days, 7.5 hours per day, which includes a minimum 30 minute duty free lunch break. Start time is generally 15 minutes before school starts, and end time is generally 30 minutes after release. Additionally, 45 to 60 minutes can be scheduled 1 or 2 days per week for staff or other meetings. Non-student working days, including professional development and conferences, etc. are as assigned by principals. This position requires additional hours outside of the standard school day for performances, festivals, and other student opportunities; includes associated stipend pay. Benefits The following benefits described are for typical full-time employees. Actual benefits may vary by appointment type or be prorated for other than full-time work. King’s Way Christian Schools is proud to provide a well rounded compensation package that includes: Medical, Dental & Vision Insurance; 403(b) retirement plan with an employer match of 100% up to a maximum of 5% of gross wages; supplemental insurance for Life, AD&D, Long Term care, Long-term disability and cancer insurance; Tuition discounts; paid leave plans; and continuing education opportunities. Education, Experience, and Skills Bachelor’s degree in related field; valid teaching certificate with appropriate endorsements preferred but not required; Commitment to the mission, vision, and core values of King’s Way Christian Schools; Ability to use a variety of technology effectively for instruction including but not limited to Google Suite, ALMA (SIS), Google Classroom (LMS), and Canvas (LMS); 2 years of successful experience as a band teacher is preferred; Ability to establish and maintain positive partnerships with parent community; Ability to communicate effectively orally and in writing; Commitment to continuous improvement and professional development; The candidate selected for this position will be required to pass a background check; Reports to Fine & Performing Arts Director Thu, 14 May 2026 01:28:35 -0400 https://careers.nais.org/jobs/rss/22275284/middle-school-english-teacher-and-advisor https://careers.nais.org/jobs/rss/22275284/middle-school-english-teacher-and-advisor Raleigh, North Carolina, Ravenscroft is seeking a  Middle School English Teacher & Advisor in the Middle School / English Department.  This is a f ull-time, exempt, 10-month position following the academic calendar (August–June). This role is ideal for someone who is excited to teach english, build relationships with middle school students and grow as an educator within a collaborative school community.  Supervisory Responsibilities:  None What You'll Do Teach approximately five sections of Middle School English Language Arts and related electives Build strong relationships with students and support diverse learning needs Serve as an advisor, supporting students’ academic, social-emotional, and leadership development through the Lead From Here curriculum Utilize instructional technology and learning management systems, including Canvas and Veracross, to support teaching, learning, and communication Collaborate with colleagues and participate in the broader life of the school A  full list of essential functions will be shared during the interview process. Work Environment and Physical Demands This role is based on Ravenscroft’s campus and includes work in classrooms and shared community spaces. The position requires the ability to move throughout campus, lead classroom activities, use instructional technology regularly, and communicate effectively with students and colleagues. Occasional evening or weekend responsibilities may be required. Reasonable accommodations may be made for qualified individuals with disabilities. Qualifications Required: Bachelor’s degree in English or a related field Strong content knowledge and enthusiasm for teaching Middle School English Excellent written and verbal communication skills Commitment to working in a diverse, inclusive, and mission-aligned school community Preferred: Experience working with middle school–aged students in any setting Experience in a K–12 or independent school environment Master’s degree in English or Education (MA or MEd) Willingness and ability to participate in the broader school community, including coaching athletics Thu, 14 May 2026 07:49:40 -0400 https://careers.nais.org/jobs/rss/22275309/middle-school-science-teacher https://careers.nais.org/jobs/rss/22275309/middle-school-science-teacher Grosse Pointe Farms, Michigan, The Grosse Pointe Academy is an independent day school serving students ages 2.5 through Grade 8 whose mission is to nurture, challenge, and inspire the intellectual, creative, and personal potential in each and every child. The Academy curriculum prepares confident lifelong learners in a joyful and challenging learning environment, encouraging intellectual curiosity, empathy, leadership, independence, global citizenship, active listening, critical thinking and effective communication. Located in Grosse Pointe Farms, Michigan, The Grosse Pointe Academy is situated on a historic 20-acre campus with centuries-old architecture overlooking Lake St. Clair. For more information, visit www.gpacademy.org Position Description Under the direction of the Head of School and Assistant Head of School, the Middle School Science Teacher is responsible for the design, delivery, and continuous improvement of a comprehensive Grades 6–8 science program. This includes instruction in Biology (Grade 6), Physics (Grade 7), and Chemistry (Grade 8). The role calls for a dynamic educator who fosters an inquiry-driven, student-centered classroom and laboratory environment that emphasizes critical thinking, problem-solving, and real-world application. The teacher integrates STEM principles throughout instruction, leveraging hands-on materials, engineering design processes, and interdisciplinary connections to prepare students for the academic rigor of high school science. Essential Duties and Responsibilities Curriculum & Instruction Program Implementation: Plan, develop, and implement a cohesive, standards-aligned science curriculum for Grades 6–8, with a focus on Biology, Physics, and Chemistry. Lesson Design: Design and deliver engaging, inquiry-based, “hands-on, minds-on” learning experiences aligned with NGSS (Next Generation Science Standards), incorporating STEM methodologies such as design thinking, experimentation, and problem-based learning. STEM Integration: Effectively utilize STEM materials and resources—including laboratory equipment, engineering kits, modeling tools, data-collection technology, and digital platforms—to support experiential learning and innovation. Safety Oversight: Establish and maintain a safe laboratory environment by enforcing comprehensive safety procedures and proper use of scientific and STEM materials. Student Evaluation: Develop and implement a range of assessments (formative, summative, and performance-based) to measure student understanding, skill development, and growth. Data-Driven Instruction: Analyze assessment data to inform instructional decisions, differentiate learning experiences, and address gaps in student understanding. Student Records: Maintain accurate, up-to-date records of student progress in Blackbaud and provide timely, constructive feedback to students, families, and administrators. Administrative Alignment: Collaborate with school leadership to ensure the science program aligns with institutional goals, mission, and strategic priorities. Communication: Maintain clear, consistent, and professional communication with families regarding academic progress, classroom expectations, and student development. Community Building: Foster positive, collaborative relationships among students, faculty, families, and administration. Knowledge, Skills, and Abilities Content Expertise: Strong foundational knowledge in Biology, Physics, and Chemistry. STEM Proficiency: Demonstrated understanding of STEM education principles, including inquiry-based learning, engineering design, computational thinking, and the effective use of STEM materials and technologies. Standards-Based Instruction: Deep familiarity with NGSS and Three-Dimensional Learning practices. Laboratory Safety: Thorough knowledge of middle school lab safety protocols and chemical hygiene standards. Inquiry Facilitation: Skill in guiding students through the scientific method, experimentation, and evidence-based reasoning. Quantitative Literacy: Ability to integrate mathematical concepts into science instruction, including graphing, data analysis, and algebraic reasoning. Adaptability: Flexibility to adjust instruction based on student needs, interests, and emerging opportunities for deeper learning. Communication Skills: Ability to translate complex scientific concepts into accessible, engaging explanations using relatable models and analogies. Professional Development Continuous Improvement: Engage in ongoing professional learning to remain current with advances in science content, STEM education, and instructional best practices. Additional Responsibilities Community Engagement: Participate actively in faculty meetings, committees, and school-wide initiatives. Student Life: Chaperone school trips and contribute to co-curricular and student life activities as needed. Required Qualifications   Education: Bachelor’s degree in a scientific discipline (Biology, Chemistry, Physics). Certification: Valid state teaching credential with a Middle School Science endorsement. Experience: Prior middle school teaching experience preferred. Background Check: Successful completion of a criminal records background check. Position Type: Full-Time, 8:00 am - 4:00 pm. This is a 10-month position, typically beginning at the end of August and ending in mid-June.  Application Process: Please submit a letter of interest, resume, and references to hr@gpacademy.org . Thu, 14 May 2026 09:33:14 -0400 https://careers.nais.org/jobs/rss/22273312/high-school-mpx-humanities-teacher https://careers.nais.org/jobs/rss/22273312/high-school-mpx-humanities-teacher Honolulu, Hawaii, Salary Range : $54,630 – $114,862 annually based on degree and student contact hours JOB SUMMARY Requires an experienced, student-centered, and innovative Humanities teacher for project-based instruction both within and outside the Mid-Pacific Exploratory Program (MPX).  Teachers are responsible for covering core concepts from two traditional disciplines during one longer, double-scheduled period through a problem/project-based learning approach. Specific teaching assignments will include teaching MPX Humanities ( which encompasses both Language Arts and Social Studies) courses and various high school courses, depending on experience. Essential to this role is the ability to utilize all resources available to establish a cooperative relationship with parents, colleagues, administrators, and community members to support each student's opportunity to learn and grow in educational and life experiences. This position includes active participation in the school's operation to support our unwavering commitment to the principles of deeper learning. This position reports to the Middle and High School Assistant Principal for Academics.   ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.  Design authentic, experiential, and interdisciplinary experiences for students, including project- and/or challenge-based learning strategies. Formulate questions that motivate students to learn independently and in collaborative groups. Work with community organizations to leverage student learning and create real-world applications and audiences for student work. Incorporate educational technology into lesson design to enhance student learning. Teach competencies and skills using standards set by the MPX department, school, and external examining bodies. Incorporate differentiation and varied strategies to meet the needs of a range of learners. Instruct students using a wide range of student-centered strategies, aligning with the vision and mission of the school. Collaborate with other members of the department in developing and updating the MPX curriculum and assessment practices. Prepare and administer formative and summative assessments of students’ deeper learning according to the Mid-Pacific Assessment Guidelines . Record and post student grades electronically in a timely manner. Maintain effective classroom management, liaising with deans and parents as necessary. Participate in faculty and departmental meetings and attend professional development workshops and educational conferences. Maintain effective and prompt communication with parents and guardians as needed. Carry out all homeroom / advisory responsibilities. Determine budget needs and purchase equipment and materials for courses taught. Regular and predictable attendance at work. Other duties may be assigned. QUALIFICATIONS AND EXPERIENCE Requires a Bachelor’s degree in Language Arts, History, or a related Humanities field from an accredited university or college, and at least two years of teaching experience.  Experience in student-centered curriculum design, incorporating project-based learning is preferred. Wed, 13 May 2026 15:48:25 -0400 https://careers.nais.org/jobs/rss/22273292/high-school-english-social-sciences https://careers.nais.org/jobs/rss/22273292/high-school-english-social-sciences Cary, North Carolina, We are seeking an accomplished, imaginative, team-oriented and equity-minded educator to teach a combination of English and World History courses in our Upper School.  The individual holding this teaching position is part of a larger faculty team dedicated to working together with students in a highly interactive and collaborative learning environment that inspires inquiry and an enduring love of learning.  Cary Academy teachers are expected to share a passion for their content area(s) in engaging and meaningful ways and to challenge students to relate their learning to other disciplines and to the world in which they live. CORE RESPONSIBILITIES As a member of the Teaching Faculty: Teach a standard load of classes (typically 4 sections), including curriculum design, materials development, assessment, and feedback to students. Lead and support a group of student advisees, providing academic guidance, nurturing social-emotional connection, and facilitating advisory programming in collaboration with a grade-level advisor team. Develop and facilitate experiential learning opportunities in support of the work of the Center for Community Engagement. Participate in the community life of our school by attending student events and sponsoring clubs and/or other student activities.   As a Cary Academy Employee: Engage actively in the school’s diversity, inclusion, and anti-racism work in all aspects of your professional responsibilities and interactions in furtherance of Cary Academy’s commitment to equity and justice. Attend and actively participate in all required school professional development activities in areas to include, but not limited to, safety and security; diversity, equity, and inclusion; student learning and support; technology; and school operations. Engage authentically in processes of self-reflection and improvement of practice, including full participation in the school’s Professional Growth and Renewal Program . Complete all required administrative and operational tasks and comply with all applicable regulatory requirements and school policies and procedures as articulated in handbooks, operating guides and other school policy and procedure communications and documentation in a responsive and timely manner. Use designated technology assets and platforms as directed by school policies and procedures to allow for secure, effective, and collaborative school operations. Work collaboratively with the Information Services team to research, implement and evaluate technology resources related to position responsibilities. Perform other projects and duties as assigned in support of both divisional and school operations and initiatives.   Wed, 13 May 2026 15:15:13 -0400 https://careers.nais.org/jobs/rss/22273328/executive-assistant-to-the-chief-finance-and-operations-officer https://careers.nais.org/jobs/rss/22273328/executive-assistant-to-the-chief-finance-and-operations-officer Houston, Texas, Job Summary: St. John’s School seeks a skilled and highly organized Executive Assistant to the Chief Finance and Operations Officer (“CFOO”) to provide comprehensive support to the CFOO. This role is essential in ensuring the efficient operation of the Business Office, managing daily administrative responsibilities, and supporting strategic initiatives. The ideal candidate will possess exceptional communication skills, a high degree of professionalism, and strong project-management skills in a fast-paced educational environment. In addition to relevant experience, successful candidates must demonstrate a collaborative approach and a commitment to furthering the School's mission, including its strategic initiatives on community and inclusion. The role often involves a high level of discretion and judgment, as well as the ability to anticipate needs and manage competing demands. This is a full-time, year-round (12-month) position and follows a regular schedule throughout the summer months. Primary Responsibilities: Serve as the primary point of contact between the CFOO and internal/external stakeholders, including faculty and staff, and committee members. Coordinate the planning and execution of committee meetings, special projects, and some events. Organize and coordinate meetings, including preparing agendas and materials, taking minutes, and following up on action items. Prioritize emails and schedule appointments to optimize the CFOO’s agenda. Arrange travel itineraries, accommodation, and detailed agendas. Assist with special projects, research, and improving internal processes. Expense Management: Prepare and submit expense reports and manage budgets.  Monitor project deadlines and follow up on action items to keep projects on schedule. Handle all team communications and events. Maintain an organized system for records, reports, and files related to the Business Office. Other duties and responsibilities as assigned. Requirements/Qualifications: Bachelor’s degree 3+ years’ relevant work experience Effective organizational, time-management and problem-solving skills. Demonstrated analytical skills and financial acumen. Proficient in Microsoft Office, including Word and Excel.   Detail-oriented with the ability to work independently and oversee projects through successful completion. Wed, 13 May 2026 16:08:44 -0400 https://careers.nais.org/jobs/rss/22273404/2026-2027-teaching-fellow-middle-school-grades-5-8 https://careers.nais.org/jobs/rss/22273404/2026-2027-teaching-fellow-middle-school-grades-5-8 Hartford, Connecticut, The Opportunity Teaching Fellows are asked to commit to a one-to-two year fellowship intended to develop their knowledge and skills as an educator. As a member of the NativityMiguel Coalition, Covenant Prep is on an extended day program, running from approximately 7:30 AM to 5:30 PM and includes a Summer Academy in the month of July. Applicants should be committed to a challenging and rewarding service position. Teaching Fellows play an integral part in the life of the school, work as full-time teachers, and receive training and support from the Principal and mentor teachers. In addition to classroom teaching responsibilities, Fellows participate in the school’s advisory, athletics/activities, and service programs. Responsibilities Teach one core academic class Serve as an advisor to small group of students Supervise/coordinate school-day activities (~2 periods per day, Monday-Friday) Supervise/coach afternoon activities from 4:00-5:15 p.m. (Monday-Thursday) Coordinate other school programs as assigned by the principal Obtain necessary endorsement to drive school vans Participate in Summer Academy in July Other duties as assigned Benefits Free housing in a school-managed townhouse with other Teaching Fellows (dependent on space). Stipend of $21,000 (pre-tax) distributed semi-monthly. School-provided health, vision, and dental insurance, if needed. Discounted graduate school tuition at University of St. Joseph’s. Qualifications and Attitude A bachelor’s degree (all majors welcome, teaching certificate not required). Experience working with youth, middle school grades preferred. A firm commitment to social justice and Covenant Prep’s mission. Generosity of spirit, exceptional work ethic, flexibility, and a willingness to consistently learn. About Covenant Prep Covenant Preparatory School provides young men in grades 5 through 8 from underserved communities in Hartford, the foundation required to successfully pursue higher education, to develop the strength of their character, and to inspire them to live with integrity as leaders committed to their communities. More information about the school can be found on our website: www.covenantprep.org.  Covenant Preparatory School is strongly committed to equal opportunity for all its employees and actively seeks diverse candidates for employment. Covenant Prep does not discriminate in employment opportunities or practices on the basis of sex, race, color, religion, national or ethnic origin, age, disability, veteran status, sexual orientation, gender identification, or any other characteristic protected by law.  How to Apply Interested candidates should email their resume and cover letter to Nikki Cannavo, Principal, at ncannavo@covenantprep.org .   Qualifications and Attitude A bachelor’s degree (all majors welcome, teaching certificate not required). Experience working with youth, middle school grades preferred. A firm commitment to social justice and Covenant Prep’s mission. Generosity of spirit, exceptional work ethic, flexibility, and a willingness to consistently learn. Wed, 13 May 2026 20:38:50 -0400 https://careers.nais.org/jobs/rss/22273408/high-school-english-literature-teacher https://careers.nais.org/jobs/rss/22273408/high-school-english-literature-teacher Ojai, California, Besant Hill School, located in the resort town of Ojai, California, is a 70-year-old college prep co-educational boarding school with an emphasis in the arts and project based-learning. Besant Hill School was founded as the Happy Valley School in 1946 by a community of educators and philosophers who were convinced of the need for new approaches to education. They envisioned an educational climate that would foster the overall intellectual, creative, and emotional development of each student in every aspect of daily life. The school is situated on 500 picturesque acres in Upper Ojai. As with all full time positions at Besant Hill School, residential duties (evenings and weekends), coaching, and outdoor education opportunities will be contractually required. The school is currently seeking an experienced English educator. The ideal candidate must be versatile and willing to be called upon to teach an array of subjects, including: literature, writing and composition, and creative writing. Housing may be available.  Wed, 13 May 2026 22:04:33 -0400 https://careers.nais.org/jobs/rss/22273349/elementary-teacher-san-francisco https://careers.nais.org/jobs/rss/22273349/elementary-teacher-san-francisco San Francisco, California, Position Overview  La Scuola International seeks experienced and passionate Elementary School teachers for the upcoming school year. We are particularly interested in teachers with experience in the International Baccalaureate Primary Years Program (IB-PYP). Applicants should be able to teach an inquiry-based curriculum, be collaborative, proactive and flexible. Solutions-oriented thinkers, strong communicators and curious learners will thrive in La Scuola’s diverse and dynamic environment.  The teacher will support and implement the daily program in accordance with the policies and philosophy of the School under the supervision and direction of the Division Director and the Head of School.  Role & Responsibilities include but are not limited to Designing, planning & implementing appropriate curriculum goals and long-term projects within the IB-PYP guidelines; Setting educational and developmental goals for the children, both as a group and individually; Preparing the environment (indoor and outdoor) so as to support the educational objectives/goals; Establishing and maintaining a personal connection with each parent, child's family; Communicating with parents. Required Skills, Knowledge & Abilities Familiarity and ability to plan curriculum within the Reggio Emilia Approach, Language Immersion models, and the International Baccalaureate (IB) Curriculum framework or inquiry/project-based learning; Strong classroom management and organization skills that foster student engagement and collaboration;   Experience implementing Responsive Classroom and restorative practices; Strong time management skills including consistent attendance, punctuality, ability to meet deadlines and participation in school life;  Ability to thrive in a dynamic, fast-paced environment that prioritizes reflection and fosters growth as the school continues to evolve; Ability to be open-minded, creative and curious, learning in relationship with colleagues and students alike; outstanding interpersonal and communication skills; Ability to foster strong relationships with all community members including parents, educators, students and beyond;  Ability to work well in a team and in a very collegial and collaborative environment; Ability to find joy in working with all children and to differentiate learning and connect across learner profiles;  Dedication to being an active, enthusiastic member of the La Scuola community, contributing collaboratively within an internationally diverse team and learning environment;  Passion for the school’s mission and values in addition to the curricular focus; Commitment to diversity, equity, inclusion and belonging in our community. Minimum Qualifications Bachelor’s degree or higher in Education (or equivalent area of study) and / or California Teaching Credential;  Minimum of 2 years’ experience teaching in K-8 grade level, preferably in a Language Immersion, Reggio Emilia and / or and International Baccalaureate (IB) accredited school; or 5+ years experience working with children; Bilingual and bi-literate in Italian and English with native or near-native Italian proficiency. Salary commensurate with experience and credentials. Benefits & Compensation Full time positions receive generous compensation and benefits package, including medical, vision and dental coverage. The school also offers an Employer-Matched Retirement Account (up to 5%), Flexible Spending Accounts (FSA), Health Savings Account (HSA), Commuter Benefits, Group Life Insurance, Long-Term Disability Insurance, Employee Assistance Program, World Travel Assistance. Benefits may be available for employees who work between 20-29 hours per week with employees being responsible for 50% of the monthly premiums. Other benefits include Personal Time Off, Paid Federal Holidays and School Closures, daily warm lunch while on site, Employee Referral Bonuses, Outstanding Professional Development and Mentorship throughout the year, Free Employee Childcare for students enrolled at La Scuola during Professional Development Days. Additional Information Candidates must be authorized to work in the U.S. Prior to beginning work and as a condition of employment in order to comply with the law, all employees must provide documentation to prove eligibility to work in the United States. Final candidates will need to pass both Criminal Justice Department and Federal Bureau of Investigation Fingerprint Clearance and a physical exam, and provide a recent copy of a negative TB test and other immunizations. Wed, 13 May 2026 16:43:53 -0400 https://careers.nais.org/jobs/rss/22273263/4th-5th-lead-teacher https://careers.nais.org/jobs/rss/22273263/4th-5th-lead-teacher Oakland, California, Reports to: Head of School or designee Position Status: Full-Time Location: Aurora School, Oakland, CA Start Date: August 1, 2025 About Aurora School Aurora School is an independent, progressive K–8 school in Oakland committed to academic excellence, emotional intelligence, and social engagement. Our inclusive community nurtures creativity, leadership, and a genuine love of learning, developing self-aware, confident students who advocate for themselves and others. Aurora’s Lower School program is grounded in inquiry, experiential and project-based learning, authentic relationships, and a deep understanding of child development. We believe rigor emerges through deep thinking, meaningful engagement, and authentic application of skills and concepts. We also believe children learn best when they feel safe, known, challenged, and inspired. Our classrooms foster creativity, social-emotional growth, interdisciplinary exploration, collaboration, critical thinking, and hands-on learning within a culture of both academic challenge and belonging. Aurora’s Lower School is intentionally designed around multi-age classroom communities (K/1, 2/3, and 4/5), where students learn through collaboration, mentorship, differentiated instruction, and relationship-centered teaching. We believe multi-age learning environments foster confidence, empathy, leadership, and deeper academic growth while encouraging students to learn from and alongside one another. As Aurora continues to grow its Lab School model, we value educators who see themselves as lifelong learners and reflective practitioners. Our classrooms serve as spaces of inquiry, innovation, and professional learning, where teachers collaborate, reflect on practice, and contribute to the evolution of progressive education. We are especially excited to partner with educators who are warm, grounded, collaborative, and eager to bring creativity, curiosity, and thoughtful practice into the classroom. About the Position Aurora School is seeking a warm, reflective, and highly skilled Lower School Lead Teacher to join our K–5 faculty. The ideal candidate is an experienced educator who creates joyful, engaging classroom environments where students are challenged academically while also feeling deeply supported socially and emotionally. In this role, you will: Lead a dynamic and engaging Lower School classroom rooted in inquiry, creativity, and developmentally responsive teaching. Create a safe and inclusive learning environment that supports students’ social-emotional growth and fosters a strong classroom community. Foster a classroom culture where students learn to think critically, engage respectfully across differences, and develop empathy, self-awareness, and social responsibility. Design meaningful learning experiences that encourage curiosity, collaboration, critical thinking, and independence. Partner closely with families through clear communication, strong relationships, and shared investment in student growth. As a Lower School Lead Teacher at Aurora, you will help shape students’ foundational academic skills, confidence, and sense of belonging while contributing to a cohesive and innovative K–8 program. What We Look for in a Lead Teacher A Whole-Self Approach to Education Aurora educators create safe, joyful, inclusive spaces where children develop emotional intelligence, confidence, resilience, and a strong sense of belonging. We believe social-emotional learning is foundational to academic growth and intentionally teach skills such as self-awareness, empathy, emotional regulation, and healthy communication. Our educators model these skills in their own practice, drawing on strong emotional intelligence and relational awareness to guide students through real-life moments of learning, reflection, and repair. A Commitment to Equity, Belonging & Critical Thinking Aurora is committed to cultivating an anti-racist, anti-discriminatory, and inclusive school community where every child and family is affirmed in their full identity. Our educators design classroom practices that honor diverse identities, backgrounds, cultures, and family structures, and actively work to interrupt bias when it appears. In developmentally appropriate ways, we guide students to explore questions of fairness, belonging, and community, helping them develop empathy, perspective-taking, and thoughtful dialogue. We seek educators who are reflective and self-aware, who understand how their identities and biases shape their teaching, and who approach their work with humility, openness to feedback, and a commitment to growth. A Deep Understanding of Early Childhood Development You understand the developmental needs of elementary-aged students and can create learning environments that balance structure and flexibility, academic challenge and joy, independence and support. A Growth Mindset & Love for Learning You are reflective, curious, and committed to continuous improvement. You seek feedback, collaborate with colleagues, and bring energy and openness to your professional practice. You are excited to experiment, try new ideas, and bring creativity and innovation into the classroom in ways that support student curiosity and engagement. A Relational Approach to Community You build trusted relationships with students, families, colleagues, and the wider community. You communicate clearly, follow through consistently, and contribute meaningfully to Aurora’s culture of belonging, enrollment, and retention. Key Responsibilities Curriculum & Instruction: Design and evolve curriculum aligned with Aurora’s mission and responsive to students’ curiosity, developmental needs, and emerging interests. Create engaging learning experiences through inquiry, project-based learning, and interdisciplinary instruction. Facilitate classroom experiences that nurture curiosity, collaboration, creativity, and critical thinking. Differentiate instruction to support a range of learners and learning styles. Use observation, assessment, documentation, and reflection to understand student growth and inform instruction. Integrate technology and other resources thoughtfully when they enhance learning. Participate in Aurora’s evolving teacher inquiry cycle, investigating questions about teaching and learning and sharing insights with colleagues as part of our growing Lab School model. Demonstrate a commitment to lifelong learning through reflection, collaboration, professional development, and openness to innovation. Classroom Management & Environment: Create a safe and welcoming classroom community where students feel secure, respected, and ready to learn. Establish clear routines and structures that support independence, responsibility, and collaboration. Design thoughtful classroom environments that invite creativity, exploration, and meaningful learning. Guide students through social-emotional learning moments using developmentally appropriate strategies that support emotional regulation, empathy, and problem-solving. Approach conflict and behavior through restorative, relationship-centered, and developmentally appropriate practices that help students build accountability, empathy, and problem-solving skills. Family & Community Engagement: Build strong partnerships with families through clear communication, trust, and shared care for each child’s growth and well-being. Share insights about student learning through meaningful feedback, conferences, and regular communication about classroom life and curriculum. Communicate regularly with families about student progress, classroom experiences, and upcoming learning opportunities. Write and distribute regular class newsletters that keep families connected to classroom experiences and learning. Document and share student learning through regular portfolio updates on Toddle. Professional Development & Collaboration: Participate in faculty meetings, professional development, and school-wide initiatives. Collaborate closely with Lower School colleagues, specialists, and school leadership to support a cohesive K–8 learning experience. Engage in ongoing reflection and professional growth to strengthen teaching practice. Contribute to the life of the school through committees, occasional evening or weekend events, admissions activities, and community gatherings. Additional Responsibilities: Organize and supervise field trips that support classroom learning and exploration. Support and supervise students during assigned recess and lunch periods, helping maintain a safe, positive community environment. Prepare lesson plans and materials for substitute teachers as needed. Attend and support school events such as Tinker Faire, admissions events, and other community gatherings. Participate in the interview process for new staff as appropriate. Desired Traits A warm, energetic presence who cultivates a joyful classroom where curiosity, belonging, and engagement thrive. Experience teaching social-emotional learning skills in developmentally appropriate ways. Commitment to diversity, equity, and inclusion in education. Experience supporting neurodiverse learners and creating classroom environments where different learning styles and needs are understood, respected, and supported. Comfort designing integrated learning experiences that connect ideas across subjects and invite students to explore meaningful questions. Ability to build positive, trusting relationships with students and families. Qualifications At least 3 years of successful elementary teaching experience preferred. Bachelor’s degree required; Master’s degree in Education preferred. California teaching credential preferred. Experience with progressive education, inquiry-driven and project-based learning, and/or constructivist teaching models. Strong classroom management grounded in emotional intelligence and developmentally appropriate practice. Excellent communication, collaboration, and problem-solving skills. Demonstrated commitment to equity, inclusion, and culturally sustaining teaching practices. Compensation & Benefits Salary is competitive and commensurate with experience and education. Aurora offers health and retirement benefits, disability insurance, and professional development opportunities. How to Apply To apply, please send your resume and a cover letter to Lynsey Kamine, Head of School: lkamine@auroraschool.org Aurora School is an equal opportunity employer. We welcome applications from individuals of all backgrounds and evaluate all candidates based on merit. Learn more at  www.auroraschool.org . Salary is competitive and commensurate with experience and education. Mon, 18 May 2026 11:35:13 -0400 https://careers.nais.org/jobs/rss/22273220/vocal-music-teacher https://careers.nais.org/jobs/rss/22273220/vocal-music-teacher Bangor, Maine, John Bapst, one of Maine's top independent high schools, seeks a vocal music teacher for the 2026-27 school year; this is a permanent position. The ideal candidate should have experience working with high school students and be comfortable teaching a variety of  vocal  styles and ranges. This person also should be capable of teaching music theory, with experience in teaching drama and/or piano a plus. The preferred candidate also will have experience and a willingness to support the school's theater program, particularly the spring musical production. The position requires someone willing to work collaboratively in a small department. This position may be combined with a houseparent position in the school's international boarding program, with housing and other benefits provided. Interested parties should send a cover letter and resume to  employment@johnbapst.org . No phone calls, please . Successful applicant will meet Maine Criminal History Records Check requirements. John Bapst is an equal opportunity employer. Wed, 13 May 2026 12:41:36 -0400 https://careers.nais.org/jobs/rss/22273382/middle-and-upper-school-registrar https://careers.nais.org/jobs/rss/22273382/middle-and-upper-school-registrar Salt Lake City, Utah, Middle and Upper School Registrar School Overview Founded in 1867, Rowland Hall is an independent school in Salt Lake City serving approximately 1,000 students in preschool through twelfth grade. Driven by our vision of developing people the world needs, we believe in a transformational education that gives students agency and purpose, connects them to their global community, and empowers them to make the world a better place for all.  Rowland Hall sets the standard for teaching and learning excellence through our academic and co-curricular programs, including experiential learning opportunities, artistic self-expression, and a competitive athletic program that challenges students inside and outside the classroom. We foster curiosity, compassion, joy throughout the learning process, and graduate young adults who know how to think critically and are inspired to make a difference.  Located near the base of the stunning Wasatch Mountain Range and adjacent to the University of Utah, a world-class research university and medical center, Rowland Hall attracts a diverse community of families. The school focuses on recruiting and retaining high-quality employees by offering extensive professional development opportunities, competitive salaries with local districts and market rates, and a close-knit, supportive community.  About the Middle and Upper School The Middle School (MS - grades 6-8) and Upper School (US - grades 9-12) make up the Lincoln Street Campus and serve a combined 500+ students with a focus on academic, emotional, and social growth as developmentally appropriate. Each division promotes a strong culture of professional growth, collegiality, and collaboration for teachers. We offer an extensive co-curricular program including arts, athletics, and community engagement, including internships for Upper School students with the University of Utah. We focus on experiential learning in both divisions and offer a series of overnight class and grade level trips, Winter Sports within the Middle School, and various community partnerships. We have a 1:1 device program: laptops for Upper School and grades 7–8, and iPads for grade 6 in the Middle School. Teachers in both divisions use the Canvas learning management system and Veracross as a student information system. Position Summary The Registrar serves as the central authority for student academic records, scheduling systems, and academic data integrity for the Middle School and Upper School. Working closely with the Heads of Middle and Upper School, the Registrar creates, implements, and manages student schedules, and faculty teaching assignments including timetable creation, add/drop processes, and required reporting. The Registrar partners with Upper School Administration, College Counseling, and the Academic Dean to maintain accurate academic records; oversee transcripts, credits, grading, and graduation requirements; coordinate standardized testing; and support academic data needs. This role ensures the accuracy, security, and confidentiality of student records in compliance with school policies and applicable regulations, while serving as a key resource for students, families, faculty, and staff. Primary Job Responsibilities Core Academic Records & Scheduling Work with the Heads of the Middle School and Upper School to design and manage class schedules, including timetable creation, student add/drop processes, faculty lunch and recess duty assignments, and the generation of required reports. Monitor, audit, and certify progress toward graduation requirements; proactively communicate status to students, families, advisors, and administrators. Maintain accurate academic records in Veracross, including grades, credits, transcripts, and historical records. Manage grading processes and academic timelines, including report cards, transcript generation, and grade reporting. Testing & External Reporting Coordinate and administer College Board standardized testing, including PSAT and AP exams. Coordinate testing accommodations and proctoring for standardized tests and semester exams, in collaboration with Learning Support and administration. Manage transcript requests and fulfillment for current students, alumni, colleges, and external institutions. Collaboration & Strategic Support Maintain a thorough understanding of school academic policies and procedures to effectively support students, families, and faculty/staff. Work closely with Upper School Administration and College Counseling on transcripts, credits, and postsecondary reporting. Assist the Academic Dean and divisional Heads with academic data collection, reporting, and special projects as needed. Serve as a key resource to students, families, and faculty regarding academic policies, procedures, and graduation requirements. Other duties as assigned Skills and Requirements Strong interpersonal skills and the ability to collaborate effectively with students, families, faculty, and staff Commitment to supporting and promoting the school’s vision and values Proactive, solutions-oriented approach with strong problem-solving skills Proficiency with Google Workspace for Education and Microsoft Office; willingness to learn new systems (experience with Canvas and Veracross preferred) Strong written and verbal communication skills Excellent organizational and multitasking abilities with close attention to detail Demonstrated ability to work effectively with individuals from diverse backgrounds and belief systems The requirements listed below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to: Lift up to 10 lbs of boxes or equipment Move easily around a typical school environment Manage frequent in-person interactions and interruptions Work onsite in an office setting Sit at a computer and use a keyboard for extended periods Manage multiple projects simultaneously and prioritize effectively Additional Information This is a full-time, year-round, non-exempt position beginning July 1, 2026, and reports to the Head of Upper School. For more information about the school, please visit rowlandhall.org. Equal Employment Opportunity Rowland Hall is an equal opportunity employer, and as such, believes that each individual is entitled to equal opportunity without regard to sex, color, race, ancestry, religion, national origin, sexual orientation, gender identity, age, physical disability, marital status, veteran status, or any other characteristic protected under federal or state anti-discrimination laws. Rowland Hall’s equal employment opportunity practices extend to recruitment, hiring, selection, compensation, benefits, transfer, promotion, training, discipline, and all other terms, conditions, and privileges of employment. Wed, 13 May 2026 18:02:54 -0400 https://careers.nais.org/jobs/rss/22273067/executive-assistant-to-head-of-school https://careers.nais.org/jobs/rss/22273067/executive-assistant-to-head-of-school Providence, Rhode Island, Lincoln School, founded in 1884, is an independent K-12 Quaker girls’ school in Providence, Rhode Island. We are seeking applicants for a full-time Executive Assistant to the Head of School. As a 12-month staff member, the Executive Assistant to the Head of School will provide confident and consistent support to the Head of School, including but not limited to all aspects of daily operations. The role encompasses a wide variety of administrative and executive duties, special projects, and initiatives.  This role is an excellent opportunity for a highly organized, detail-oriented, and innovative professional with strong communication and project management skills. The successful candidate will play a key role in supporting the daily operations of the Head of School’s office while working collaboratively with administrative support staff, faculty, and school leadership to ensure the school's effective operation and to maintain the best interests of the school community at all times. The ideal candidate will demonstrate professionalism, sound judgment, initiative, and integrity, with the ability to manage a broad range of responsibilities in a fast-paced environment. This individual must possess strong interpersonal skills and the ability to foster positive working relationships while supporting the school’s mission, policies, and organizational goals as a trusted partner to school leadership. Lincoln School values working with a diverse faculty and staff and seeks applications from individuals who share our commitment to educating girls to fearlessly embrace the opportunities and responsibilities of full citizenship in a complex world.  Responsibilities include but are not limited to: Represents the Head of School’s office using excellent written and oral communication skills through various communications and letters, often involving independent judgment, initiative, and discretion Attends events as requested by the Head of School Manages the Head's office budget Manages the Head of School’s schedule and calendar in concert with school priorities and the all-school calendar, providing timely and accurate follow-through on minute and grand scales Provides all administrative support for the Board of Trustees, attends after-hours Board meetings, and takes minutes for various board and committee meetings  Develops and manages the schoolwide master calendar and Trustee committee calendars as appropriate Manages all contracts and projects connected with the Head of School’s office (e.g., consultants, searches, etc.) Coordinates the Head of School’s travel and professional development Plans a set of annual events (luncheons, receptions, etc.) for parents, trustees, and faculty/staff Obtains, gathers, and organizes pertinent data for Federal, State, and district surveys and  reports Provides periodic coverage for Front Desk in coordination with other administrative assistants Supports Director of Facilities in scheduling emergency drills Other duties as assigned; occasional night and weekend hours will be required Successful Candidates will meet the following requirements:  Bachelor’s degree or the equivalent is required, with administrative support experience, preferably with some experience in an executive office, ideally in an educational setting Commitment to working in and fostering an inclusive community Excellent interpersonal and relationship-building skills Aptitude for framing problems as opportunities Ability to cultivate strong, collaborative relationships internally and externally Excellent problem-solving skills; ability to follow through and close loops Strong proficiency in the Google environment, as well as Microsoft Word, Excel, and other database programs. Familiarity with ethical and efficient uses of Artificial Intelligence Excellent writing, editing, and proofreading skills Excellent organizational skills with multi-tasking capability Meeting, calendar, time, and event management experience Ability to handle confidential information and act with discretion Ability to use independent judgment in performing the responsibilities of the position Competitive benefits package; retirement program with school match. Wed, 13 May 2026 09:48:56 -0400 https://careers.nais.org/jobs/rss/22273073/systems-administrator https://careers.nais.org/jobs/rss/22273073/systems-administrator New York, New York, The Chapin School, an independent K-12 day school for girls located in New York City, seeks a student-centered, collaborative, and innovative educator to serve as a Systems Administrator. All candidates are encouraged to be familiar with Chapin’s  website ,  mission  and  commitment to diversity, equity & inclusion . About this role Are you looking to expand and apply your security knowledge in a real environment with tangible outcomes? Join our team and work with our school community in enhancing our security posture in ways that enable student growth and keep learning at the forefront of everything we do. Effective security practices require deep understanding and partnership. Reporting directly to the Director of Technology, you’ll own the day-to-day operations and technical infrastructure in an inclusive environment that both implements industry best practices and empowers our school community through education and collaboration. This is a hands-on role requiring broad technical capabilities and a collaborative mindset as you work with our MSPs and across the school community. This is a full-time position in an independent K-12 day school for girls located in New York City, with occasional off-hours work as needed for security incidents or emergency response. Core Duties & Responsibilities Manage and maintain school systems including Google Workspace, Microsoft Entra and directory services, and cloud services Administer and maintain Endpoint management systems including configuration, deployment, and troubleshooting Administer and maintain security controls and DLP solutions according to established procedures Maintain server systems, virtualization platforms, and related infrastructure Manage identity and access management (IAM) operations and enforce access controls, including user provisioning, modifications, and deprovisioning Monitor and promptly respond to security incidents including those detected by our security monitoring platforms, perform investigations within established guidelines, and collaborate with the Director of Technology on complex incidents requiring strategic decisions or significant impact assessment Administer and maintain technical standards, procedures, controls, and related documentation in accordance with established policies Develop automation scripts to streamline repetitive tasks and improve operational efficiency Assist with compliance documentation and audit requests as directed by the Director of Technology Collaborate with our Managed Services Providers (MSPs) on network and infrastructure operations, maintenance tasks, and troubleshooting, and serve as an on-site technical liaison Execute security measures and procedures as defined by the Director of Technology in coordination with MSPs Support backups and disaster recovery measures for the continued operation of the school Provide operational feedback and technical input on infrastructure Serve as a technical escalation point for Technology team members Support educational technologies including SIS, LMS, and Video Conferencing Provide technical input and operational feedback to support vendor and MSP relationships Contribute to a security-conscious culture through collaboration and education efforts Additional responsibilities as needed to meet the needs of the school     Required Skills and Knowledge Security certifications (e.g. Security+, SSCP, or equivalent) required Five years experience in systems administration with demonstrated security focus Hands-on experience with Remote Mobility Management (RMM) technologies Experience with domain administration, controls, and identity configurations such as IAM, SSO and MFA Working knowledge of networking fundamentals including VLANs, switching, wireless, TCP/IP Experience with server administration and virtualisation technologies (VMware, Hyper-V, or similar) Experience with security alert monitoring and incident response Proficiency with scripting and automation (PowerShell, Python, Bash, or similar) Familiarity with security frameworks and best practices Knowledge of configurations and reporting for cloud services such as Google Workspace and Google Cloud Platform (GCP), Microsoft Entra, Amazon Web Services (AWS), or similar Highly Valued Experience Networking certifications or demonstrated expertise (CCNA, Network+, or equivalent) Network engineering or security experience in complex environments with diverse endpoints including LAN, WAN, Data Center, security and Wireless technologies Advanced Domain Administrator certification or demonstrated expertise (MSCE, Azure Administrator, or similar) Project Management certification or demonstrated experience (PMP, CAPM) Experience with security monitoring platforms beyond basic administration Advanced Jamf Administrator certification (Jamf 300 or higher) Experience working in K-12 education or similar educational environments Practical experience with DLP implementation and management Familiarity with backup management and disaster recovery execution Understanding of service management frameworks (ITIL or similar) How to apply:  Please submit your résumé and cover letter for consideration. Applications will be considered on a rolling basis. Compensation:  Commensurate with experience, the range is $120,000-135,000 Mon, 18 May 2026 10:29:12 -0400 https://careers.nais.org/jobs/rss/22273113/learning-resources-specialist-math https://careers.nais.org/jobs/rss/22273113/learning-resources-specialist-math Washington, D.C., JOB SUMMARY Beauvoir, the National Cathedral Elementary School seeks an expert in elementary mathematics and teaching diverse learners to serve as a Learning Resource Specialist. Learning Resource Specialists at Beauvoir provide one-on-one, small group, and whole class support for students in kindergarten through third grade. Learning Resource Specialists collaborate with partner teachers, grade level teams, the learning resource team, specialists, administrators, and outside providers to support the unique learning needs of every student and provide differentiated instruction and learning strategies to support every child in meeting their full potential. The School has identified a need for a learning resource specialist with experience in the assessment, identification, and intervention of learning differences and specific learning disabilities. The Learning Resource Specialist will be responsible for supporting students in their investigation of elementary mathematics, demonstrating best practices in early childhood education and teaching of diverse learners, and fulfilling the roles of teacher and member of the learning resource team. This is a 10-month, full-time position, open until filled. Direct supervision is managed by the Director of Learning Resources while ultimate reporting is overseen by the Head of School. Salary Range: of $67,000 – $95,000 depending on education and experience. DUTIES AND RESPONSIBILITIES OF THIS POSITION As a teacher , the Learning Resource Specialist will: Demonstrate a joy for learning and teaching Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning Develop schemes of work, lesson plans, and projects that demonstrate a distinguished knowledge of content and pedagogy appropriate for early childhood students Develop and implement differentiated plans for individual students using the curriculum program Use technologies in the teaching/learning process to support and enhance instruction and learning Encourage and monitor the progress of individual students and use information to adjust teaching strategies Observe and assess student performance and development Maintain accurate and complete records of students' progress and development, including anecdotal notes and written reports Prepare required written formal and informal reports on student progress and development Communicate necessary information regularly to students, colleagues, and families regarding student progress and needs Manage student behavior and classroom routines by establishing and upholding values and procedures aligned with the Responsive Classroom best practices and Beauvoir’s social curriculum Demonstrate preparation and skill in working with students from diverse cultural, economic, and ability backgrounds As a member of the learning resource team, the Learning Resource Specialist will: Demonstrate enthusiasm for the mission of the school and for working collaboratively with fellow faculty members to fulfill and support the strategic initiatives and vision of the school Exemplify collaboration that supports an authentic and inclusive school community, and collaboration that supports colleagues in a positive manner Maintain a professional relationship with colleagues, students, families, and community members Participate in the admissions process to ensure incoming students can be accommodated by our program Attend and participate in faculty meetings and serve on committees Stay current in the fields of elementary mathematics and teaching diverse learners; maintaining professional connections and engaging in professional development Demonstrate a commitment to lifelong learning by enhancing their skills and embracing innovative technologies and creative thinking Facilitate and encourage professional development for teachers related to differentiation and diverse learners Demonstrate mature judgement and discretion; maintain confidentiality and composure under pressure and in situations with students, parents, and colleagues, and demonstrate behavior that is professional, ethical, and responsible Exhibit a strong ability to organize work, set and adjust priorities, meet deadlines, and execute multiple concurrent tasks; anticipate needs and respond accordingly, and to perform with an appropriate degree of initiative REQUIREMENTS Advanced degree in learning disabilities, differentiated instruction, special education, or math required At least three years of demonstrated experience in teaching Coursework and or professional training in early childhood development and in methods to support students with a variety of learning profiles, or mathematics Strong written and verbal communication skills Embodiment of the Beauvoir Life Rules in all aspects of employment and interactions with school stakeholders Demonstrated ability to support, uphold, and promote the Beauvoir core values of childhood, creativity, curiosity, and courage Joy in leading, teaching, learning, and working with children Ability to be flexible and to perform other duties as assigned by the Head of School GENERAL REQUIREMENTS Background Checks and Screening : Successful completion of periodic background checks, including an FBI background check, and, at the discretion of the school, drug and alcohol screening. Interpersonal Skills : Excellent communication skills, a courteous demeanor, and commitment to fostering a positive school environment. Technical Proficiency : Proficiency with common computer applications, including word processing and shared calendars. Professionalism : Sound judgment, discretion, and the ability to maintain confidentiality and composure under pressure. Reliability : Consistent and punctual attendance; able to prioritize and manage multiple tasks efficiently. Compliance : Adherence to all policies and procedures outlined in the Beauvoir Faculty & Staff Handbook. Flexibility : Willingness to adapt to changing circumstances and work hours, as needed. Cultural Competence : Respect for diverse cultures and backgrounds. Child Protection : Commitment to child safety and well-being. WORKING CONDITIONS (SCHEDULE, PHYSICAL DEMANDS, AND WORK ENVIRONMENT) Physical Demands : Prolonged periods of sitting, standing, walking, climbing stairs, reaching, twisting, turning, kneeling, bending, and stooping. Manual Dexterity : Frequent grasping, repetitive hand movements, and fine motor skills. Physical Strength : Lifting, carrying, pushing, or pulling objects weighing up to 25 pounds.   HOW TO APPLY   Interested candidates should submit a cover letter, resume, and personal statement of educational philosophy addressing math education and differentiation to Anne Marie Desaulniers, Director of Learning Resources, bvrteachingjobs@bvrschool.org . Beauvoir the National Cathedral Elementary School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. Nothing in this Job Description restricts the School’s right to assign or reassign duties and responsibilities to this position at any time.  This position is at will, which means that either the employee or the School may terminate the relationship at any time, with or without notice and for any reason or no reason. Wed, 13 May 2026 10:14:31 -0400 https://careers.nais.org/jobs/rss/22273260/middle-school-stem-guide https://careers.nais.org/jobs/rss/22273260/middle-school-stem-guide Oakland, California, About Aurora School Aurora School is an independent, progressive TK–8 school in Oakland committed to academic excellence, emotional intelligence, and social engagement. Our inclusive community nurtures creativity, leadership, and a genuine love of learning, developing self-aware, confident students who advocate for themselves and others. Aurora’s Middle School program is grounded in inquiry, interdisciplinary and project-based learning, authentic relationships, and a deep understanding of adolescent development. We believe rigor emerges through deep thinking, meaningful engagement, and authentic application of skills and concepts. Our classrooms foster creativity, collaboration, critical thinking, problem-solving, and hands-on learning within a culture of both academic challenge and belonging. Rather than viewing the middle school years as simply “awkward” or “difficult,” we see them as a critical period of transformation intellectually, socially, emotionally, and ethically. Aurora educators create learning environments where students are known deeply, challenged thoughtfully, and empowered to take increasing ownership of their learning, identities, and ideas. As Aurora continues to grow its Lab School model, we value educators who see themselves as lifelong learners and reflective practitioners. Our classrooms serve as spaces of inquiry, innovation, and professional learning, where teachers collaborate, reflect on practice, and actively help shape the evolution of Aurora’s growing programs and progressive educational model. We are especially excited to partner with educators who are warm, grounded, collaborative, and eager to bring creativity, curiosity, and thoughtful practice into the classroom. About the Position Reports to: Head of School or designee Position Status: Full-Time Location: Aurora School, Oakland, CA Start Date: August 1, 2025 Aurora School is seeking a passionate, student-centered, and highly skilled educator to join our middle school team as a STEM Guide. The ideal candidate is an educator who creates engaging and academically challenging learning environments while building strong relationships with adolescents and fostering curiosity, confidence, and critical thinking. In this role, you will: Teach interdisciplinary, project-based STEM curriculum rooted in inquiry, problem-solving, experimentation, and real-world application. Teach middle school math and science courses with opportunities for integrated and collaborative curriculum design. Foster a classroom culture where students learn to think critically, engage respectfully across differences, collaborate effectively, and develop confidence as learners and problem-solvers. Design meaningful learning experiences that encourage curiosity, creativity, innovation, and hands-on exploration. Lead Morning Meetings and/or advisory structures that support social-emotional development and relationship-building. Partner closely with families through clear communication, strong relationships, and shared investment in student growth. Collaborate closely with colleagues to support interdisciplinary learning experiences and a cohesive middle school program. Help shape and strengthen Aurora’s evolving middle school program through collaboration, innovation, and shared ownership of the student experience Contribute positively to Aurora’s broader school culture through committees, admissions activities, community events, and occasional evening or weekend school responsibilities. As a Middle School STEM Guide at Aurora, you will help students develop both foundational and advanced STEM skills while cultivating resilience, collaboration, curiosity, and confidence. What We Look for in a Guide A Whole-Self Approach to Education:   Aurora educators create inclusive, relationship-centered classrooms where students develop confidence, emotional intelligence, resilience, and a strong sense of belonging. We believe social-emotional learning is foundational to academic growth and value educators who lead with empathy, consistency, and strong relational awareness. A Commitment to Equity, Belonging & Critical Thinking:  Aurora is committed to cultivating an anti-racist, inclusive community where every student is affirmed in their identity and encouraged to think critically about themselves, their communities, and the world around them. We seek educators who honor diverse perspectives, foster thoughtful, age-appropriate dialogue across differences, and approach their work with reflection, humility, and a commitment to growth. A Passion for Educating Middle Schoolers:  You love working with adolescents and understand the middle school years as a critical period of intellectual, social, and emotional growth. A Growth Mindset & Love for Learning:  You are reflective, curious, and collaborative. You welcome feedback, value innovation, and see teaching as an ongoing process of inquiry, creativity, and professional growth. An Entrepreneurial, Real-World Perspective:  You have an entrepreneurial mindset and energy for creating and adapting project-based curriculum that connects learning to the real world through community partnerships and authentic application. A Relational Approach to Community:  You build trusted relationships with students, families, and colleagues through clear communication, follow-through, collaboration, and shared investment in student success and belonging. Key Responsibilities Teaching & Curriculum Development Design and implement engaging, interdisciplinary STEM “Quests” aligned with Aurora’s mission that connect STEM concepts to authentic questions, real-world challenges, community issues, and students’ curiosity, developmental needs, and emerging interests. Past examples of Quests: “How can nature inform robotics?”, “How can we develop, market, and brand an energy bar that is healthy for teens?”, “How could humans evolve or be genetically engineered to survive on Earth after climate change?” Teach rigorous middle school STEM courses rooted in inquiry, conceptual understanding, experimentation, engineering design, problem-solving, and real-world application Bring real-world STEM learning into the classroom through guest experts, community partnerships, frequent excursions, authentic problem-solving opportunities, and culminating exhibitions, presentations, and showcases for authentic audiences. Foster critical thinking, scientific inquiry, innovation, and collaborative problem-solving through hands-on learning experiences, labs, projects, engineering challenges, and discussion. Differentiate instruction to meet the academic, social, and emotional needs of a range of learners. Use assessment, observation, documentation, and reflection to understand student growth and inform instruction. Collaborate with colleagues to design integrated curriculum and interdisciplinary learning experiences as Aurora continues to grow and evolve its middle school program. Participate in Aurora’s evolving teacher inquiry cycle, investigating questions about teaching and learning and contributing to our growing Lab School model. Integrate technology and other resources thoughtfully when they enhance learning. Demonstrate a commitment to lifelong learning through reflection, collaboration, professional growth, and openness to innovation. Social-Emotional Learning & Classroom Culture Build a classroom culture grounded in belonging, curiosity, consistency, high expectations, and respectful dialogue across differences. Support students in developing collaboration skills, self-advocacy, emotional regulation, and resilience while guiding them through social-emotional learning moments using restorative, relationship-centered, and developmentally appropriate practices. Serve as a trusted adult and advisor by leading an advisory group and supporting adolescents through a critical stage of social, emotional, and academic growth. Foster a learning environment where students feel safe taking intellectual risks, asking questions, learning from mistakes, and growing in confidence as learners and community members. Family Partnership Build strong, collaborative relationships with families through clear communication, trust, and shared investment in student growth and well-being. Share meaningful feedback about student progress, learning experiences, and social-emotional development through conferences, progress reports, and ongoing communication. Communicate regularly with families about curriculum, projects, excursions, and upcoming learning opportunities. Provide regular classroom communications that help families stay connected to classroom experiences and learning. Partner with families to support students’ academic growth, self-advocacy, organization, and increasing independence during the middle school years. Collaboration & Community Engagement Collaborate closely with middle school colleagues, specialists, and school leadership to support a cohesive and integrated student experience. Participate actively in faculty meetings, professional development, teacher inquiry work, admissions initiatives, and collaborative program development as Aurora’s Middle School continues to grow and evolve. Contribute to Aurora’s culture of belonging, enrollment, and retention through strong partnership with students, families, and colleagues. Attend, support, and help plan community events such as Back-to-School Night, admissions events, student showcases, performances, school celebrations, and family engagement opportunities. Serve as an ambassador for Aurora’s middle school program through active participation in student visit days, admissions events, and broader community-building efforts. Participate in the planning, supervision, and execution of middle school traditions and experiences, including culminating events, creating new initiatives and traditions, graduation activities, excursions, and one overnight trip in both the fall and spring. Participate in occasional after-school, evening, and weekend responsibilities as part of Aurora’s collaborative community culture. Qualifications Demonstrated commitment to equity, inclusion, anti-bias education, and culturally sustaining teaching practices. Strong communication, collaboration, and problem-solving skills. At least 2 years of experience teaching STEM subjects at the middle school or upper elementary level preferred. Ability to create inclusive learning environments that support a range of learners, learning styles, strengths, and neurodiverse needs. Experience designing curriculum for adolescents. Experience with inquiry-driven, project-based, and/or progressive teaching practices. Preferred experience with restorative practices, advisory programs, or social-emotional learning approaches. Preferred experience teaching mixed-grade or multi-age classrooms. Preferred experience leading field experiences, overnight trips, or experiential education programs. Compensation & Benefits Salary : Salary is competitive and commensurate with experience and education. Aurora offers health and retirement benefits, disability insurance, and professional development opportunities. Health & retirement benefits, disability insurance, and professional development opportunities. How to Apply To apply, please send your resume and a cover letter to Lynsey Kamine, Head of School. Aurora School is an equal opportunity employer. We welcome applications from individuals of all backgrounds and evaluate all candidates based on merit. Learn more at www.auroraschool.org. Salary is competitive and commensurate with experience and education. Mon, 18 May 2026 11:34:57 -0400 https://careers.nais.org/jobs/rss/22273121/26-27-upper-school-health-teacher-part-time https://careers.nais.org/jobs/rss/22273121/26-27-upper-school-health-teacher-part-time New York, New York, The Quad Preparatory School Upper School Health Teacher (Part-Time) Anticipated Opening for the 2026-27 School Year   Classification: Part-Time Exempt Reports to: Upper School Co-Head, Academic Annual Salary Range: $45,000 - $62,000   At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.    As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor non-Quad Prep students onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff.   Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation   WHAT YOU’LL DO   We are looking for an Upper School Health  Teacher (grades 6-12). The teacher will provide academic instruction and social-emotional support to students in collaboration with our clinicians. Our classrooms consist of no more than ten students, and some classes are taught one-to-one or in dyads.    Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians.    Plan and implement high-quality, engaging lessons in Health that are differentiated to meet the learning needs of the students.  Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents. Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children.  Collaborate with the psychosocial teachers in planning and implementing an integrated program for executive functioning within the academic curriculum.  Collaborate with other members of the clinical team. Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs.  Maintain accurate records using both the learning management systems Veracross/Google Classroom as well as carefully managed portfolios of student work to illustrate and record progress and achievement. Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.  Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects.  Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails. Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school.  Utilize Google Suite, in particular Google Drive, Classroom, Docs, and Sheets.  Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., open houses, Curriculum Night, Carnivale).  Perform other duties as assigned.   Competencies: Love for working with adolescents and pre-adolescents Strong knowledge and appreciation of Health Education  Desire and ability to work with students with special needs Lesson planning and the ability to provide engaging and differentiated instruction Ability to connect with middle and high school-aged children Effective oral and written communication A solid understanding of middle and high school-aged children’s academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility    Required Education and Experience: Bachelor’s degree in Education, Health Education, Public Health, or related field At least one year of Health  teaching experience at the middle or high school level   Preferred Education and Experience:  At least three years experience as a middle or high school Health teacher. Master’s degree in Education, Health Education, Public Health, or related field Special education training, including training in the areas of gifted education and twice-exceptional youth.   Work Environment:    This job operates in a school setting. The school is located on the ground,  fifth, and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the Lower School campus approximately two blocks away.   Physical Demands:   While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.     Position Type and Expected Hours of Work:    This is a part-time exempt position in an educational facility which is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required. In general, though, school hours are Monday-Friday 8 am - 4 pm.    Compensation and Benefits:  Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us! ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. *** ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org. The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Wed, 13 May 2026 10:20:37 -0400 https://careers.nais.org/jobs/rss/22273061/director-of-marketing-and-strategic-communication https://careers.nais.org/jobs/rss/22273061/director-of-marketing-and-strategic-communication Providence, Rhode Island, Lincoln School, founded in 1884, is an independent Early Childhood–Grade 12 Quaker school for girls in Providence, Rhode Island, with a co-ed Little School program. We are currently seeking a Director of Marketing and Strategic Communication with an ideal start date of June 15, 2026.  This 12-month, full-time role is an excellent opportunity for a visionary and innovative professional who enjoys thinking strategically and working collaboratively. Reporting to the Head of School and a member of the Senior Leadership Team, the Director crafts and implements the school’s strategic communications and marketing vision, and works across divisions and departments to advance the school’s mission and institutional goals. The ideal candidate has experience in marketing and communications, preferably in a school setting, and is excited by the opportunity to engage in high-level conversations with the senior leadership team about how to advance the school’s strategic priorities and promote its value proposition to an internal and external audience. The strongest candidates will demonstrate superb communication and project management skills, as well as an understanding of how to build brand recognition, engagement, and loyalty through storytelling and experiential marketing. Candidates should be able to demonstrate experience leveraging a broad range of skills with a high degree of initiative and managing a variety of responsibilities in a fast-paced environment.  Responsibilities include but are not limited to: Create and implement a comprehensive, strategic marketing plan to build brand advancement and brand recognition that results in positive net promoter, enrollment, and fundraising metrics for the school.  Oversee the content marketing coordinator; working closely with that individual to advance the school’s strategic initiatives related to enrollment, community engagement, and student experience.  Develop and manage the departmental budget to optimize investment in external vendors, digital, and print assets. Oversee creation and implementation of content calendar to promote brand awareness across digital channels. Manage day-to-day and ad hoc communications development and distribution across multiple school departments. Manage the school’s website to ensure it delivers current, mission-aligned content. Work with stakeholders to ensure that all school communications and related materials are clear, informative, mission-aligned, supportive of institutional goals and priorities, and adhere to agreed upon style guidelines. Collaborate with and support Advancement and Admissions departments in their communications efforts, including publications (like Lincoln Magazine), letters, and other physical and digital outreach materials; oversee and manage professional photography and videography needs to support these departments.  Assist in planning of several schoolwide events throughout the year.  In coordination with the Head of School and Emergency Response Team, develop and continually adapt crisis response protocols and work with stakeholders to produce and distribute crisis-related communications when needed.   Serve as the school’s spokesperson and media liaison.  Successful Candidates will meet the following requirements:  Bachelor’s Degree required; Advanced degree preferred. 5-10 years working experience in communications and marketing, preferably in an educational setting. Exceptional visual, verbal, and written communication skills. Excellent writing, editing, and proofreading skills are essential, with a talent for storytelling being key.  Strong interpersonal skills, ability to make people feel valued and motivated while accomplishing difficult tasks.  Flexibility in the face of rapid change and ability to quickly and strategically reprioritize. Excellent project management and organizational skills, including the ability to manage multiple and competing priorities and meet deadlines. Understanding of digital marketing principles and an ability to interpret and leverage data related to marketing, communications, and advertising. Competency in budget management and prioritization. Experience selecting and contracting with vendors.  Knowledge of current technology as related to marketing and social media trends and the ability and desire to learn emerging technologies is critical.  Public speaking skills and comfort working with groups, small and large. Experience and comfort with G Suite, Excel, and the top social media platforms is essential; familiarity with a social media scheduler, Ads Manager (Facebook, Spotify, Google, TikTok, etc.), a CMS, Google Analytics, Adobe CS, and HTML/CSS is highly desired.  Understanding of discretion and confidentiality with highly sensitive information.  Willingness to work outside the regular school day when needed. Appreciation for the educational process and ability to engage student audiences. A deep commitment to and familiarity with, diversity, equity, inclusion, and belonging. A positive attitude with a willingness to collaborate with a dedicated team. Competitive benefits package; retirement program with school match. Wed, 13 May 2026 08:01:18 -0400 https://careers.nais.org/jobs/rss/22273221/admissions-coordinator-event-planner https://careers.nais.org/jobs/rss/22273221/admissions-coordinator-event-planner Brooklyn, New York, The Admissions Coordinator & Event Planner is the first point of contact for prospective families and visitors to the admissions office, setting the tone for the school's culture of warmth and scholarship. This role provides essential administrative, clerical, and hospitality support to the admissions team, ensuring the office and all admissions related events run smoothly throughout the enrollment cycle and that every family interaction reflects the inclusivity and values of the school community. ESSENTIAL FUNCTIONS Front Desk & Family Reception: Serve as the welcoming face of the admissions office, greeting prospective families, students, and visitors with warmth and professionalism Answer and direct incoming phone calls and emails promptly and courteously Respond to general admissions inquiries or route them to the appropriate staff member Manage the admissions office waiting area, ensuring it is tidy, well-stocked with materials, and inviting at all times Exhibits professional boundaries with both colleagues and students within the office space Office Management & Administrative Support: Provide day-to-day administrative assistance to the Director of Enrollment Management and Financial Aid and the broader admissions team Support the operations of the office, e.g. assisting with calendars, the tour guide program, parent ambassadors, interviews, appointments for admissions staff, etc. Liaise with facilities, security, and other departments Order and manage office supplies and admissions materials inventory Help admissions staff enter and update prospective family and applicant information in our databases Pull basic reports and rosters as requested by admissions staff Ensure data accuracy and confidentiality of all student and family records at all times Event Coordination: Lead end-to-end planning and execution of admissions events including Open Houses, Prospective Family Nights, yield receptions, etc. Coordinate hospitality logistics including room setup, catering orders, and cleanup Prepare event materials such as name tags, packets, sign-in sheets, and signage Provide support in the coordination of volunteers, faculty participants, student ambassadors, and facilities across all events Manage event follow-up communications and collect feedback for continuous improvement Childcare: Coordinate childcare for prospective families at select admissions events Welcome and observe children as prospective parents/guardians interview with admissions team POSITION QUALIFICATIONS Knowledge, Skills and Abilities: Ability to perform essential functions independently with minimal supervision within a timely manner Able to establish and maintain effective working relationships with students, staff and the School community Ability to arrive at work on time Excellent interpersonal skills with a genuine warmth and service orientation Proficiency with database systems Strong organizational skills and attention to detail Ability to multitask effectively in a busy, people-facing environment Discretion and professionalism in handling sensitive and confidential information Collaborative, flexible, and have a growth mindset Mission-alignment with the school Education: Bachelor’s degree required. Preferred in a related field or commensurate work-related experience. Experience: Experience working in a school environment, working with children of all ages required. Physical Demands: This position is primarily performed in an office environment and requires the ability to remain in a stationary position for extended periods while working at a computer Frequently operates standard office equipment, including a computer, phone, copier/scanner, and other related devices Ability to communicate effectively in person, by phone, video conference and in writing Regularly moves throughout campus buildings to attend meetings, coordinate logistics, deliver or retrieve materials, and support events Occasionally lifts, carries, pushes, or pulls materials such as boxes, packages, files, or technology/event supplies, typically up to 25 pounds. Must be able to perform tasks requiring manual dexterity, including keyboarding, and handling documents and small equipment May occasionally work outside of normal business hours to support time-sensitive school operations or events. Occasional nights and weekends will be required for this position Work Environment or Working Conditions: All Packer employees are required to work on campus and that includes nights and weekends when there are admission related events. Click here to apply.  Reasonable Accommodations: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable Accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. Packer's values and vision of educational excellence include embracing diversity, fostering community, nurturing a sense of belonging, and ensuring all learners are valued and challenged. We actively embrace the diversity of New York City and seek employees who share Packer’s values of equity, inclusion, and belonging, and who wish to learn from the experiences and perspectives of others. We strongly encourage applications from candidates whose backgrounds and perspectives may be underrepresented. The Packer Collegiate Institute does not discriminate on the basis of race, color, religion, sex, gender identity or expression, sexual orientation, national and ethnic origin, ancestry, age, marital status, disability, or any other characteristic protected by law. This policy applies to, but is not limited to, educational policies, admission, financial aid, hiring and employment practices, use of school facilities, athletics, and other school-administered programs. Salaries are determined based on a scale reflecting years of teaching experience and level of education. Wed, 13 May 2026 12:45:13 -0400 https://careers.nais.org/jobs/rss/22273205/admissions-information-coordinator https://careers.nais.org/jobs/rss/22273205/admissions-information-coordinator Washington, D.C., Job Summary   This position is responsible for managing the student/parent information collected and used for the purposes of the Admissions Office, as well as administrative duties that support the Admissions Team.   Duties and Responsibilities   The Admissions Information Coordinator is responsible for the key responsibilities outlined below. The Director of Admissions and Financial Aid may assign additional duties in support of School objectives.   Admissions Portal Responsible for managing the inquiry and applicant data/records. Act as the primary point of contact for the management  and implementation of the Internet based admissions software, which automates many aspects of the admissions process. Work directly with the vendor to establish an admissions portal to handle online inquiries, online applications, inquiry management and tracking, application management and tracking, application completion checklists, online admissions scheduling, online recommendations, application review workflow, and admissions process reporting. Work with vendors, the WIS Business Office, and the WIS Registrar to ensure the successful transfer of data. Continue to manage the existing online inquiry process and online application process. Work to ensure the integrity of the WIS admissions database. Generate statistical reports as needed.   Enrollment Portal  Responsible for managing the online enrollment process, including the re-enrollment of current students and the enrollment of new students (full pay and financial aid). Act as the primary point of contact for the management  and implementation of the Internet based enrollment module, which automates online enrolment forms, enrollment management and tracking, enrollment completion checklists, enrollment review workflow, and enrollment process reporting. Generate statistical reports as needed. Supervise any part-time employees who will be hired to assist you during the peak of the admissions/enrollment season (January - March).   Prospective Family Engagement & Admissions Support Serve as a responsive and professional point of contact for prospective families, answering questions via phone, email, and in-person interactions. Provide clear, accurate, and welcoming information about the school’s programs, culture, and admissions process. Build and maintain positive relationships with prospective families, ensuring a supportive and informative experience throughout their engagement with the school. Support public-facing members of the Admissions Team by assisting, as needed, with event support. Exercise sound judgment in directing inquiries to appropriate team members when more specialized engagement is required. Develop and maintain a strong understanding of the school’s academic programs, faculty, community, and culture in order to effectively represent the school in all interactions. Contribute to a collaborative team environment by sharing insights from interactions with prospective families and helping to ensure consistent, high-quality communication.   Administrative Duties Prepare inquiry information packets. Prepare tour information packets.  Prepare materials needed for school fairs and open houses. Coordinate all general mailings and group electronic communications.  Order and maintain all admission publications. Work with the admissions team to prepare for admissions sponsored events. Attend admissions sponsored events, as needed. Attend admissions tours, as needed. Maintain & order office supplies. Perform additional tasks and projects as requested. Execute work online when directed and needed to include deliverables: meeting and collaborating online with team members and supervisor(s), fulfilling duties and responsibilities via approved online platforms, meeting assignment goals in a timely fashion, and maintaining a positive online presence in representing the School. Perform other duties as assigned.   equired: Bachelor’s Degree Required: Prior experience with web-based data admission systems such as Finalsite, SchoolAdmin, Ravenna, Blackbaud, OpenApply, or Veracross Three years of admission/administrative experience preferred Proficient with standard office and digital tools, as well as an ability and willingness to adapt to new technologies Highly detail-oriented, with strong organizational skills Ability to work well independently and as a member of a team Enthusiasm for the WIS mission Confident communicator; French or Spanish as an additional language is preferred, but not required Excellent oral and written skills Demonstrates good listening skills Highly professional manner that conveys integrity, patience, and warmth Strong interpersonal skills that lead to the cultivation of relationships with prospective and current parents, faculty, and staff An ability to effectively manage sensitive situations Contributes to working in a collaborative, team-oriented environment Highly organized with an ability to multitask and prioritize Wed, 13 May 2026 12:19:57 -0400 https://careers.nais.org/jobs/rss/22273223/lower-school-associate-teacher https://careers.nais.org/jobs/rss/22273223/lower-school-associate-teacher North Palm Beach, Florida, We believe that good teachers set high standards for their students and do everything they can to help them achieve them. Associate Teachers work closely with the Lead Teacher in our PreK3-Grade 5 classrooms, collaborating on all aspects of classroom life. This includes collaborating with the Lead Teacher, working directly with students, typically being assigned particular subject areas to plan and implement lessons, and supporting classroom and school life. Associate Teachers participate in all aspects of school life, including colleague meetings and professional development. The Benjamin School is seeking a Lower School Associate Teacher for our North Palm Beach campus. Associate teachers are welcomed into a collegial, supportive environment, introduced to a variety of effective teaching styles, and offered an array of professional development opportunities, including seminars and outside speakers. Associate Teachers are full members of the Lower School teaching teams, preparing and delivering lessons in social studies, sciences, and other subject areas. We are looking for Associate Teachers actively exploring or pursuing careers in education, with the ultimate goal of becoming a Lead Teacher. Associates are expected to learn pedagogy and curriculum content, and to increase their level of planning and instruction independence over time. The Associate Teacher will work with small groups and lead instruction using curriculum and learning experiences that inspire intellectual curiosity and a sense of wonder in students. Structures for this include close planning, observation, and feedback with Lead Teachers, as well as goal-setting and other meetings with the Lower School Administration, Mentors, and Curriculum Coordinators. Essential Functions > Collaborate with the Lead Teacher on all aspects of classroom preparation, instruction, and student support. > Learn the grade-level curriculum, instructional frameworks, and best practices in teaching, and work towards independence in implementing them. > Provide direct instruction to students, with increasing responsibility over time. > Assist with classroom routines and tasks, including recordkeeping, attendance, materials preparation, and data collection. > Support with additional duties related to the safe operation of the Lower School (i.e., arrival, lunch, recess, dismissal). > Participate in parent communication, including Back-to-School Night, report card writing, and Parent Conferences. > Attend before- and after-school meetings and professional development sessions. > Assume the Lead Teacher role when the partnering Lead Teacher is absent. > Complete all requirements of The Benjamin School Professional Development Plan Position Requirements and Professional Qualifications: > A Bachelor’s Degree in Education or a related field of child development is required, with enrollment in a Master's Degree preferred > Experience teaching lower school-aged children > A genuine enthusiasm for working with a team of dedicated professionals to create innovative, integrated learning experiences for young learners. > Exceptional verbal and written communication skills. > Excellent organizational skills and attention to detail; ability to prioritize and work independently and address several challenges simultaneously. > Possession of a pleasant and collaborative style in the workplace, including a professional attitude. > Ability to communicate effectively with all constituents in a school environment. > Well-versed in technology, Google Workspace software suite, and office equipment related to the position. > Ability to maintain confidential information. > Strong work ethic, attendance, and punctuality. Key Expectations of all TBS employees: > Demonstrates support of the school’s mission and policies > Consistently models The Benjamin School values > Builds positive interpersonal relationships with colleagues by establishing effective communication through collaboration, listening, responsiveness, openness, availability, and approachability > Takes initiative and ownership in displaying a positive work ethic and behaviors, and encourages this attitude in others > Maintains proficiency in the field through personal and professional development that strengthens the role and the school Physical and Work Requirements: > Attendance is required from 7:30 a.m. to 3:15 p.m., with occasional required commitments after 3:15, including Back to School Nights, parent-teacher conferences, and other classroom or school commitments that may extend beyond these hours. > Prolonged periods of sitting and standing > Frequent movement about the classroom and lift and/or move up to 15 pounds > Ability to work more than 8 hours a day, as well as evening and weekend hours as necessary for events and projects > Travel required for meetings, events, and professional development Reasonable accommodations will be made to enable individuals with disabilities to perform these essential functions. The Benjamin School offers a competitive salary and an outstanding benefits package, which includes Medical, Dental, and Vision, AFLAC, 403B Retirement, Paid Time Off, Flexible Spending, Student Tuition discounts, Educational assistance and School-paid Basic Life Insurance and Long Term Disability. For additional information, please visit our website at www.thebenjaminschool.org. If selected to advance in our hiring process, you will be required to complete both a background check and a drug screening. In accordance with state regulations, your background check will be conducted through the Florida Care Provider Background Screening Clearinghouse. For more information about the Clearinghouse, including its purpose, FAQs, and additional resources, please visit: https://info.flclearinghouse.com/ Kindly email your résumé and letter of interest to LSopenings@thebenjaminschool.org. We respectfully request no telephone calls. DFWP/EOE Wed, 13 May 2026 12:56:32 -0400