https://careercenter.zerotothree.org Latest ZERO TO THREE Career Center Jobs Fri, 15 May 2026 03:00:33 Z https://careercenter.zerotothree.org/jobs/rss/22275520/inclusion-specialist https://careercenter.zerotothree.org/jobs/rss/22275520/inclusion-specialist Santa Monica, California, New Roads School provides an inspired college preparatory program from which an authentically diverse student population, mirroring the rich diversity of Los Angeles, develops a personal dedication to learning, a respect for independent thinking, an expanding curiosity about the world and its people, and a commitment to the common good. JOB SUMMARY The Inclusion Specialist works within the SPARK (Student Progress through Academic Resources and Knowledge) Student Support Program at New Roads and will work closely with the SPARK Assistant Director of Learning and the rest of the SPARK Team. This position ensures that New Roads develops the capacity of its educators to serve a range of learners, fostering an environment that promotes the recognition, appreciation, and encouragement of each person’s ful and unique human potential,and provides specific strategies and supports to enable each student the opportunity to actualize his or her full potential. The Inclusion Specialist works, individually and collaboratively, with the SPARK Team to support our neurodiverse student population at the school. ESSENTIAL DUTIES & RESPONSIBILITIES: With the K-12 Director of Learning Support Services and the SPARK Assistant Director of Learning to support students within the SPARK Program, 9-12. Support students both inside and outside the classroom by providing individualized strategies that address their unique learning needs, collaborating with teachers to adapt instruction, and offering ongoing guidance to help students build confidence, independence, and academic success across all environments. Collaborate with administration and faculty regarding each student to responsibly convey and meet their needs, and communicate with their family. Collaborate with teachers to identify and help implement differentiated strategies within the classroom to support all students. Regularly follow-up with teachers to monitor the effectiveness of accommodations / minor adjustments implemented and / or provide new strategies for differentiation. Work as the liaison between school and any additional service providers. Develop a responsive curriculum for and oversee student support classes for students who would benefit from this explicit program. Participate in the Admissions process and support the Admissions team.   Attend Divisional Meetings and lead those related to Learning. Attend all student support meetings and implement specific strategies and mechanisms that promote accountability for students and their support network. Execute student accommodations/minor adjustments, including on standardized tests. Prepare and administer standardized testing. Work as the liaison between school and any additional service providers. GENERAL DUTIES & RESPONSIBILITIES: Be flexible, understanding and display a good sense of humor. An understanding of, and commitment to, New Roads’ Mission, Philosophy and approach to education. Have a genuine desire to be an exemplary model of compassion, competence, humility and curiosity with the capacity to vulnerably make mistakes, learn from them and move on. Communicate respectfully, thoughtfully yet assertively with parents/guardians, remaining sensitive and open to different families’ cultures, values and needs. Ideal candidates will be excited to join our vibrant school community, attend our varied events, participate where possible and contribute to this exciting next chapter of New Roads’ history. Other duties as assigned.  QUALIFICATIONS: Master’s or equivalent, in Educational Psychology, Educational Therapy, or Neuropsychology or a related field (recommended), Bachelor’s (required). Ability to maintain confidential information. Extensive knowledge of learning differences coupled with a commitment and respect for diversity. Strong collaboration skills with children and adults. Understanding of and commitment to motivating students in ways appropriate to their diverse backgrounds and learning styles. Commitment to increasing knowledge of best practices and current research. Ability to perform all of the essential functions, skills, and specifications of the position Experience in curriculum development, instructional coaching, and student support services. Knowledge of best practices in pedagogy, child development, and social-emotional learning. Ability to manage multiple tasks and priorities while maintaining a calm and thoughtful approach to problem-solving. A sense of humor, warmth of personality, and energy HOW TO APPLY: Interested candidates should submit resume and cover letter to Sarah Durantini at: sdurantini@newroads.org. This is the lowest to highest salary we reasonably expect to pay for this role at the time of this posting. We may ultimately pay more or less than the posted range, and the range may be modified in the future. An employee’s pay position within the salary range will be based on several factors including, but not limited to, relevant education, qualifications, certifications, experience, skills, performance, and organizational needs. Thu, 14 May 2026 15:19:23 -0400 https://careercenter.zerotothree.org/jobs/rss/22273223/lower-school-associate-teacher https://careercenter.zerotothree.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 https://careercenter.zerotothree.org/jobs/rss/22267779/student-support-specialist https://careercenter.zerotothree.org/jobs/rss/22267779/student-support-specialist HALF MOON BAY, California, About Sea Crest School   Sea Crest is a JK-8 school of joyful learning and community. Located in the heart of Half Moon Bay, Sea Crest offers a high-quality, engaging educational experience that leverages our beautiful setting with a focus on marine and coastal connection. Our creative and collaborative educators believe in providing the best in innovative education to inspire and empower learners to engage curiosity, express creativity, act with compassion, and lead with courage.  For almost 30 years, we have had the privilege of stewarding young minds and hearts through their journey of discovery, growth, and development. Our small class sizes support a personalized approach to instruction and the opportunity to develop strong connections with students. Our enrichment programs enable students to discover new interests and abilities in a supportive environment.  Sea Crest graduates are:  Inclusive , Thoughtful , Knowledgeable , Creative , and Articulate . Sea Crest teachers are… Compassionate, student-centered educators with an understanding and appreciation of child development. Reflective, lifelong learners who pursue professional growth.  Skilled practitioners who differentiate learning to meet the needs of all students. Inspired educators who craft joyful and meaningful learning experiences. Effective collaborators and communicators who are committed to fostering strong partnerships with colleagues and families. Committed to celebrating diversity and cultivating equity and belonging for all students.   About this role:  Sea Crest School is looking for a dynamic educator to join our growing student support team. This is a student-facing, hands-on role focused on the consistent implementation of practices that support the growth of all learners. The age and grade focus for this role will be matched to the successful candidates’ experience and specialized expertise as part of our collaborative student support team.  This is a full-time, 10-month position. Responsibilities: Provide ongoing push-in classroom support for students with academic coaching, skill development practice and using tools to improve their sensory and emotional regulation, fine motor coordination, and select prosocial skills that contribute to a positive classroom community. Partner with teachers to implement strategies for differentiation of instruction, materials, classroom seating, and movement breaks. Establish division norms for writing instruments, varieties of paper, assistive technology, flexible seating options, executive functioning, study skills and supportive visual aids.  Teach, or coordinate services with an Occupational Therapist to teach, individual students and/or small groups on how to use select self-regulation or sensory strategies in pull-out sessions, as necessary.  Conduct area screenings or partner with an Occupational Therapist to support faculty in creating learning spaces that support the learning, sensory and regulation needs of their current cohort of students. Teach select Character Strong Tier 2 Social-Emotional lessons in JK - 4th grade, based on anticipated and emerging needs of students. Recommend Tier 1 & Tier 2 lessons for teachers to implement as a follow-up.  Additional Responsibilities Include:  Recommend behavior plans in partnership with faculty and as a member of the Child Study team.  Monitor and document student progress and goals, in partnership with faculty, for Student Success Plans or Behavior Plans.  Join faculty in select family-teacher conferences, as needed. Present or co-present a workshop to faculty and a parent coffee at a minimum of once per year. Attend weekly faculty meetings. Minimum requirements Bachelor’s degree from accredited college or university required;  Master’s degree in Education or related field, or certification in Special Education, Occupational Therapy, or Educational Therapy preferred.  3-5 years teaching or related experience working with elementary or middle school students Responsive Classroom Training (initial or refresher training can be provided) Character Strong, Tier 1 & Tier 2 Training  (initial or refresher training can be provided) Salary and Benefits Full-time, 10-month position, $80,000-$90,000, depending on experience. Sea Crest offers competitive benefits including medical, dental and vision insurance, 7% 403(b) contribution and 50% remission for children enrolled at Sea Crest. Mon, 11 May 2026 13:35:50 -0400 https://careercenter.zerotothree.org/jobs/rss/22253397/early-childhood-and-lower-school-assistant-teachers https://careercenter.zerotothree.org/jobs/rss/22253397/early-childhood-and-lower-school-assistant-teachers Stone Ridge, New York, Our Mission High Meadow School is a nursery through 8th-grade independent school that celebrates childhood, the joy of learning and play, and the power of community in a student-centered environment. We honor and welcome each child’s unique voice, identity, and approach to constructing knowledge. Drawing on current pedagogical research, we center diversity, equity, civic engagement, nature, and the arts in the school’s dynamic curriculum and culture. High Meadow students graduate with a strong academic foundation and a developed sense of self, ready to contribute their passions and values to building thriving, sustainable, and equitable communities. Job Description The assistant teacher plays a critical role in upholding the culture and educational program at High Meadow School. The principal role of the assistant teacher is to support the successful operation of the classroom environment in partnership with the classroom’s lead teacher. The assistant teacher provides a range of support to the classroom, including fostering the development of a positive learning environment, preparing materials for lessons, offering one-on-one or small group supervision and instruction, supervising students during recess and lunch times, and providing modifications to enhance students' learning processes. The assistant teacher builds warm and trusting relationships with students, helping them navigate academic and social tasks, problem-solve, resolve conflicts with peers, and pursue their interests related to learning. While the lead teacher is the primary point of contact for families to communicate with, the assistant teacher also fosters positive partnerships with families surrounding their child’s learning and growth. The assistant teacher collaborates with other staff members and participates in professional development and learning opportunities to enhance their skills and knowledge. Essential Duties To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below represent the required knowledge, skill, and/or ability. High Meadow School complies with the Americans with Disabilities Act (ADA), as amended by the ADA Amendments Act, and all applicable New York State or local laws. Consistent with those requirements, High Meadow School will reasonably accommodate qualified individuals with a disability if such accommodation would allow the individual to satisfactorily perform the job's essential functions unless doing so would create an undue hardship. Foster loving, trusting, and supportive relationships with children Inspire learners to find joy and meaning in their learning and their relationships with others Support the lead teacher in building a warm, inviting, and student-centered classroom environment that is reflective of the school’s progressive mission and honors students’ identities, personal voices, and interests Support the building of a supportive classroom culture that is calm and predictable, involves student input, sets logical and developmentally appropriate boundaries, and allows students to learn and practice expected behaviors to promote a positive learning environment without fear of punitive measures Form a positive and collaborative working relationship with lead teacher Model and support children using restorative practices to reflect on their actions, resolve intrapersonal issues and conflicts, and repair intentional or unintentional harm that their actions may have caused Perform various tasks to support the efficient running of the classroom environment, including but not limited to materials preparation and classroom setup, snack preparation, assisting or supervising small groups of children in learning activities, and reinforcing classroom expectations. Help differentiate instruction and provide modifications to students with Early Childhood Intervention Services, 504 plans, or Individualized Education Plans to help them meet their academic or behavioral goals Supervise students during arrival, dismissal, lunch, and recess Attend Arts and Recreation classes with children and provide assistance to Arts and Recreation teachers Participate in professional development and grade-level planning meetings and designated professional development days Other duties as assigned by supervisor Work Details This is a full-time, 10-month position This position functions onsite 5 days a week from 8:30 AM - 3:30 PM The physical demands of this job include lifting, carrying, pushing, pulling, crouching, reaching overhead, and/or climbing ramps or stairs The job is performed in a generally hazard-free environment Desired Qualifications* *Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications described in a job description. We are most interested in finding the best candidate for the job, and that candidate may come from a less traditional background. We encourage you to apply, even if you don’t believe you meet all the qualifications described. Bachelor’s degree preferred Experience in previous childcare settings preferred Educational philosophy and skill set align with the High Meadow School mission and core beliefs Able to genuinely project the High Meadow School image and culture by being genuinely friendly, deeply hospitable, showing great care, and taking pride in providing exceptional education Ability to support an inclusive, equitable classroom environment that centers inquiry-based education, student identity, child development, choice and democratic decision-making, play, and learning by doing Willingness to be flexible and solutions-oriented when doing school tasks or assisting students and teachers Willingness to take on coverage of a class in the absence of a lead teacher Commitment to culturally responsive and anti-racist teaching practices Experience with Progressive Education models Attentive to the physical and emotional safety of children in both classroom and outdoor play environments Experience forming collegial relationships with parents/guardians of students Willing and wanting to participate in a highly collaborative, community-based work environment Strong oral, written, and electronic communication skills Ability to maintain strict confidentiality and judgment regarding privileged information High Meadow School is an equal opportunity employer and complies with all applicable federal, New York State, and local laws. High Meadow School strictly prohibits and does not tolerate discrimination against employees, students, or student families because of actual or perceived race; color; creed; age; religion; national origin; citizenship status; sex (including pregnancy, childbirth, and pregnancy-related medical conditions); gender (including gender identity and transgender status); sexual orientation; disability (which includes functional limitations caused by gender dysphoria); marital status; partnership status; familial status; status as a victim of domestic violence, stalking, or sex offenses; genetic predisposition; veteran’s status; military status; or any other basis protected under applicable federal, state, or local laws, regulations, or ordinances. All High Meadow School employees, other workers, and representatives are prohibited from engaging in unlawful discrimination. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, testing, training, promotion, discipline, compensation, benefits, transfers, leaves of absence, and termination of employment. Tue, 05 May 2026 12:44:47 -0400 https://careercenter.zerotothree.org/jobs/rss/22235842/dean-of-student-life https://careercenter.zerotothree.org/jobs/rss/22235842/dean-of-student-life Annandale, Virginia, Oakwood School is a private school in the DC Metro area serving students in grades 1-8 with language-based learning differences. Oakwood provides a highly specialized academic environment where students build both skills and confidence.  The Dean of Student Life’s primary responsibilities include cultivating a safe, structured, and supportive school environment that reflects Oakwood’s mission and values. This role oversees student behavior, school culture, and student life operations, ensuring consistency in expectations, accountability, and the overall student experience.  This position works collaboratively with other members of the Academic Team and serves as a partner to the Dean of Academics, strengthening systems, consistency, and alignment across the student experience.  A strong candidate will combine genuine connection with students, steady judgment in moments of conflict, and the ability to communicate with families who are deeply invested in their child's success, all within a school where behavior is understood through the lens of learning differences. Key Responsibilities Develop, maintain, and enforce school-wide systems and policies for student behavior, expectations, and community culture. Develop and maintain school-wide behavior systems while staying closely connected to students through regular check-ins, advisory support, and visible presence during the academic day.  Oversee student discipline and serve as the primary decision maker for escalated behavioral concerns. Lead student discipline through direct, relationship-based intervention focused on increasing individual accountability and growth.  Coach and support faculty in effective classroom management and consistent implementation of student life expectations.  Oversee student life operations, including internal student-facing events and scheduling of staff duties for lunch, recess, arrival, and dismissal.  Serve as liaison to the Oakwood Parents Association (OPA) and support student leadership initiatives.  Collaborate with leadership on hiring, onboarding, school planning, and crisis response.  Support admissions and communications/marketing efforts through event participation and content review. Required Qualifications Bachelor’s degree in Psychology, Education, Counseling, or related field from an accredited college or university.  Minimum of 5-7 years of experience in a school setting with increasing leadership responsibility.  Demonstrated experience managing student behavior and supporting faculty in classroom management.  Strong understanding of child development and behavior, particularly in students with learning differences.  Proven ability to coach and support adults in a professional setting.  Excellent communication skills, including experience working with families in complex or sensitive situations.  Ability to exercise sound judgment, maintain confidentiality, and manage competing priorities. Preferred Qualifications Master’s Degree in Psychology, Education, School Leadership, Counseling, or related field from an accredited college or university.  Experience in a private or independent school setting.  Experience working with students with specific learning disabilities.  Training in behavior frameworks (e.g., Responsive Classroom, PBIS, restorative practices). Background in counseling, social-emotional learning, or student support services. Experience leading school-wide initiatives related to student life or culture. Oakwood offers a competitive salary commensurate with experience, along with a comprehensive benefits package. Details will be shared with the candidates during the interview process. Wed, 29 Apr 2026 12:41:24 -0400 https://careercenter.zerotothree.org/jobs/rss/22221137/support-service-worker-ii https://careercenter.zerotothree.org/jobs/rss/22221137/support-service-worker-ii San Rafael, California, Support Service Worker II Public Health, Healthy Families Marin Home Visiting Unit County of Marin $69,492.80 - $83,657.60 Annually San Rafael, CA At the County of Marin, our employees overwhelmingly report feeling their work is meaningful, they like the work they do, and they are proud to tell people, “I work for the County of Marin.” Discover more about us, our values and our organizational culture on the  Department of Human Resources website . Read on to find out more about this opportunity. ABOUT THE DEPARTMENT At Health & Human Services, we serve our community through the values of support, unity, trust and excellence with one common goal: to promote and protect the health, well-being, safety and self-sufficiency of all in Marin. Join our team of bright, committed, and energetic people who also want to make an impact through public service. ABOUT THE POSITION We currently have a full-time Support Service Worker II opportunity in the Healthy Families Marin Home Visiting Unit. Healthy Families Marin partners with prenatal individuals, new parents, families, and children from birth to age five to strengthen the parent–child relationship and promote healthy child development. This position is assigned to provide home visiting services and requires regular in-person, on-site work, including conducting visits to families’ homes. Under general supervision, the Support Service Worker II (Home Visitor Assignment) performs duties to support families through relationship-based home visiting using the Healthy Families America (HFA) Best Practice Standards. The home visitor builds and sustains trusting relationships with families, engages them in goal setting, and provides education, information, referrals, and service coordination to support family well-being and child development. The Support Service Worker II conducts strength-based home visits informed by parent–child observations and standardized developmental screenings, assists families in understanding typical child growth and development, and supports parents in identifying goals and next steps. The position coordinates services with community partners and public benefit programs, acts as a liaison between families and service providers, and supports families in accessing preventive health care and community resources. This role is also responsible for maintaining accurate, detailed, and timely documentation in accordance with program and County requirements, including case notes, assessments, and reports. The Support Service Worker II works collaboratively with a multidisciplinary team, participates in reflective supervision, and contributes to outreach and recruitment efforts to engage families in services. OUR HIGHLY QUALIFIED CANDIDATE Our highly qualified candidate has at least one (1) year of evidence-based home visiting experience and/or early childhood education experience (ages 0-5 years old) in one of the following roles: teacher, educator, family childcare provider, etc. They have a strong foundation in early childhood development, family-centered practice, and relationship-based service delivery. They are skilled at building trust with families from diverse cultural, economic, and social backgrounds and approach their work with warmth, respect, and cultural humility. The highly qualified candidate is organized and detail-oriented, with the ability to maintain accurate, timely documentation in computerized databases and consistently arrange and sustain home visiting appointments. They are comfortable conducting home visits, gathering and documenting observations, administering standardized screening tools, and using program guidance and supervision to inform visit planning and follow-up. They communicate clearly and effectively, both verbally and in writing, and are able to collaborate with families, colleagues, and community partners to coordinate services and connect families to appropriate resources, including Medi-Cal, WIC, CalFresh, and other community-based supports. Experience navigating county systems and community resources is highly desirable. The highly qualified candidate values reflective practice and professional growth, responds well to constructive feedback, and actively engages in reflective supervision to strengthen skills, maintain professional boundaries, and support high-quality services. They are a dependable team member who takes initiative, manages competing priorities effectively, and contributes positively to a multidisciplinary team environment. MINIMUM QUALIFICATIONS The successful candidate will have three years of experience in a health, social service or community organization that demonstrates possession of the stated knowledge and abilities plus successful completion of twelve (12) semester units of education in health science, behavioral science, and/or social welfare from a recognized college or equivalent. One additional year of experience may substitute for the educational requirement. College-level education in a field as listed above may be substituted for the experience on a year-for-year basis to a maximum of two years. Closing Date May 21, 2026, at 11:59pm Pacific To apply or review the full job description including the complete minimum qualifications, please visit: Support Service Worker II - Public Health, Healthy Families Marin Home Visiting Unit EEO/TTY   Wed, 22 Apr 2026 13:24:08 -0400 https://careercenter.zerotothree.org/jobs/rss/22218159/student-support-coordinator https://careercenter.zerotothree.org/jobs/rss/22218159/student-support-coordinator Bethesda, Maryland, Washington Episcopal School seeks a highly organized and collaborative professional to serve as a full-time Student Support Coordinator. This role works closely with the Learning Support and Counseling Team to ensure the smooth coordination of student support services, documentation, and internal processes across the school. Primary Responsibilities Student Support Operations & Documentation Maintain and manage all student support documentation, including Release of Information (ROI) forms, Student Support Plans (SSPs), and related records Scan, upload, and file documentation in accordance with school protocols Track submitted materials and maintain accurate, up-to-date records and contact spreadsheets Admissions & Student Support Team (SST) Coordination Support the Student Support Team admissions process, including the coordination of applicant materials Partner with the Admissions Team to streamline workflows related to SST applicants and documentation collection Ensure all required documentation is received, organized, and accessible for review Scheduling & Meeting Coordination Coordinate Beginning, Middle, and End-of-Year Student Support meetings, including scheduling, agenda development, and calendar invitations Support ongoing communication and coordination among members of the Student Support Team Program & Service Coordination Oversee logistics for outside support services, including scheduling, space reservations, and clearance processes Coordinate division-specific responsibilities as determined by the Student Support Team Assist with the coordination and proctoring of school-wide MAP and assessments twice annually and/or administration of division-specific literacy and math assessments    Qualifications Bachelor’s degree required; background or degree in education, child development, or a related field preferred Experience working in a PK–8 school environment preferred Familiarity with student support services and/or special education practices preferred Exceptional organizational skills with the ability to manage multiple priorities simultaneously Strong written and verbal communication skills Demonstrated ability to work both independently and collaboratively Flexible, detail-oriented, and solutions-focused Demonstrated proficiency in Microsoft Office Suite (including Outlook) and Google Workspace applications   Washington Episcopal School is an independent, co-educational school for students from Pre-Kindergarten 3 through Grade 8. Washington Episcopal School inspires academic and personal excellence within a joyful learning environment to develop students who are kind, confident, and prepared. WES provides a competitive wage and an inviting, professional, and collegial working environment. WES is committed to a diverse and inclusive community and seeks applications for this position from candidates who will contribute to an environment where all are valued and supported. Compensation and Benefits Salary:  $50,000 Excellent health insurance The TIAA-CREF retirement annuity, up to 7.5% employer contribution Funding for professional development 60% tuition remission for the children of faculty and staff, plus additional need-based aid as applicable Complimentary Extended Day for the children of faculty and staff 50-100% tuition remission for Summer@WES for the children of faculty and staff 9 days of PTO, plus an additional three weeks of summer leave for 12-month employees Regrettably, we are unable to sponsor visa applications at this time. ? Please use this link to apply:   https://workforcenow.adp.com/mascsr/default/mdf/recruitment/recruitment.html?cid=0c2f3c9d-c117-4895-805d-28bd6884ee0f&ccId=19000101_000001&jobId=630671&source=CC2&lang=en_US Tue, 21 Apr 2026 10:49:47 -0400 https://careercenter.zerotothree.org/jobs/rss/22218132/student-support-coordinator https://careercenter.zerotothree.org/jobs/rss/22218132/student-support-coordinator Bethesda, Maryland, Washington Episcopal School seeks a highly organized and collaborative professional to serve as a full-time Student Support Coordinator. This role works closely with the Learning Support and Counseling Team to ensure the smooth coordination of student support services, documentation, and internal processes across the school. Primary Responsibilities Student Support Operations & Documentation Maintain and manage all student support documentation, including Release of Information (ROI) forms, Student Support Plans (SSPs), and related records Scan, upload, and file documentation in accordance with school protocols Track submitted materials and maintain accurate, up-to-date records and contact spreadsheets Admissions & Student Support Team (SST) Coordination Support the Student Support Team admissions process, including the coordination of applicant materials Partner with the Admissions Team to streamline workflows related to SST applicants and documentation collection Ensure all required documentation is received, organized, and accessible for review Scheduling & Meeting Coordination Coordinate Beginning, Middle, and End-of-Year Student Support meetings, including scheduling, agenda development, and calendar invitations Support ongoing communication and coordination among members of the Student Support Team Program & Service Coordination Oversee logistics for outside support services, including scheduling, space reservations, and clearance processes Coordinate division-specific responsibilities as determined by the Student Support Team Assist with the coordination and proctoring of school-wide MAP and assessments twice annually and/or administration of division-specific literacy and math assessments    Qualifications Bachelor’s degree required; background or degree in education, child development, or a related field preferred Experience working in a PK–8 school environment preferred Familiarity with student support services and/or special education practices preferred Exceptional organizational skills with the ability to manage multiple priorities simultaneously Strong written and verbal communication skills Demonstrated ability to work both independently and collaboratively Flexible, detail-oriented, and solutions-focused Demonstrated proficiency in Microsoft Office Suite (including Outlook) and Google Workspace applications   Washington Episcopal School is an independent, co-educational school for students from Pre-Kindergarten 3 through Grade 8. Washington Episcopal School inspires academic and personal excellence within a joyful learning environment to develop students who are kind, confident, and prepared. WES provides a competitive wage and an inviting, professional, and collegial working environment. WES is committed to a diverse and inclusive community and seeks applications for this position from candidates who will contribute to an environment where all are valued and supported. Compensation and Benefits Salary:  $50,000 Excellent health insurance The TIAA-CREF retirement annuity, up to 7.5% employer contribution Funding for professional development 60% tuition remission for the children of faculty and staff, plus additional need-based aid as applicable Complimentary Extended Day for the children of faculty and staff 50-100% tuition remission for Summer@WES for the children of faculty and staff 9 days of PTO, plus an additional three weeks of summer leave for 12-month employees Regrettably, we are unable to sponsor visa applications at this time. ? Please use this link to apply:   https://workforcenow.adp.com/mascsr/default/mdf/recruitment/recruitment.html?cid=0c2f3c9d-c117-4895-805d-28bd6884ee0f&ccId=19000101_000001&jobId=630671&source=CC2&lang=en_US Tue, 21 Apr 2026 10:16:56 -0400 https://careercenter.zerotothree.org/jobs/rss/22182167/intervention-specialist-division-6-8 https://careercenter.zerotothree.org/jobs/rss/22182167/intervention-specialist-division-6-8 Los Angeles, California, OUR MISSION Our School, founded on Jewish values, is about who our children can become and how they can help others become who they might be. Because the world our children will create tomorrow is born in the School we build today, our mission is to educate our children so they can surpass us. POSITION OVERVIEW The Learning Specialist uses research-based programs to deliver targeted reading, math, and writing interventions to students in small-group settings. The Learning Specialist guides students in developing compensatory strategies, including proficiency in assistive technology. The Learning Specialist provides support to students in developing executive functioning skills.  The Learning Specialist collaborates closely with teachers to scaffold and differentiate the curriculum. The Learning Specialist reviews student assessment results, monitors progress, and adapts instruction accordingly. The Learning Specialist collaborates closely with teachers, administrators, and student service specialists, including literacy specialists, academic support directors, and counselors. The Learning Specialist reports directly to the Head of Student Services. RESPONSIBILITIES Proctor assessments, including make-up exams, reassessments, and other evaluations as assigned. Implement and monitor approved testing accommodations accurately and confidentially, in alignment with school policies and student learning plans. Ensure the testing environment is quiet, orderly, and compliant with assessment protocols. Maintain vigilance during testing to uphold academic honesty and address any irregularities promptly and professionally. Manage and maintain a detailed testing schedule Track completed assessments and communicate testing status as needed with relevant faculty and staff. Communicate clearly and professionally with teachers regarding assessment logistics, expectations, and completion timelines. Collaborate with counselors, learning specialists, and administrators to support students requiring accommodations. Maintain confidentiality when handling student information and assessment materials. Respond to student questions or concerns about testing procedures in a consistent, professional manner. QUALIFICATIONS Strong sense of commitment to the Milken Community School Mission. Masters Degree in Special Education, Educational Therapy or a closely related field, and a minimum of five years of classroom teaching experience. Highly knowledgeable of child development with an expertise in needs unique to middle school-age students. Training in reading and writing intervention programs such as Lindamood Bell Reading Systems, Orton Gillingham, Jane Schaffer Writing Systems and Writing Revolution..  Highly knowledgeable in best practices of curriculum development, instruction, differentiation and assessment. Excellent communication and interpersonal skills. Inspires collaboration among colleagues and is inclusive. Organized, flexible, able to contend with complexity and nuance. Proficient with educational technology platforms. Able to provide leadership and expertise in interpreting and disseminating data and psycho-educational assessment results. Effective in communicating with parents, administration, faculty, outside service providers, and the extended educational community. Efficient with time management, organizational skills, and meeting deadlines Is professional, timely, and compassionate in responding to all constituents. Committed to professional development in all areas related to learning, curriculum and leadership.   Standard On-Campus Hours Start: M - F by 7:45 AM End: M - Th 5:30 PM, F 2:45 PM *All schedules are subject to change.   For a complete overview of our benefits, please visit the Employment page on our website. Milken strives to be a nurturing, diverse and inclusive community.  It is a vibrant academic home, drawing faculty and staff from the spectrum of faith, social and cultural backgrounds. Relocation costs are fixed and based on location. Tue, 07 Apr 2026 12:57:37 -0400 https://careercenter.zerotothree.org/jobs/rss/22180874/high-school-humanities-teacher https://careercenter.zerotothree.org/jobs/rss/22180874/high-school-humanities-teacher San Francisco, California, This is a 1.0FTE exempt position Summary: San Francisco Waldorf High School seeks an enthusiastic and experienced Humanities Teacher with a strong background in social sciences and literature. This teacher will have the ability to teach honors and non honors level courses on ancient texts, modern texts, sociology and history through an anti-racist lens while developing high-level reading and writing skills in 9th through 12th graders. Our ideal candidate excels at engaging a range of student abilities, is highly organized, has sound classroom management, sound teaching strategies and understands the developmental stages of high school students. We are looking for a teacher who wants to join a Waldorf faculty and work in a highly collaborative environment.  At SFWHS diversity is celebrated and employees of color are welcomed, valued, and supported. We ask all employees to proactively commit to access, equity, diversity and  inclusion and to actively create an environment where all members of the community can flourish.  Waldorf education is the fastest growing independent school movement in the world. This dynamic approach to child development and education is continually evolving to meet today's students and prepare them for tomorrow. Waldorf education inspires lifelong learning in students and enables them to fully develop their unique capacities. Our students are authentic, moral and engaged with their learning; they (and their families) appreciate their teachers. San Francisco Waldorf School (SFWS) was founded in 1979 and serves 380 students across a Preschool-12th Grade program. The high school campus is in the lovely West Portal neighborhood and easily accessible by public transit.     Qualifications Bachelor’s degree in social sciences required Graduate degree preferred  Waldorf Teacher Training completed or in progress and/or willingness to begin Waldorf Teacher seminar (in-house) Significant high school or university teaching experience and/or other experience working with adolescents Ability to use the school portal (Blackbaud) for posting and tracking student assignments  Ability to evaluate using rubrics or demonstrate other equitable grading practices Strong communication with all school stakeholders Strong planning and organizational skill A proven interest in engaging with high school students beyond the classroom: sponsoring clubs or an affinity group, chaperoning field trips and dances, general supervision and academic advising are some examples.   Benefits and Compensation:   This is a 1.0 FTE, full-time, position with full benefits including medical, dental, flexible spending plans, retirement plan (employer contributions after one year of employment), and tuition remission for eligible dependents in our Preschool - Grade 12 program (Staff fees apply). The full annual salary range is $67K - $95K, depending on training and experience. Salaries are paid on a 12-month schedule.    Physical Requirements and Work Environment: Be able to occasionally lift to 30 lbs. Work intermittently in outside weather conditions, including heat and cold Regularly sitting or standing 4-8 hours   FLSA Classification : Faculty; Exempt from overtime Reports to : High School Director  Hired by: High School Steering Committee Date Modified: January 2026   San Francisco Waldorf School is an equal opportunity employer that does not discriminate based on race, ethnicity, age, gender, or any protected class. We recognize that the range of ethnicities, nationalities, languages, socio-economic backgrounds, sexual orientation, learning differences, and life experiences within our community enhance the school’s learning environment, and we are committed to fostering equity and inclusion.    Please submit your cover letter, resume, and a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848 to the hiring team at jobs@sfwaldorf.org. Mon, 06 Apr 2026 19:32:27 -0400 https://careercenter.zerotothree.org/jobs/rss/22159867/early-childhood-lower-school-art-teacher https://careercenter.zerotothree.org/jobs/rss/22159867/early-childhood-lower-school-art-teacher New York, New York, Abraham Joshua Heschel School seeks a full-time early childhood & lower school (Grades preschool-5) art teacher to begin in the fall of 2026.   The art teacher will work in collaboration with other early childhood & lower school art teachers as well as other faculty members as needed.    The ideal candidate should have: A bachelor’s degree in Art Education, Fine Arts, or a related field (a master’s degree is preferred) Experience working with a variety of materials, including paint, clay, collage, drawing, and construction Experience / desire to work with other art teacher (s) in a shared space Passion for teaching young children An understanding of stages of child development to foster growth and learning An appreciation for cultivating the artistic process   Abraham Joshua Heschel School, located in New York City, is an independent Jewish school, N-12, unaffiliated with any single movement or synagogue. The school's approach to education is governed by profound respect for children. It nurtures their curiosity, cultivates their imagination, encourages creative expression, values their initiative and engenders critical thinking skills. The Heschel School is dedicated to inspiring its graduates to become responsible adults and active, compassionate citizens of the Jewish world and world communities.   Salary commensurate with prior relevant work history and skills.   Qualified applicants should upload a cover letter and resume. To apply, follow this link: https://workforcenow.adp.com/mascsr/default/mdf/recruitment/recruitment.html?cid=5db03d9d-83a7-470f-a3eb-1942264884b7&ccId=19000101_000001&jobId=565684&source=CC2&lang=en_US   In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the United States and to complete the required employment eligibility verification document form upon hire. Abraham Joshua Heschel School is an Equal Opportunity Employer.   The salary range for this position is $65,000 - $95,000, depending on years of experience. Sun, 29 Mar 2026 12:43:36 -0400 https://careercenter.zerotothree.org/jobs/rss/22146245/music-teacher https://careercenter.zerotothree.org/jobs/rss/22146245/music-teacher Nashville, Tennessee, Position:  Music Teacher Status:  Full-time, salaried. Eligible for medical, dental, and vision insurance benefits + 401k contribution. Primary Function: Subject teachers are considered to be knowledgeable in their subject and are responsible for developing, planning, and teaching their programs. All employees are subject to the requirements of the Employee Handbook. In addition, all teachers are required to teach the curriculum outlined in their grade-specific scope and sequence, available upon request. Classroom Responsibilities and Duties: Prepare and teach subject curriculum, guided by the principles of Waldorf education. Develop and maintain a safe, harmonious social environment for the students. Provide regular communication to class teachers about curriculum, student performance, and unusual incidents. Begin and end classes on time to support the daily schedule. Participate in recess coverage for grades 1–8. Attend class/parent meetings to explain subject curriculum, answer parent questions, and foster familiarity between parents and subject teachers. Be available for parent-teacher conferences. Arrange and participate in conference(s) with parent and support faculty members, as needed, to discuss student academic or disciplinary concerns. Document observations of each student related to successes and challenges of presented curriculum. Complete mid-year and end-of-year reports covering student's progress in subject class. Submit reports by assigned deadlines.   Additional Responsibilities: Maintaining and striving for an openness to understand Waldorf education and child development. Attendance and participation in weekly faculty meetings and in-service workshops. Attendance and participation in weekly section meetings. Service on at least one (1) faculty committee. First year teachers may be exempt from this requirement. Attendance/assistance at major all-school activities. Attendance at all-school meetings as indicated by administration. Willingness to participate in the enrollment process of new students Participation in the design and execution of an individualized plan for professional development. Attendance at Waldorf education summer training as identified as appropriate by the Director of Education. Other duties as assigned.   Specific Responsibilities and Skills for Music: Teach Music classes for grades K–8. Teach and lead Middle School Choir for grades 6–8. Teach Music Ensemble (as an alternative to Middle School Orchestra) for grades 6–8. Collaborate with other faculty to work on festivals throughout the year. Plan two concerts—one each semester. Basic piano skills Knowledge of and preferably training in Orff Music Recorder skills and willingness to learn pentatonic flute   Requirements   Required Qualifications: Bachelor's degree from an accredited university in Education or a related field 1–2 years previous classroom experience Interest in and appreciation for Waldorf education Commitment to equitable practices Preferred Qualifications: Master's degree from an accredited university in Education or a related field Have completed, or interest in Waldorf Certification Salary is scaled based on experience and education. Linden Waldorf School is an equal employment opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, national origin, disability status, protected veteran status or any other characteristic protected by law. This job description indicates the general duties and physical requirements of work performed by the employee with this job designation. It should not be interpreted or construed as a comprehensive inventory of all duties, responsibilities, qualifications, and physical requirements required of the employee assigned to this job, as these might vary from day to day or as business needs demand.   Tue, 24 Mar 2026 15:49:36 -0400 https://careercenter.zerotothree.org/jobs/rss/22124120/director-of-educational-support-services https://careercenter.zerotothree.org/jobs/rss/22124120/director-of-educational-support-services Los Angeles, California, About Mirman School Mirman embraces, supports, and values the many facets and faces of giftedness as we nurture our students’ abilities to reach their highest potential. As an educational institution, we are committed to personalizing our curriculum through depth and complexity, while celebrating the intellectual, creative, and kinesthetic dimensions of childhood and adolescence. We foster a culture of inclusivity and connectivity in which our students’ academic, co-curricular, and socio-emotional experiences and needs are supported. Mirman faculty and staff model empathy and respect in our communal effort to enhance whole-child learning. Our goal is to inspire lifelong curiosity and learning, the continuous pursuit of excellence, and ethical leadership among our students and graduates.   Core Values R esponsibility — We are obligated to care for ourselves, our community, and our environment. I ntegrity — What we believe is right directly shapes our actions. D iscovery — We enthusiastically pursue knowledge about ourselves and the world around us. E mpathy — We strive to understand and value the experiences and feelings of others. R esilience — We recognize challenges as necessary steps in learning and personal growth.   Position Description This position will lead and coordinate a comprehensive, mission-aligned system of support that ensures each highly gifted student thrives intellectually, socially, and emotionally. This role reflects Mirman’s deep commitment to cultivating the boundless potential of highly gifted children by recognizing and responding to the full complexity of gifted development, including asynchronous growth, intensities, and neurodiversity. Highly gifted learners often demonstrate exceptional cognitive ability, alongside areas of challenge in executive functioning, processing, attention, learning, or social-emotional regulation. The Director brings expertise in gifted education, neurodiversity, and twice exceptionality to ensure that students’ strengths are honored while their needs are thoughtfully supported. Serving as both a strategic leader and hands-on practitioner, the Director will develop systems, guide faculty, partner with families, and provide direct support to students. Working closely with faculty, the Student Support Team, and the Educational Administrative Team, including the School Counselor and Division Heads, the Director helps create a school culture where intellectual risk-taking, self-understanding, resilience, and belonging are essential elements of each student’s experience.   Key Responsibilities and Essential Job Functions   Strategic Leadership and Mission Alignment Develop and lead a cohesive vision for educational support that reflects Mirman’s mission and its deep understanding of neurodivergent learners, including both giftedness and neurodiversities. Lead the Student Support Team to ensure that students can fully access Mirman’s advanced academic program. Ensure support structures recognize and respond to the asynchronous development common among gifted learners, integrating both strengths-based and responsive approaches. Collaborate with school leadership and educational support specialists to align student support practices with Mirman’s educational philosophy and commitment to cultivating intellectual curiosity, resilience, empathy, and self-advocacy. Stay current with emerging research in gifted education, neurodiversity, twice exceptionality, executive functioning, and child development. Establish systems to monitor the effectiveness of interventions and continuously strengthen Mirman’s student support model. Review school data and work with the administrative team to assess and support students.  Student Support and Case Management Lead/coordinate academic and behavioral support for students with identified or emerging needs. Provide direct student support, including academic support, executive functioning coaching, and short-term intervention. Oversee the development and implementation of Student Support Plans and individualized learning profiles. Facilitate Student Support Team meetings and case conferences. Review and interpret psychoeducational and neuropsychological evaluations. Support student transitions across grades and divisions, ensuring continuity and responsiveness to evolving developmental needs. Conduct classroom observations of students and help students develop self-awareness, self-advocacy, and strategies that empower lifelong learning and well-being. Faculty Partnership and Professional Leadership Partner closely with faculty to design classroom strategies that support highly gifted and twice-exceptional learners. Provide consultation and coaching on differentiation, executive functioning support, behavior regulation, and inclusive instructional practices. Support faculty in fostering classroom environments where students feel both intellectually challenged and emotionally supported. Family Partnership and Community Engagement Serve as a trusted partner and resource for families, fostering collaborative relationships grounded in shared understanding of each student. Help families understand gifted development, twice exceptionality, and strategies to support their child’s growth. Coordinate communication and collaboration with external specialists, including psychologists, therapists, and educational consultants. Contribute to parent education/community learning about gifted development and student well-being. Program Coordination and Documentation Maintain clear, confidential, and comprehensive documentation of student support plans and interventions. Coordinate and monitor support services and referrals.  Help ensure continuity of support across grade levels and divisions. Knowledge, Skills, and Dispositions The ideal candidate demonstrates: Deep understanding of gifted education and other neurodiversities Strong commitment to strengths-based, student-centered support Expertise in neurodiversity, executive functioning, and social-emotional development Exceptional collaboration and communication skills Strong leadership and coaching abilities Commitment to fostering a culture of belonging and intellectual growth Ability to be effective with students, families, and educators in a highly collaborative environment Qualifications BA degree in psychology, school psychology, counseling, special education, or related field; MA degree, license in psychology, school psychology, counseling, special education preferred Minimum of 4 years of experience supporting students in a K–8 educational setting Demonstrated experience supporting gifted and/or twice-exceptional learners; prior experience in independent school settings preferred Ability to balance multiple priorities in a complex, fast-paced environment Successful teaching experience in advanced elementary to secondary school Excellent oral and written communication skills Flexibility and creativity to work in a dynamic environment exhibiting the qualities of an adult learner dedicated to their craft Culturally competent and engaged community learner; growth mindset and detail oriented Demonstrate enthusiasm and commitment to Mirman’s vision, mission and guiding principles Exhibit high standards of ethics, moral character, professionalism, and the ability to present oneself as a positive role model for students First Aid and CPR training required (training provided if not currently certified) Valid CA driver license and clear criminal background investigation   Job Perks   Beautiful, rustic campus easily accessible from both LA’s city and valley sides Top-tier medical, dental, and vision coverage with zero to low premium contributions 403(b) retirement plan with a 5% match and immediate vesting Flexible tuition eligibility if applicable Professional development support including opportunities for growth Relocation Assistance Employee affinity groups Paid holidays (e.g., Thanksgiving week, Winter, and Spring breaks) plus personal days Community and connection with sta?/administration Generous bene?ts package, including pet insurance, Lifelock credit monitoring, and flexible spending accounts   Join an ambitious and joyful community of dedicated and creative professionals building a society where everyone has a voice and a seat at the table. Mirman is a great place to be part of growing future leaders in a supportive and caring school culture that features consistent collaboration, innovative approaches to teaching and learning, a supportive administration, and lifelong connections among faculty and staff inspired by the school’s unique mission. Come marvel at the wonder, humor, and inspiration that nurturing and engaging with highly gifted students naturally brings.   This position is available July 1, 2026 and is a full-time staff position. To apply, please submit the following three PDF’s to employment@mirman.org :   Cover letter introducing yourself to the Mirman School Search Committee Resume or CV A response to the following prompt: Write an e-mail to a parent describing the executive functioning challenges their 5 th grade student is having both in the classroom and in Physical Education and include recommendations for future steps.   At Mirman School, through an inclusive environment, we challenge our students and each other to be dynamic problem-solvers and thoughtful citizens. Mirman does not discriminate based on race, color, religion, gender, ethnic origin, age, physical disability or sexual orientation in administration of our educational policies, hiring policies, admissions policies, financial aid programs, athletics and other school-administered programs. Mon, 16 Mar 2026 18:56:50 -0400 https://careercenter.zerotothree.org/jobs/rss/22123791/elementary-school-teacher https://careercenter.zerotothree.org/jobs/rss/22123791/elementary-school-teacher Richmond, Virginia, Good Shepherd Episcopal School seeks a committed and enthusiastic Elementary School Teacher for the 2026-2027 academic year. The position is full time and reports to the Head of School.  Responsibilities include developing, implementing, assessing, and supporting a dynamic elementary classroom experience for our youngest students. Elementary School Teachers will use a variety of methods, materials, and techniques to teach all core subjects and will work collaboratively with faculty across the grade levels. Working directly with students, the elementary teachers will assess students' academic skills for the purposes of refining classroom activities and providing feedback. ESSENTIAL DUTIES AND RESPONSIBILITIES  Elementary School teachers are responsible for delivering the core curriculum in a self-contained classroom. The preferred candidates will Support the mission, philosophy, and core values of the School; Establish a climate of respect for each child, and maintain a safe and healthy working environment;  Demonstrate academic excellence through a working knowledge of the core curriculum;  Plan, prepare, and deliver instructional activities that facilitate active learning experiences and use a variety of teaching strategies; Utilize academic technology to enhance instruction;  Collaborate effectively with colleagues; Regularly assess student progress and maintain accurate and comprehensive records; Participate in parent conferences and communicate with parents regularly;  Perform divisional responsibilities expected of faculty (for example, supervising students outside of class times, attending faculty meetings, professional development, etc.); and Fulfill other duties as assigned. REQUIREMENTS Bachelor’s degree in education or related field, master’s degree and 3-5 years’ experience preferred The ability to design curriculum, instruction, and assessment in order to teach a diverse community of learners. Planning, organization, and problem-solving skills Experience teaching in a classroom environment, preferably in an independent school Demonstrated knowledge and experience in child development and educational practices A commitment to best practices in education Ability to communicate effectively with students, families, and colleagues  A clear commitment to diversity, community, and inclusion in school communities An ability to work in a collegial and collaborative environment A sense of humor, warm personality, and growth mindset Mon, 16 Mar 2026 10:41:37 -0400 https://careercenter.zerotothree.org/jobs/rss/22124117/learning-support-specialist https://careercenter.zerotothree.org/jobs/rss/22124117/learning-support-specialist Los Angeles, California, About Mirman School Mirman embraces, supports, and values the many facets and faces of giftedness as we nurture our students’ abilities to reach their highest potential. As an educational institution, we are committed to personalizing our curriculum through depth and complexity, while celebrating the intellectual, creative, and kinesthetic dimensions of childhood and adolescence. We foster a culture of inclusivity and connectivity in which our students’ academic, co-curricular, and socio-emotional experiences and needs are supported. Mirman faculty and staff model empathy and respect in our communal effort to enhance whole-child learning. Our goal is to inspire lifelong curiosity and learning, the continuous pursuit of excellence, and ethical leadership among our students and graduates.   Core Values R esponsibility — We are obligated to care for ourselves, our community, and our environment. I ntegrity — What we believe is right directly shapes our actions. D iscovery — We enthusiastically pursue knowledge about ourselves and the world around us. E mpathy — We strive to understand and value the experiences and feelings of others. R esilience — We recognize challenges as necessary steps in learning and personal growth.   Position Description Working in close partnership with the Director of Educational Support Services and Division Heads, this role provides direct, research-based academic support to highly gifted and neurodiverse students. This position reflects Mirman’s mission to cultivate the boundless potential of highly gifted children by ensuring that students with learning differences, neurodivergent profiles, or specific academic needs are fully supported in accessing and thriving in our advanced curriculum. Highly gifted learners may demonstrate exceptional reasoning and intellectual depth alongside challenges in reading, written expression, mathematical processing, executive functioning, or attention. The Educational Support Specialist provides targeted intervention in literacy, mathematics, and executive functioning skills while honoring students’ strengths, preserving appropriate academic challenge, and supporting the development of confidence, independence, and self-understanding. Working closely with the Administration, faculty, and families, the Educational Support Specialist serves as both a direct interventionist and collaborative partner. This individual helps ensure that student support practices reflect Mirman’s commitment to intellectual rigor, belonging, and whole-child development.       Key Responsibilities and Essential Job Functions Direct Student Support and Intervention Provide direct, individualized, and small-group intervention in phonics, reading, writing, mathematics, and executive functioning skills for students with identified or emerging learning needs, with a primary focus on Lower School and the transition to Fifth Grade. Implement research-based instructional approaches aligned with best practices in literacy and mathematics intervention. Apply evidence-based methodologies such as Orton-Gillingham, Lindamood-Bell, or comparable structured literacy and cognitive processing approaches. Support development of executive functioning skills, including organization, planning, task initiation, and self-monitoring. Reinforce student strengths while supporting areas of challenge, ensuring students remain appropriately engaged in Mirman’s accelerated academic program. Monitor student progress regularly, adjust instructional strategies accordingly, and help students develop confidence, independence, and self-advocacy skills. Collaborate with teachers to identify appropriate interventions and accommodations to support students. Support teachers in the implementation of resulting Accommodation Plans. Faculty Collaboration and Instructional Partnership Collaborate closely with classroom teachers and the Director of Educational Support Services to design and implement effective classroom strategies and accommodations. Provide consultation and coaching to faculty on instructional strategies that support gifted and twice-exceptional learners. Help teachers implement differentiated instructional approaches that support diverse learning profiles while maintaining academic rigor. Conduct classroom observations to better understand student learning needs and recommend appropriate strategies. Assist in developing and implementing Student Support Plans. Support faculty in understanding learning differences, literacy development, and effective intervention strategies. Family Communication and Partnership Partner with families to support student progress and learning goals. Communicate regularly with parents regarding student progress, strategies, and recommendations. Help families understand their child’s learning profile, strengths, and areas for growth. Program Support and Coordination Collaborate with the Director of Educational Support Services to implement Mirman’s educational support systems and programs. Maintain clear, accurate, and confidential records of student progress and intervention. Participate in Student Support Team meetings and case conferences. Assist in implementing school-wide systems that support student success and well-being. Support continuity of services across grade levels and divisions. Knowledge, Skills, and Dispositions The ideal candidate demonstrates: Strong understanding of literacy development and mathematics learning differences Knowledge of gifted education and other neurodiversities Experience implementing structured, multisensory literacy interventions Commitment to strengths-based, student-centered support Strong collaboration and communication skills Ability to build trusting relationships with students, faculty, and families Ability to support students while preserving intellectual challenge and engagement Commitment to fostering student confidence, belonging, and resilience Job Perks Beautiful, rustic campus easily accessible from both LA’s city and valley sides Top-tier medical, dental, and vision coverage with zero to low premium contributions 403(b) retirement plan with a 5% match and immediate vesting Flexible tuition eligibility if applicable Professional development support including opportunities for growth Relocation Assistance Employee affinity groups Paid holidays (e.g., Thanksgiving week, Winter, and Spring breaks) plus personal days Community and connection with sta?/administration Generous bene?ts package, including pet insurance, Lifelock credit monitoring, and flexible spending accounts   Join an ambitious and joyful community of dedicated and creative professionals building a society where everyone has a voice and a seat at the table. Mirman is a great place to be part of growing future leaders in a supportive and caring school culture that features consistent collaboration, innovative approaches to teaching and learning, a supportive administration, and lifelong connections among faculty and staff inspired by the school’s unique mission. Come marvel at the wonder, humor, and inspiration that nurturing and engaging with highly gifted students naturally brings.   This is a 10-month academic position, beginning in mid-August and ending in mid-June each year. To apply, please submit your resume to employment@mirman.org .   At Mirman School, through an inclusive environment, we challenge our students and each other to be dynamic problem-solvers and thoughtful citizens. Mirman does not discriminate based on race, color, religion, gender, ethnic origin, age, physical disability or sexual orientation in administration of our educational policies, hiring policies, admissions policies, financial aid programs, athletics and other school-administered programs. BA degree in education, special education, psychology, or related field; MA degree or certification in Ed Therapy preferred Minimum of 3 years of experience supporting students in reading and/or mathematics intervention with preference for independent school experience and/or experience working with highly gifted children Training and/or certification in Orton-Gillingham, Lindamood-Bell, or a comparable structured literacy approach preferred.  Experience supporting gifted and/or twice-exceptional learners preferred Knowledge of executive functioning interventions preferred Successful experience working with elementary and/or middle school students Demonstrated ability to collaborate effectively with faculty and families Excellent oral and written communication skills Culturally competent and engaged community learner Demonstrate enthusiasm and commitment to Mirman’s vision, mission and guiding principles Exhibit high standards of ethics, moral character, professionalism, and the ability to present oneself as a positive role model for students Excellent interpersonal communication skills and a sense of humor Growth mindset and detail oriented First Aid and CPR training required (training provided if not currently certified) Valid CA driver license and clear criminal background investigation   Mon, 16 Mar 2026 18:54:10 -0400 https://careercenter.zerotothree.org/jobs/rss/21876670/elementary-teacher https://careercenter.zerotothree.org/jobs/rss/21876670/elementary-teacher San Fransisco, California, Working at Red Bridge Teachers at Red Bridge are not only in charge of instruction, but are also contributing to creating a new model of education. This means that teachers are designing their own lessons based on the Red Bridge scope and sequence and creating new systems and structures that align with the Red Bridge mission. While this role asks more of teachers than a traditional teaching role, it also provides the opportunity to have a much further-reaching impact and to truly change how we educate kids. Red Bridge regularly has educators from around the globe tour the school to learn from our model. Red Bridge teachers are known for being highly intentional and structured, which results in students who are empowered to drive their own learning. Our teachers believe in high standards for students and create learning environments that support students in showing up as their best and most capable selves. Red Bridge is also a more collaborative environment than most, which can be both exciting and challenging. Red Bridge teachers are willing to find compromise, excited to learn from others, comfortable giving and receiving feedback, happy to lend a hand, and approach this all with a good sense of humor. If you are excited by this, please apply! Position Overview For the 2026 - 2027 school year, we plan to hire two or three exceptional elementary school teachers to lead small group instruction in Reading, Writing, Math, Critical Thinking & World Studies, or Observation (Art/Science). The particular content areas will be based on prior experience and interest. This teaching role will work with students in ability-based small groups (8-15 students) at one of a Kindergarten – 5th grade level. For academics, students are grouped based on skill level in the subject area rather than their age or grade. The Elementary Teacheris responsible for planning instruction, collaborating with the Red Bridge teaching team, observing and taking notes on students, regularly assessing student achievement and progress, and coordinating with teachers and parents as necessary to discuss student progress. This is a full-time position reporting to the Head of School. Applicants for this role should have deep experience in content area instruction at an elementary level and a passion for one or more of the subject areas above. Steps to Apply Please make sure you have read all of the materials on our website. Red Bridge is a new model of school, and it’s important that you are excited to be on an early-stage team where you will be creating brand new systems, projects, documents, resources, etc. and that you are fully aligned with our mission. If you’re interested in applying e-mail jobs@redbridgesf.org with your resume and cover letter. Be sure to specify the name of the role you are applying for. Start Date Summer 2026 (for the 2026-2027 school year) What We Offer Opportunity to be part of an early-stage team of motivated, intentional, life-long learners Competitive compensation commensurate with experience Health and dental benefits Stipend for lifelong learning 401k Meaningful opportunities for professional development Opportunity to have a broader impact on the field of education Experience Ideal candidates will have: - at least 5 years of experience working with similar-age students - at least 3 years of experience leading content instruction in a relevant subject area - a Master’s Degree in a relevant field (Psychology, Elementary Education, Child Development, English, Math, etc.) preferred - experience working with students with diverse needs and from diverse backgrounds - an understanding of child development and developmental milestones - Montessori, Responsive Classroom training are a plus Mindset Ideal candidates will believe: - in high expectations for all students, and have the ability to recognize excellence that collaboration yields better results - that the role of the teacher is not to get students to listen, but to get students to think - that thoughtful feedback is welcome and helpful for personal development - that backwards planning and preparation are key to reaching lofty goals Work habits Ideal candidates will consistently: - address issues proactively - take on a variety of tasks flexibly, as necessitated in the school’s early years - act with intention in order for students to learn from your deeds and thought process - gather and use high-quality student data to inform instruction - incorporate feedback into and reflect on your practice - demonstrate authentic enthusiasm for intellectual inquiry - work to create a culture of belonging for students, parents and colleagues - model lifelong learning Fri, 05 Dec 2025 00:17:03 -0500 https://careercenter.zerotothree.org/jobs/rss/21873978/middle-school-learning-guide https://careercenter.zerotothree.org/jobs/rss/21873978/middle-school-learning-guide San Fransisco, California, Working at Red Bridge Teachers at Red Bridge are not only in charge of instruction, but are also contributing to creating a new model of education. This means that teachers are designing their own lessons based on the Red Bridge scope and sequence and creating new systems and structures that align with the Red Bridge mission. While this role asks more of teachers than a traditional teaching role, it also provides the opportunity to have a much further-reaching impact and to truly change how we educate kids. Red Bridge regularly has educators from around the globe tour the school to learn from our model. Red Bridge teachers are known for being highly intentional and structured, which results in students who are empowered to drive their own learning. Our teachers believe in high standards for students and create learning environments that support students in showing up as their best and most capable selves. Red Bridge is also a more collaborative environment than most, which can be both exciting and challenging. Red Bridge teachers are willing to find compromise, excited to learn from others, comfortable giving and receiving feedback, happy to lend a hand, and approach this all with a good sense of humor. If you are excited by this, please apply! Position Overview The Middle School guide will plan and implement key elements of the Red Bridge model - Work and Character Habits instruction, Deliberate Practice or self-directed learning, mastery-based Learning Credits, and Project-Based Deep Dives - working closely with experienced Red Bridge educators to ensure alignment and rigor. A large portion of time will be spent meeting with students one-on-one to support and hold them accountable for their continuous growth. The first year of this position will be a training year to learn the ropes of Red Bridge's school design, with increasing opportunities for leadership and creativity over time. Additional responsibilities include leading instruction in Critical Thinking & World Studies, student supervision, assessment, and parent communication. An ideal candidate is excited to learn about Red Bridge's approach to agency and believes that structure, relationships, and a sense of belonging enable Middle Schoolers to thrive. Red Bridge does not group students by grade level, but byAutonomy Level. Each Autonomy Level spans about three years of age difference. Middle School students are in Autonomy Level 4 or 5, which typically covers students between 10 -14 years-old. This is a full-time position reporting to the Head of School. Applicants for this role should have deep experience advising Middle School students and enthusiasm for the special developmental stage of Middle School. Steps to Apply Please make sure you have read all of the materials on our website. Red Bridge is a new model of school, and it’s important that you are excited to be on an early-stage team where you will be creating brand new systems, projects, documents, resources, etc. and that you are fully aligned with our mission. If you’re interested in applying e-mail jobs@redbridgesf.org with your resume and cover letter. Be sure to specify the name of the role you are applying for. Start Date Summer 2026 (for the 2026-2027 school year) What We Offer Opportunity to be part of an early-stage team of motivated, intentional, life-long learners Competitive compensation commensurate with experience Health and dental benefits Stipend for lifelong learning 401k Meaningful opportunities for professional development Opportunity to have a broader impact on the field of education Experience Ideal candidates will have: - minimum five years teaching experience in a related position - Master’s degree or higher in a relevant field (Early Childhood Education, Child Psychology, Elementary Education, Child Development, etc.) - experience working with students with diverse needs and from diverse backgrounds, understanding of child development and developmental milestones - familiarity with student-driven learning models - an area of passion outside of the classroom Mindset Ideal candidates will believe: - in high expectations for all students, and have the ability to recognize excellence that collaboration yields better results - that the role of the teacher is not to get students to listen, but to get students to think that thoughtful feedback is welcome and helpful for personal development Work habits Ideal candidates will consistently: - address issues proactively - take on a variety of tasks flexibly, as necessitated in the school’s early years - plan lessons intentionally to engage students in learning through conversation and discovery - demonstrate authentic enthusiasm for intellectual inquiry - model lifelong learning - work to create a culture of belonging for students and colleagues Tue, 02 Dec 2025 16:03:09 -0500