https://careercenter.zerotothree.org Latest ZERO TO THREE Career Center Jobs Wed, 13 May 2026 06:39:05 Z https://careercenter.zerotothree.org/jobs/rss/22256795/math-specialist https://careercenter.zerotothree.org/jobs/rss/22256795/math-specialist Menlo Park, California, Math Specialist Overview of Position The Math Specialist plays a pivotal role in elevating the quality of our math program, fostering exceptional pedagogy, and enriching the overall educational experience for students in Kindergarten through Second Grade. Reporting to the Associate Head of School for Academics, the Math Specialist collaborates with teams to plan, adapt, re-imagine, and implement the Bridges in Mathematics program in innovative and differentiated ways. This position requires a strong commitment to curiosity, creativity, and a collaborative spirit. The Math Specialist position is an exempt, full-time, 10-month in person position reporting to the Associate Head of School for Academics. The start date is August 3, 2026. Primary Responsibilities Instructional Responsibilities ? Provide direct instructional support to teachers, including co-teaching whole group and small group lessons, modeling effective teaching strategies, working with both small and large groups of students, and offering individualized guidance. ? Observe classroom instruction, provide constructive feedback, and offer support in addressing individual student learning needs. ? Collaborate with the Math Specialist for Grades Third-Fifth. ? Collaborate with homeroom teachers to develop and implement differentiated learning plans for students requiring additional support or enrichment. ? Extend mathematical instruction beyond the classroom through additional programming, including math circles, math club, math recreation and enrichment offerings. Curriculum Development ? Collaborate with teachers, the Associate Head of School for Academics, and the Director of Teaching and Learning to ensure the effective implementation of a rigorous and engaging math curriculum aligned with best practices, school values or initiatives, and research-based standards. ? Analyze student data and utilize findings to inform curriculum development, identify areas for improvement, and drive data-driven instruction. ? Develop and deliver professional development workshops for teachers on effective math instruction, including differentiated instruction, small group strategies, and the use of technology and manipulatives. ? Engage with parents through presentations and meetings to discuss the benefits of a math program that prioritizes critical thinking, differentiated instruction, and a focus on conceptual understanding over simply accelerating through the curriculum Equity and Inclusion ? Champion equity in math education by ensuring all students have access to high-quality instruction and opportunities to succeed. ? Ensure engagement, appropriate challenge, and support for a wide range of students, both those in need of support and those in need of extension. ? Foster a positive and inclusive classroom environment that celebrates diverse learning styles, fosters a growth mindset, and encourages mathematical thinking for all students. Personal Qualities and Attributes ? Strong Work Ethic: Highly organized, detail-oriented, and able to effectively prioritize tasks and manage multiple demands. ? Passion for Mathematics Instruction: A deep understanding of best practices in creating developmentally appropriate mathematical challenges that foster critical thinking and problem-solving skills across diverse age groups. A genuine passion for working with children and a profound respect for the cultivation of mathematical habits of mind. ? Growth Mindset: A strong sense of curiosity and a commitment to continuous learning and professional growth. ? Exceptional Communication: Excellent written and verbal communication skills with the ability to effectively communicate with diverse audiences, including children, families, colleagues, and administrators. This includes the ability to listen empathetically, address concerns constructively, and build strong relationships. ? Commitment to Diversity, Equity, Inclusion, and Belonging: A strong commitment to creating a diverse, equitable, and inclusive learning environment for all children, families, and faculty/staff. Qualifications Essential ? Bachelor’s degree in Mathematics or a related field, Master’s degree in Elementary Education, Mathematics or a related field ? 5+ years of teaching experience ? Strong communication and interpersonal skills  ? Proven ability to build and maintain strong relationships with children, families, and colleagues ? Commitment to diversity, equity, inclusion, and belonging ? Passion for mathematics education and a deep understanding of child development Desired ? Previous experience as a math specialist in the elementary education setting ? Experience in an independent school setting ? Experience with data-driven decision-making and program evaluation ? Demonstrated history of elementary mathematics professional development and experience Compensation and Benefits The full-time salary range for this position is $90,000 to $120,000. The starting salary depends on factors that include background, years of experience, education level, and skill level. PBS offers an employee benefit package that includes fully paid medical, dental, vision, life insurance plans, long-term disability insurance, flexible spending account and a generous retirement plan match. Eligibility rules apply. To Apply Qualified, interested candidates may apply for the position through the online Phillips Brooks Employment Website. Please submit your application information - letter of interest, a CV/resume with your relevant experience and expertise, and contact information for three professional references (include supervisors). Phillips Brooks School is an Equal Opportunity Employer committed to creating a diverse and inclusive workplace. All aspects of employment at PBS are governed on the basis of competence, merit, and qualifications. We do not discriminate in employment on the basis of race, color, religion, creed, sex, gender, gender identity or expression, sexual orientation, marital status, pregnancy, national origin, ancestry, age, physical or mental disability, medical condition, genetic information, veteran status, or any other characteristic protected by applicable law. We welcome and encourage applicants from diverse backgrounds, cultures, and identities and are committed to an inclusive work environment. You'll have an opportunity to contribute to an upbeat, growth-oriented professional learning community that appreciates collaboration, creativity, and an innovative approach to all aspects of school life. We strive daily to uphold our mission and core values of kindness, courage, community, and love of learning. About Phillips Brooks School Phillips Brooks School is a vibrant and innovative Early Learning Center (ELC) to 5th grade school committed to fostering a love of learning in a supportive and inclusive environment. Located on a beautiful campus in Menlo Park, California and serving 300 students, we instill values of courage, kindness, community, and a passion for lifelong learning. For more information about Phillips Brooks School, visit our website at Phillips BrooksSchool. Wed, 06 May 2026 16:59:40 -0400 https://careercenter.zerotothree.org/jobs/rss/22233520/teacher-of-first-grade https://careercenter.zerotothree.org/jobs/rss/22233520/teacher-of-first-grade Calabasas, California, Viewpoint School is an independent, coeducational, college preparatory day school serving 1,200 students in grades TK-12. Viewpoint is located in the Santa Monica Mountains of Los Angeles County on a 40-acre campus in Calabasas, close to the countless urban and recreational destinations Los Angeles has to offer. Viewpoint School prioritizes the quality of the student experience within a context of achievement, and encourages broad student participation in academic and co-curricular opportunities. The school community is unified by a shared set of values and seeks always to strengthen its culture of learning, purpose, caring, and challenge. Viewpoint asks teachers to create relational classroom climates conducive to collaboration, creativity, and application. Employees are part of a dynamic community of bright, engaged students and colleagues. Balancing academic achievement with student wellness is also a priority for the School. We are honored to have been named 2022, 2023, 2024, and 2025 Best Place to Work in SoCal by Best Companies Group. Our talented staff are the ones that made this happen and make this a great place to work every day. What makes this news even better? We're hiring! Viewpoint School is currently seeking a Teacher of First Grade. The Teacher of First Grade is responsible for creating and maintaining a dynamic, engaging, and developmentally appropriate learning environment for First Grade students. This role supports the academic, social, and emotional growth of each child through thoughtful planning, differentiated instruction, and the integration of current pedagogy and best practices in education. The teacher serves as a collaborative team member, contributing to a cohesive and forward-thinking Primary School program. Primary Responsibilities Prepare classroom environments and instructional materials to support daily learning experiences. Plan and implement a balanced program of instruction, including direct teaching, guided practice, inquiry-based learning, and independent work. Adapt teaching methods and materials to meet the diverse needs, interests, and learning styles of students. Establish clear learning objectives for lessons, units, and projects, and communicate these effectively to students. Instruct students both individually and in small and whole group settings using a variety of instructional strategies. Assess and monitor student progress through observation, formative assessments, and ongoing evaluation. Provide a variety of materials and resources that encourage exploration, creativity, and imaginative play. Foster a positive classroom community that promotes respect, collaboration, and student engagement. Collaboration and Professional Practice Serve as an active and collaborative member of grade-level teams and professional learning communities (PLCs). Partner with colleagues and administrators in the development, evaluation, and continuous improvement of the Primary School program. Integrate current research, pedagogy, and best practices into instructional planning and delivery. Communicate regularly and effectively with parents and guardians regarding student progress, goals, and needs. Attend faculty meetings, professional development sessions, conferences, and workshops to maintain and enhance professional growth. Qualifications and Requirements Bachelor’s degree (teaching credential and master’s degree preferred) Lead teaching experience at the elementary level (minimum three years preferred) Strong understanding of child development and early elementary instructional practices Demonstrated proficiency with technology, including word processing, spreadsheets, databases, and internet applications Excellent communication and interpersonal skills, with the ability to engage effectively with students, families, and colleagues Skills and Competencies Adaptability and flexibility in a dynamic school environment Strong organizational, analytical, and problem-solving skills Sound judgment and decision-making abilities Ability to manage multiple responsibilities and priorities Effective verbal and written communication skills Collaborative mindset and strong social-emotional awareness Compensation:  Anticipated compensation is $65,000 - $85,000 depending on experience. Mon, 27 Apr 2026 13:37:18 -0400 https://careercenter.zerotothree.org/jobs/rss/22233730/music-performing-arts-co-teacher https://careercenter.zerotothree.org/jobs/rss/22233730/music-performing-arts-co-teacher Santa Monica, California, Carlthorp School seeks a warm, outgoing, and organized music and performing arts teacher to join our team and school community. Carlthorp School is a co-educational elementary school in Santa Monica, CA, serving approximately 280 students in grades K-6. At its core, Carlthorp School provides a strong academic foundation in a diverse and nurturing school community that emphasizes respectful values, responsible work habits, and excellence in order to prepare our students to achieve their highest potential in education and life. Job Overview We are seeking a dynamic and passionate Music & Performing Arts Instructor who thrives in working with children and is committed to fostering a joyful, inclusive, and engaging learning environment. This educator will co-teach a comprehensive K-6 music program while also co-directing and co-managing our performing arts offerings after school, including theater and grade-level productions. The ideal candidate brings strong musical expertise, a love of performance, and the ability to cultivate creativity, confidence, and collaboration in students. This role requires excellent communication skills, thoughtful planning, and a deep understanding of child development and instructional best practices. Music & Performing Arts Program Focus Create a joyful, inclusive program that builds skills in rhythm, pitch, movement, and music literacy Foster creativity through composition, improvisation, and student voice Integrate diverse musical genres, cultures, and performance experiences Use music and movement to support collaboration, confidence, and whole-child development Demonstrate knowledge of and experience with foundational elementary music approaches, including Orff Schulwerk and Kodály, with the ability to integrate instruments (e.g., xylophones, metallophones, percussion) and vocal-based instruction into a cohesive, developmentally appropriate program.  Build students’ musical literacy through movement, rhythm, solfège, and ensemble-based learning. Qualifications Bachelor’s degree in Music Education, Elementary Education, Performing Arts, or a related field 3-5 years of experience teaching general music and/or performing arts Experience working with students in grades K-6 Experience directing or supporting theater productions preferred Relevant Skills Strong oral and written communication skills Ability to create and manage a positive, inclusive classroom environment grounded in social-emotional learning Experience designing and implementing an integrated, inquiry-based curriculum Commitment to differentiated instruction and supporting diverse learners Proficiency in teaching foundational music skills (e.g., violin, xylophone, recorder, piano) Ability to lead elementary instrumental, choral, and performance-based programs Strong organizational and leadership skills to manage rehearsals and productions Responsibilities include, but are not limited to: Teach K-6 music classes, including curriculum design, lesson planning, and assessment Foster a joyful and engaging learning environment that encourages creativity and exploration Lead and develop the school’s choral program Organize and direct musical performances throughout the year Collaborate closely with colleagues, including co-teachers and the broader arts team Performing Arts & Theater Program Leadership: Oversee and manage the after-school theater program Direct a fall play (November/December) and a spring musical (April) Lead weekly after-school rehearsals in preparation for performances Coordinate all aspects of productions, including staging, blocking, props, costumes, and technical elements Facilitate a full “tech week” leading up to each performance Additional Responsibilities: Participate in curriculum development, committees, and school initiatives Attend faculty meetings, school events, and performances (including occasional evenings/weekends) Engage in ongoing professional development and reflective practice Complete administrative tasks related to teaching and program management Support music instruction during Kindergarten admissions assessment days (4 Saturdays December - February) Compensation & Schedule Salary: $80,000 - $120,000, commensurate with experience This is a 10-month position Evening and weekend hours are required during performance and production periods Interested candidates should submit their resume and cover letter in PDF form to resume@carlthorp.org . Commensurate with experience Mon, 27 Apr 2026 18:31:09 -0400 https://careercenter.zerotothree.org/jobs/rss/22227709/associate-teacher https://careercenter.zerotothree.org/jobs/rss/22227709/associate-teacher Los Angeles, California, To be an associate teacher at Westland School is to be part of a learning community where there is a commitment for adults to learn, grow, lead, and thrive alongside children. We are excited to announce an opening for an associate teacher for the 2026-2027 school year. Westland is a small K-6 school committed to progressive education, democracy, and equity. Each associate teacher at Westland School partners with a head teacher to support in creating a warm, child-centered, engaging, and beautiful learning environment. The curriculum centers on Social Studies, and teaching partners guide children through integrated investigations posing essential questions such as “How does food get to the table?” Collaborating with the head teacher and specialists, including science, woodworking, gardening, printmaking, PE, and music, teachers create a learning experience for children that is hands-on, immersive, and inspired. We believe that the most effective learning takes place within a diverse school community. Westland’s core mission is rooted in equity, inclusivity, and a social justice anti-bias curriculum.  Westland is located in Los Angeles on a two-acre nature-rich campus that inspires learning, active citizenship, and honors childhood. Salary and benefits are competitive and compelling.   Starting salary is commensurate with prior experience and ranges from $47,413 - $59,188. Employment includes union membership.  Please see the job description for more detailed information. www.westlandschool.org Send materials to employment@westlandschool.org . Associate Teacher Job Description Westland School, located in Los Angeles in the Santa Monica Mountains on Mulholland Drive, is a K-6 school with 130 students. Founded in 1949 on developmental and progressive principles, the school has a social studies core curriculum with specialist classes in the arts, science, woodworking, gardening, printing, dance, and a commitment to community involvement, environmental stewardship, diversity, equity and inclusivity. The tight-knit school community is noted for its vitally involved parents, and its collaborative faculty and staff. The two-acre campus, which provides a natural setting with trees and gardens, stimulates learning and nurtures childhood. Responsibilities include: Effectively supports children, using the Westland’s mission as guide.   Supports social and emotional growth and development of students through caring interaction, supervision, and instruction in and outside of the classroom.  Carries out those aspects of the program within the classroom as agreed by and decided upon with the head teacher.  Instructs individual students, small groups, or the whole class to carry out the curriculum planned with the head teacher. Supports integrated social studies-based curriculum as designed by the head teacher.  Acts as the classroom teacher in the head teacher’s absence.  Supports logistical arrangements for special projects: field trips, special class activities, etc.   Researches, prepares, organizes, and cares for instructional materials as directed by the head teacher.   Helps the head teacher maintain a creative, welcoming, safe, and orderly classroom including assisting in maintaining the curriculum library.  Maintains positive relationships with colleagues. Supports conference report writing process through providing feedback.  Supports a unified approach with the head teacher in responding to parents regarding children, program, and school policy.  Attends and participates in meetings: weekly staff meetings; conference; August “Intro” and June “Outro” Week meetings; head teacher, head of school and/or Educational Advisory committee meetings at assigned times; and other school-wide events as directed by Head of School.  Performs duties as assigned by the head teacher and Assistant Head of School, i.e. lunch coverage, pick-up, safety drills, etc.  Skills, Knowledge and Abilities: Knowledge and understanding of child development, progressive philosophy and practice.  Excellent communication skills. Ability to be self-motivated and a team player. Ability to provide for several levels of student ability and learning style. Ability to support thematically integrated curriculum and social justice and anti-bias curriculum. Desire and ability to embrace continuing education.  Experience, knowledge, and a grounding in multicultural awareness and practice. Qualifications and Compensation: Undergraduate degree required, preferably in education or related field Salary is dependent upon personal qualifications and experience. Starting range is $ 47,413 - $59,188.  Benefits are competitive and include: medical, dental, disability insurance, and retirement plan Starting salary is commensurate with prior experience and ranges from $47,413 - $59,188. Employment includes union membership.  Fri, 24 Apr 2026 16:31:40 -0400 https://careercenter.zerotothree.org/jobs/rss/22189013/associate-teacher https://careercenter.zerotothree.org/jobs/rss/22189013/associate-teacher San Francisco, California, OBJECTIVES Associate Teachers are full members of the teaching faculty who work alongside a Lead Teacher and gradually assume increasing classroom responsibility as their practice develops. The Associate Teachers will play an integral role in supporting the school’s vision of academic excellence, multiculturalism, and personal well-being whilst developing their own teaching skills and experience working alongside Hiba Academy’s highly qualified and experienced lead teaching and leadership team Hiba Academy Bay Area faculty have the professional responsibility to live out the purpose and values of the school in and out of the classroom. All faculty are responsible to create an inquiry-rich learning environment that values and engages students, empowering them to attain high levels of achievement; and to grow as curious, confident, and bilingual learners . Associate Teachers work collaboratively within the teaching team to plan, deliver, and reflect on a shared curriculum, taking joint responsibility for shared students and ensuring continuity of learning and respect for each child’s voice and agency. Actively participating in the school’s co-curricular program is a vital role in contributing to the holistic development of students. All faculty contribute to the overall wellbeing of students and are required to demonstrate a commitment to the dual language model, fostering effective and respectful teaching partnerships that enrich both student learning and professional practice.   KEY RESPONSIBILITIES Engages actively in professional learning, self-reflection, and mentoring to develop sound teaching practice, understanding of learning theory, and professional judgment appropriate to the role. Works with lead teachers to support high expectations and standards for student achievement through collaboration and co-planning. Observe experienced teachers to build understanding of lesson structure, and refine, planning, questioning, and classroom management skills. Assists in planning and delivering a shared curriculum, ensuring a seamless and consistent learning experience and shared accountability for student growth and achievement. Takes responsibility for teaching portions of the school day including small-group, whole-class, and co-taught lessons, with guidance and feedback from the Lead Teacher and leadership team. Responsibilities expand over time as confidence and competence develop. Participates in guided reflection and coaching conversations by using school-provided templates to actively reflect and improve on classroom environment, classroom management, planning, student engagement, and more. Discusses insights in weekly mentor meetings. Collaborates with the teaching team to analyze and monitor progress, adapting strategies to maximize potential for student learning. Reflects on pupil learning outcomes with mentor guidance. Designs and evaluates assessments tied to curriculum goals. Celebrates the achievements of students within the school through a variety of methods. Helps document evidence of development, progress and attainment against key development indicators for each stage of learning using learning journals and other assessment and recording mechanisms aligned with the IB PYP. Advances teaching practice by developing strategies for language development across the curriculum and adapting instruction for diverse needs. Actively supports English and Mandarin Chinese language development through a range of age-appropriate, personalized inquiry learning opportunities, while fostering cultural awareness and biliteracy. Contributes to the holistic well-being of all students and specifically to those assigned to your individual care through measuring well-being and involvement, assisting with interventions where necessary. Advances behaviors for learning by fostering engagement, self-regulation, and positive routines. Assists in creating inquiry-driven learning opportunities and educational experiences that follow the student’s interests, ensuring that all students progress and reach their full potential. Assists in selecting appropriate materials for implementation of the specific pedagogical approach and adapts materials and methods to the learning needs of all students, including the innovative use of Educational Technology. Supports communication with families by helping prepare classroom updates, documentation, and displays, and by participating in conferences and meetings alongside the Class Teacher. Promotes an ethos of equality, inclusion, and cross-cultural understanding to ensure equal opportunities for all students within the school. Maintains the highest standards of care, child protection and safeguarding, reporting concerns as appropriate in accordance with school protocols and CA Mandated Reporter requirements. Adheres to all school policies, systems and protocols including those outlined in the Employee Handbook and participate proactively in the development and enhancement of policies. Actively supports the management team in the effective implementation of the school’s Health and Safety policy. Supports Hiba Academy Bay Area marketing and enrollment efforts, including events and open houses. Acts as an ambassador for the school by presenting a professional image that always promotes Hiba Academy’s reputation, both in school and the community. Adheres to key marketing messaging as communicated by the Marketing & Enrollment team and updated from time to time. Attends all team meetings, committees and professional development programs as required. Assists with additional professional responsibilities, including recess and lunch supervision, co-curricular involvement, administrative duties, and active participation in the daily life of the school culture and community including internal and external events which may fall outside of usual working hours. Other duties as reasonably assigned by the Head of School or leadership team. Disclaimer: the job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Duties, responsibilities and activities may change, or new ones may be assigned at any time with or without notice.     COMPETENCIES Teaching and Learning Applies effective teaching practices in daily classroom routines, lesson delivery, and student support, and improves practice through feedback and coaching. Applies knowledge of child development to classroom management, behavior support, and lesson planning, and reflects on effectiveness with guidance. Shows commitment to professional growth and recognizes the importance of ongoing learning and feedback. Is guided by the values, aspirations, policies and procedures of the school. Curriculum Demonstrates developing skill in curriculum design, lesson development, and classroom instruction through participation in co-planning and guided practice with a mentor teacher Demonstrates developing skill in using appropriate pedagogy, assessment techniques, reporting procedures, teaching and learning strategies and technology when planning for and responding to students. Collaboration Demonstrates developing communication skills and the ability to work effectively with parents, build relationships with colleagues, and contribute positively to the school community. Values the knowledge parents have of their children and how the sharing of this information can aid in the overall educational development of each student Uses the avenues supported by the school to ensure open and informative communication and information exchange with parents, in coordination with the Lead Teacher. DEI (Diversity, Equality & Inclusion) Understands DEI and what it means in the US context. Cultural sensitivity and adaptability. Treats students equitably, with respect and are sensitive to factors that influence individual potential for student learning. Creates a supportive and welcoming learning environment in which students feel confident to take risks. Acknowledges the strengths and abilities of their students while also encouraging open-mindedness. Child Protection & Safeguarding Focuses on students’ welfare and safety, has an understanding of procedures and policies to keep students safe. Contributes positively to school safeguarding culture. Is dedicated to the care and nurture of their students – their social, emotional, physical, and academic development. Agility and Flexibility Able to adapt quickly, especially in the founding year of a new school. Readiness and awareness of challenges. Suitability for working in a start-up environment, able to work effectively with ambiguity, is resilient. Creative approach to problem-solving. Open and receptive to adaptability and innovation; constantly seeking to remain current and effective as professional educators. Continuous Development Demonstrates commitment to professional growth, self-awareness, and reflection, and accepts and acts on feedback to improve practice. Actively engages in mentoring, coaching, and collaborative learning with colleagues and shows initiative in developing teaching skills.   QUALIFICATIONS Education   College/university degree in either Education or any relevant degree. Recognized post graduate teaching qualification or certification / ECE Units preferred (or equivalent teaching experience and willingness to obtain teaching certification).  Recent graduates with classroom, tutoring, camp, coaching, or youth leadership experience are encouraged to apply. Language   Native level fluency in English. Proficiency in a second language (any) preferred but not essential EXPERIENCE   Experience   Teaching Aide or Associate Teacher experience preferred in EY or Elementary age groups, although fresh graduates from teaching programs can also apply. Experience of bilingual and / or PYP schools may be an advantage but not essential.   Experience working in a diverse, cross-cultural educational environment and/or able to demonstrate high levels of cultural sensitivity and competency to adapt to this environment.   EXPERTISE Ability to demonstrate proficiency against the defined competencies (assessed via application and interview process) Demonstrates personal and professional authenticity Solution-driven, in attitude and practice       PREFERRED APTITUDES   Excellent communication and interpersonal skills, and preferably proven ability to communicate effectively with different types of people and in a cross-culture environment. Understanding of the importance of using student data to develop recommendations for action   ·         Personal integrity, accountability and authenticity   ·         Passion and care for students’ wellbeing and quality of education   ·         Strong mindset for continuous improvement   ·         Commitment to quality and attention to detail   ·         Cross cultural sensitivity, passion and excitement for promoting and embracing other cultures       PHYSICAL DEMANDS AND WORK ENVIRONMENT This role requires regular movement within the classroom and across campus as well as a hands-on approach. Employees in this position will be expected to assist with manual tasks within reason such as classroom set-up and supporting internal and external events as well as supporting the needs of young children. The role may require picking up younger children, lifting objects up to 25 pounds and outdoor work during playtime, recess, lunch, pick-up/drop-off etc. Reasonable accommodations will be made in accordance with the Americans with Disabilities Act (ADA) to enable individuals with disabilities to perform the essential functions of the job. Thu, 09 Apr 2026 15:00:26 -0400 https://careercenter.zerotothree.org/jobs/rss/22182589/lower-school-teacher https://careercenter.zerotothree.org/jobs/rss/22182589/lower-school-teacher Pasadena, California, Chandler School is an independent K-8 school located in Pasadena, CA, with an enrollment of 450. Founded in 1950, Chandler School abides by its mission to provide each student with the highest quality and most academically challenging education in a nurturing, balanced and diverse environment. We strive to have our students gain a love of learning, a means of thinking independently and an ability to work collaboratively. A Chandler education seeks to develop good character, self-reliance and a commitment to community in students as a foundation for academic and personal success. We take pride in our thriving community with diverse perspectives and backgrounds. We learn and grow from one another and respect each others’ creativity and knowledge to promote a nurturing and healthy workplace. Purpose/Summary: Lower School Teachers are members of the lower school faculty serving grades Kindergarten thru Fifth grade in a K-8 configuration. The faculty member will be expected to fulfill the mission of Chandler School by planning, organizing, and implementing an appropriate program that challenges and encourages each student in a nurturing, balanced, and diverse environment. Core responsibilities include teaching core subject areas, participating in the field trips or outdoor education program, and creating a classroom culture that supports curiosity, effort, and growth. Other tasks and responsibilities are outlined below. Coaching opportunities are available. Essential Duties and Responsibilities: Teach math, social studies, language arts and developmentally appropriate study skills in a self-contained classroom. Collaborate with grade-level colleagues to plan and implement curricula. Address students’ social-emotional needs and with daily lessons and activities to promote student well-being and belongingness. Support Chandler’s commitment to diversity, equity and inclusion. Use Chandler’s informational and educational technology resources to assist in teaching, curriculum development and mapping, grading and reporting and record keeping. Monitor and impact student progress and effectively communicate with parents through a variety or platforms, including scheduled parent-teacher conferences and report cards. Organize and accompany students on field trips. Coordinate co-curricular activities with room parents and colleagues. Support schoolwide events and promote school-home and school-community partnerships. Coordinate, review and develop lesson plans and curriculum maps with grade-level colleagues under the direction of the Lower School Director. There are three classes or approximately 15-17 students in grades K-2 and two classes of no more than 24 students in grades 3-5. Fulfill supervisory duties, attend meetings, engage in professional development and participate on committees as assigned by the Lower School Director. In addition to the responsibilities outlined above, an employee may be required to perform other duties as assigned Education and Experience: Bachelor’s degree in Education, or related field from an accredited institution Teaching credential or certificate in elementary education preferred Minimum of two years of classroom teaching, preferably with lower school students Experience teaching in an independent school  is a plus Experience partnering with families to support student learning and growth CPR and First Aid certification (or willingness to obtain) Environment and Working Conditions: Works in a classroom and school environment with occasional outdoor supervision duties. Ability to lift and carry items such as sports equipment or activity supplies, typically up to 30 pounds. Regular bending, stooping, kneeling, or crouching to interact with children at their level, assist with activities, or manage supplies. Works in an environment dealing with a wide variety of challenges and a varied and diverse array of contacts; Ability to move around the school campus, including walking, standing, sitting, bending, and reaching for extended periods. Willingness and ability to supervise children in various weather conditions, including heat, cold, or rain, during outdoor play or field trips. Moderate noise levels typical of a school environment, including student conversations, classroom activities, and occasional events. Standard school-day schedule, with occasional evening or weekend work for special events, meetings, or professional development. Application Process Interested candidates should send a resume to Laura Reardon at  lreardon@chandlerschool.org . Compensation and Benefits Overview: Our comprehensive package is designed to support the well-being and professional growth of our employees Compensation: Competitive, commensurate with experience and qualifications. Health Insurance: Comprehensive medical, dental, and vision plans available to employees and their dependents. Chandler School pays up to 50% of dependent care coverage. Retirement Plan: Participation in a 403 (b) plan with employer contributions up to 10% of salary. Vacation accrual is available to non-faculty employees. Personal and sick days available to all employees in addition to 15 paid holidays. Professional Development: Access to ongoing training opportunities and reimbursement for relevant certifications. Wellness & Connectivity Support: Every employee receives a wellness and connectivity stipend. Chandler School is an equal opportunity employer. Applicants are evaluated without consideration of race, color, religion, gender, national origin, age, sexual orientation, marital status, disability, veteran status or any other characteristic protected by applicable law. Visit the Chandler website at  www.chandlerschool.org .   Salary based on experience. Thu, 09 Apr 2026 15:15:42 -0400 https://careercenter.zerotothree.org/jobs/rss/22182671/lower-school-teaching-assistant https://careercenter.zerotothree.org/jobs/rss/22182671/lower-school-teaching-assistant Pasadena, California, Purpose/Summary: This position will  play a vital role in supporting the social, emotional, and academic development of our students through direct and indirect services. The Teaching Assistant (TA) will work closely with both classroom and specialist teachers, assisting in the implementation of instructional activities. The TA’s primary responsibilities will include supporting classroom management and feedback to students, facilitating lesson implementation, and supervising students during lunch and recess. Additionally, you will guide students as they engage in activities and play. Teaching assistants may also be provided the opportunity to gain experience as a teacher by acting as a substitute for your lead teacher when possible. Essential Duties and Responsibilities: Providing instructional support,  especially during math and language arts instruction,  at the direction of the classroom teachers Working with students in small and large groups as part of differentiated instruction Completing preparation for lessons (e.g. copying or preparing student folders) and providing support for grading and feedback at the direction of the classroom teacher Supervising children at play, promoting and maintaining a safe and inclusive environment Promoting students’ social-emotional learning and development Maintaining a focus on observing students closely Communicating and collaborating with faculty and staff, sharing insights into student learning and behaviors Attending monthly teaching assistant meetings during the school day Lead and facilitate the school experiences for children who stay for the extended day Provide instructional coverage for classroom teachers during professional development or meetings Supervision of students: Chandler School is committed to providing students with multiple opportunities to engage in physical activity and play each day. Upon hire, teaching assistants are assigned lunch and recess supervision duties. Teaching assistants also monitor student transitions between classroom spaces. When supervising students during these times, employees are expected to: Avoid anything that might distract them from engaging in careful observation. Spread out from other adults supervising recess and PE Model Chandler’s Pillars of Character Support students as needed with problem solving and conflict resolution Enforce all school rules and policies to promote positive discipline Help students maintain facilities and play equipment Report any behavior concerns and/or injuries to the classroom teacher, Lower School Director, and any other relevant personnel.   Skills & Qualifications:   Clear and professional verbal and written communication with teachers, students, and parents Effective organizational skills and interpersonal skills Reliability in maintaining routines and following through with tasks Patience, energy, and physical stamina Ability to reinforce lessons under the direction of the lead teacher Active listening and observational skills to report on student behavior and learning Flexibility to support multiple classrooms or grades as needed Strong classroom management skills that foster a respectful, inclusive and engaging learning environment Proactive engagement during instructional and non-instructional times Basic familiarity with educational technology (e.g., Google Workspace, iPads, digital learning tools) Patience, empathy, and ability to model positive behavior Highly attuned to the unique needs of each learner and thrives in dynamic and ever-changing situations Skill in gently redirecting or supporting children through conflict or emotional regulation Commitment to Chandler’s mission and values, including diversity, equity, and inclusion, social-emotional learning (SEL), and supporting student well-being Education and Experience: High school diploma or equivalent required; bachelor’s degree, college coursework in education, child development, or a related field is  preferred . Minimum of two years of working with children in school, camp, or child care settings Experience working with small groups and individual students Experience  in a private school setting (preferred, but not required) Experience partnering with families to support student learning and growth CPR and First Aid certification (or willingness to obtain) Environment and Working Conditions: Ability to lift and carry items such as sports equipment or activity supplies, typically up to 30 pounds. Regular bending, stooping, kneeling, or crouching to interact with children at their level, assist with activities, or manage supplies. Works in an environment dealing with a wide variety of challenges and a varied and diverse array of contacts; Ability to move around the school campus, including walking, standing, sitting, bending, and reaching for extended periods. Willingness and ability to supervise children in various weather conditions, including heat, cold, or rain, during outdoor play or field trips. Moderate noise levels typical of a school environment, including student conversations, classroom activities, and occasional events. Standard school-day schedule, with occasional evening or weekend work for special events, meetings, or professional development. Application Process: Interested candidates should send a resume to  lreardon@chandlerschool.org . Compensation and Benefits Overview: Our comprehensive package is designed to support the well-being and professional growth of our employees Compensation: Competitive, commensurate with experience and qualifications. *Full time only: Health Insurance: Comprehensive medical, dental, and vision plans available to employees and their dependents. Chandler School pays up to 50% of dependent care coverage. *Full time only: Retirement Plan: Participation in a 403 (b) plan with employer contributions up to 10% of salary. Personal and sick days available to all employees in addition to 15 paid holidays. Professional Development: Access to ongoing training opportunities and reimbursement for relevant certifications. Wellness & Connectivity Support: Every employee receives a  wellness and connectivity stipend . Chandler School is an equal opportunity employer. Applicants are evaluated without consideration of race, color, religion, gender, national origin, age, sexual orientation, marital status, disability, veteran status or any other characteristic protected by applicable law. Visit the Chandler website at  www.chandlerschool.org .   Based on years of experience Tue, 07 Apr 2026 17:08:18 -0400 https://careercenter.zerotothree.org/jobs/rss/22180847/elementary-grade-teacher https://careercenter.zerotothree.org/jobs/rss/22180847/elementary-grade-teacher Berkeley, California, What matters to you as an educator? Having the class size, schedule, space, agency, and support necessary to build strong relationships with each student and family in your classroom? Collaborating closely with subject-matter specialists and social-emotional/academic learning support professionals to meet a wide range of learning needs? Contributing to a neurodiversity-responsive, identity-affirming school community where teachers and families partner to seek and nurture each child’s unique learning potential? At TBS, we do the work required to create a dynamic, inclusive professional and school community where educators who value these things can thrive. If you are one of these people, read on! TBS teachers advance The Berkeley School's mission and vision by... designing and implementing a student-centered learning environment where culturally responsive, neurodiversity-affirming practices support academic and social-emotional growth for all students. cultivating meaningful, responsive relationships with students and families, grounded in clear expectations, consistent communication, and the desire to understand each other better. creating and sustaining feedback-rich classroom communities where students learn more about themselves and others, develop empathy and personal responsibility, distinguish between intention and impact, and welcome the chance to be different, together. balance planned lessons and emergent opportunities in order to ignite students’ curious minds, awaken their generous hearts, and help them engage a changing world in developmentally appropriate ways.  This is the job for you if... You enjoy teaching in a mixed-grade/multi-age setting. Our unique grade configurations (TK/K, 1st/2nd, 3rd, and 4th/5th), rooted in our founding as a Montessori school, allow a blend of mixed- and single-grade experience, and we welcome educators who appreciate and have experience with mixed-grade instruction. You lead with curiosity, working with colleagues, families, and outside professionals to learn as much about your students as possible. You balance your expertise and experience with the knowledge that when you’ve met one child, you’ve met one child, and you understand and work to manage your own biases as you expand your knowledge. You believe that elementary grade students who feel seen, supported, and known are equipped to experience the “gentle disequilibrium” in their zones of proximal development that will help them learn and grow. You enjoy creating classroom structures and practices that give students the attention and presence they need to take risks, make mistakes, and seek feedback. Qualifications and Preferences An undergraduate degree, preferably in an area related to teaching, learning, and/or child development. At least two years’ elementary grade teaching experience, including implementing structured, multi-sensory literacy programs (such as Science of Reading and Fundations) and math programs  (such as Bridges). Familiarity with relationship-based approaches to classroom management (Responsive Classroom, Positive Discipline, Collaborative Problem-Solving, etc.) Experience with and enthusiasm for working with a neurodiverse student population and supporting students with a wide range of learning and enrichment needs. Ability to build strong, positive connections with children, families, and colleagues through clear and compassionate oral and written communication. Ability to work independently and as part of a team with a high level of personal and professional integrity. A little more about TBS... Located directly across the bay from San Francisco in a city known internationally for its history of activism, thought leadership, and community-based change, The Berkeley School has been educating East Bay children since 1963. Compelled by our vision to seek and nurture each child’s unique learning potential, we are a community of lifelong learners who value neurodiversity and seek to provide an academically rich environment with a focus on social-emotional growth as an integral part of our program. Our mission – ignite curious minds, awaken generous hearts, engage a changing world – calls us to keep children and learning at the center of our program while preparing our graduates to think critically, act compassionately, and live ethical, purposeful lives. The Berkeley School is committed to human-centered principles that promote effective, inclusive operating practices. We also value the skills, knowledge and experiences that a diverse workforce brings to our school.  What's next? If you’re interested in joining our team, please submit the following three required items to elementaryteacher@theberkeleyschool.org : Cover Letter : Describing your interest in the position and the ways that your professional and personal values and expertise align with our school’s mission and vision. Resume . Reference List : Contact information (ph # & email address) for three professional references. Employment Verification & Safety: TBS is committed to student safety. In compliance with SB 848, candidates moving forward in our process will be required to provide a full history of previous educational employers. TBS will contact these institutions to verify employment and fulfill state-mandated reporting requirements regarding egregious misconduct (per Education Code Sections 44051 and 44052). The salary range for this position is $66,586 - $75,000 depending on experience. This is a full-time, salary-exempt, 100% onsite position. The Berkeley School is an equal opportunity employer committed to providing a work environment free of discrimination and harassment. All employment decisions at The Berkeley School are based on business needs, job requirements, and individual quali?cations, without regard to race, color, age, disability, national origin, gender identity, sexual orientation, marital status, ancestry, religion, and genetic information. Candidates of color, bilingual candidates, and candidates from other groups traditionally underrepresented in independent schools are encouraged to apply. Qualifications and Preferences An undergraduate degree, preferably in an area related to teaching, learning, and/or child development. At least two years’ elementary grade teaching experience, including implementing structured, multi-sensory literacy programs (such as Science of Reading and Fundations) and math programs  (such as Bridges). Familiarity with relationship-based approaches to classroom management (Responsive Classroom, Positive Discipline, Collaborative Problem-Solving, etc.) Experience with and enthusiasm for working with a neurodiverse student population and supporting students with a wide range of learning and enrichment needs. Ability to build strong, positive connections with children, families, and colleagues through clear and compassionate oral and written communication. Ability to work independently and as part of a team with a high level of personal and professional integrity. The salary for this position is $66,586 to $75,000 depending on experience. Mon, 06 Apr 2026 18:28:22 -0400 https://careercenter.zerotothree.org/jobs/rss/22180824/lower-school-learning-specialist https://careercenter.zerotothree.org/jobs/rss/22180824/lower-school-learning-specialist San francisco, California, Position: Lower School Learning Specialist Report to: Director of Student Support & Wellness Department: Faculty FTE: 100% Work Hours: 7:45 a.m. - 4:00p.m (Monday - Friday) FLSA Classification: Salary, Exempt Salary: $83,887 - $132,998 Based on Faculty Pay Scale Agreement Dates: August 16 - August 15, annually (First-year employees required to attend orientation on campus up to 2 business days prior) OVERVIEW The Learning Specialist reports to the Director of Student Support & Wellness and is responsible for designing and delivering the classroom program and curriculum as aligned with the School’s mission. They must create and maintain a safe and supportive environment, ensuring the safety (physical and emotional) of all students during all activities and interactions. The specialist is also responsible for fostering professional relationships with students, parents/guardians, and colleagues through timely, clear, and kind communication.  A Learning Specialist must have expertise in working with neurodiverse students and a background in providing remedial  instruction in literacy, and math using a multisensory, science-backed approach in both a small group setting and 1:1. They should also have a deep understanding of executive functioning and social-emotional development across multiple elementary grade levels to effectively support students. Learning specialists will act as the main point of contact for communicating proactively and regularly with families whose students are receiving services. Other responsibilities, include, but are not limited to: Act as the case manager, and first point of contact, to family and external practitioners at assigned grade level(s) to support students with identified learning differences. Provide individualized or small-group instruction based on assessment data to students with learning differences. Lead in building and implementing Learning Plans for students with learning differences. Develop and implement intervention strategies to support students in areas such as reading, writing, math, and executive functioning. Lead the “Student Success Team” (SST) process for identified students to discuss student needs and intervention plans. Lead student support team meetings to discuss student needs and intervention plans. Conduct formal and informal assessments/screenings to identify learning needs and track student progress and maintain detailed documentation on interventions and outcomes using SF Day’s student management systems.  Additional responsibilities include: Attend outdoor education Additional duties with respect to admissions process SKILLS & COMPETENCIES Desire to teach elementary and/or middle school-aged students and appreciation for this age group Comprehensive and expansive understanding of best practices of education: The arc of child development Culturally responsive pedagogy Diverse learning profiles Classroom management Responsive classroom Restorative practices  Content-specific knowledge Strong supervisory and leadership skills to manage the classroom and student behavior patiently and effectively Active listening skills to understand and adapt to students’ various learning needs Ability to effectively communicate with others and clearly express complex ideas Excellent verbal and written communication skills.  Strong oral presentation skills to students and families Excellent organization and time management skills with attention to detail  Excellent communication and interpersonal skills with a proven ability to maintain professionalism and tact in fast-paced situations Excellent analytical and problem-solving skills Strong technology skills to track student attendance and grades and present creative lessons leveraging technology to enhance student learning TEACHING RESPONSIBILITIES  The responsibilities below highlight the basic skills and duties of SF Day School teachers. The School may amend and modify the job description and the employee handbook at any time.   Teaching & Learning Arrive on time daily to adequately prepare for class to ensure a smooth learning experience for students. Remain on campus during work hours and notify your supervisor any time you will not be on campus during the entire school day Ensure teaching and learning is developmentally appropriate, culturally responsive, and engaging to students. Provide students with “voice and choice,” with clear scaffolds and supports Prepare lessons, units, and projects to meet learning objectives aligned to the scope and sequence and supervisor feedback. Establish and communicate clear objectives for lessons, units, and projects to students and families. Create, assign, and grade various and timely formative and summative assessments for students to promote a culture of feedback and accountability. Provide rubrics or tools for student self-assessment before grades are given Track and evaluate student academic progress Provide timely feedback on student progress (academic and social-emotional) Supporting Diverse Learning Interests & Needs Develop strategies to work effectively with students of varying abilities, including those with diagnosed learning differences and/or students who need extension Participate in meetings, training, and planning sessions to fully support each child’s unique needs. Work with students in various settings, including whole groups, small groups, and one-on-one. Proactively inform the Leadership Team whenever there are significant changes with a student and/or family, including learning goals, strengths, and growth areas. Partner with the Leadership Team to build and implement Student Support or Learning Plans. Partner with Leadership Team for students who are undergoing a “Student Success Team” (SST) process Expand Learning Beyond the Classroom – Identify opportunities to connect curriculum to the Bay Area to ground learning in real life experiences. Classroom Management and Culture Prioritizing Safety & Security – Design all activities, environments, and field trips with the utmost focus on ensuring the safety and security of all students. Building Trust & Openness – Meet each student and family where they are, fostering relationships based on trust and openness. Creating a Values-Based Classroom Culture – establish and maintain a classroom culture that reflects and reinforces the School’s core values. Establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture. Addressing Behavior as a Learning Opportunity – Approach behavioral incidents as teaching moments, addressing them promptly to uphold core values and support the well-being of all Students Create a culture of support and accountability with student behavior within the classroom by providing clear expectations, logical consequences, and opportunities to reflect and repair.  Partner with the Leadership Team as needed for identified student needs. Parent/Guardian Partnership Promote the School’s mission, objectives, and policies to parents in a positive, supportive manner. Build a professional and cordial relationship with families, offering timely feedback on student progress (academic and social-emotional). Maintain regular and open communication with parents/guardians Communicate with parents in person or via email and/or phone.  Respond to parent calls or emails within 24 - 48 business hours. Seek help from the Leadership Team in a timely fashion when additional support or guidance is needed. (For homeroom and advisors) Lead fall and spring parent/guardian teacher conferences to provide up-to-date, constructive feedback for student learning and progress. These conferences should include sharing:  Student work and data informed assessments Academic and social emotional progress Provide written feedback for other teachers to share at conferences NON-TEACHING RESPONSIBILITIES Adhere to the guidelines in the San Francisco Day School Employee Handbook. (For non-homeroom teachers and non-advisors) CCE DAYS Lead and/or support in our Community and Engagement days as designated by the CCE office. Actively participate in all meetings, faculty workdays, and school functions, including: but not limited to: Program events Admissions events Advancement events Participate in the school’s outdoor education programs for your grade level or as directed by the supervisor. Serve on school committees and fulfill assigned responsibilities. Perform duties as designated by supervisor, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties. Complete required administrative tasks (e.g., HR training, progress reports) accurately and on time. Utilize proper HR platforms to request for time off and, if approved, submit sub plans. Avoid scheduling absences on faculty/staff meeting days, immediately before or after school vacation, and parent/guardian conference days. Report any suspected abuse or neglect to supervisor, and, if necessary, to California Family Services, following the guidelines in the Employee Handbook. Professional Growth Engage in continuous development through research, workshops, school visits, and peer collaboration that contribute to school initiatives or professional goals.. Set annual goals, conduct self-evaluations, create a growth plan, and participate in performance reviews. Provide data and samples to demonstrate progress toward school and personal goals Professional Conduct and Community Engagement Follow all SF Day Community Expectations QUALIFICATIONS AND EDUCATION REQUIREMENTS Bachelor’s degree in Education or a related field; Master’s degree preferred.  A minimum of 3 years of teaching experience in an elementary/middle school setting. Independent school experience is preferred.  Subject-specific experience is preferred. Experience working with a wide range of students, teachers, and families of diverse backgrounds Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital ?les) Solid experience with educational technology platforms Experience with differentiated instruction and inclusive educational practices.  Desire to continue learning in the areas of pedagogical practice and DEI A commitment to professional growth and development.  Familiarity with educational technology and innovative teaching methodologies.  Strong work ethic, collaborative skills, flexibility, and sense of humor, with high emotional intelligence PHYSICAL REQUIREMENTS 90% Indoors, 10% outdoors (PE Teachers 60/40) Prolonged periods of sitting at a desk and working on a computer or standing to teach Ability to traverse classroom and playground and adjust one’s tone and height by bending or leaning to teach each child.  Occasional requirement to lift more than 25 lbs SF Day Community Expectations In following these community expectations, we strive to create: A working environment for employees to feel grounded in purpose, seen, and respected at school. A learning environment for students to gain the skills and knowledge to grow into global citizens who care for themselves, each other, and our world. Employees: Are compassionate and kind to ourselves and others . We work together as active contributors in a connected community and focus on balance and wellness so we can show up fully for students.  Are prepared . We have the appropriate training, knowledge, and skills regarding this age group's developmental characteristics and needs. We complete our responsibilities with professionalism and fidelity. Are reflective and accountable . We take time to consider the intent and impact of our actions and repair the harm done for the betterment of the community. Are lifelong learners. We are committed to continuous professional growth and lifelong learning. Put the children first . We are child-centered, both in and out of the classroom. We treat each child as an individual with respect and dignity. We create a safe environment where students grow in autonomy and the ability to work and play together. Partner with families. We believe in the importance of the home-school partnership and partner with families proactively and positively. Communicate with professionalism and care. We communicate with professionalism and care to each other and our students. Uphold high expectations for ourselves and our students . It is all of our work to create an environment that fosters personal integrity and social responsibility. Teachers: Are skilled at teaching their subject area and grade level(s) .  We are constantly deepening and evolving our craft to ensure best practices. We know how we teach is as important as what we teach, and growth requires feedback, reflection, and change. Understand the arc of child development. We align our pedagogy and content to this developmental arc. Create an engaging, culturally responsive classroom . We recognize and value the importance of actively engaging students’ learning. We honor students’ cultural displays of learning and respond positively and constructively.  Plan for predictable variability in the learning profiles of students . We provide multiple means of representation and engagement, as well as support and extension in what we teach and assess. Provide clear, consistent classroom norms and logical consequences. We provide feedback to students with clarity and care and guide them through the reflective and restorative process. Students know what routines to expect and what’s expected of them to support them in becoming empowered learners and responsible school community members.  Provide clear learning goals and objectives. We align to content area scope and sequence. We ensure that students know what they are learning when they are learning it, and why they are learning it. Mon, 06 Apr 2026 17:24:22 -0400 https://careercenter.zerotothree.org/jobs/rss/22179415/pre-k-teacher-for-gifted-students https://careercenter.zerotothree.org/jobs/rss/22179415/pre-k-teacher-for-gifted-students Cupertino, California, Reports to: Associate Head of School Academic Range: Pre-K - 1st Grade Position Type: Non-Exempt Location: Tessellations School, Cupertino, California Start Date: Immediately Are you an experienced, imaginative, and collaborative educator who believes in progressive gifted education? Do you enjoy creating meaningful learning experiences, and being part of a diverse, supportive and talented community? If so, please consider joining our team at Tessellations. We are currently accepting applications for a full-time Pre-K Teacher to start immediately. Competitive salary and full benefits available. Tessellations is a modern, innovative PK-9th non-profit school for gifted learners based in Cupertino, CA. Our mission is to provide challenging experiential education that recognizes and nurtures the individual strengths of gifted learners, empowering them to confidently express who they are, pursue a meaningful life, and advance an equitable and sustainable world..  At Tessellations, community is a core value. A strong community was instrumental in launching our school during the pandemic and has facilitated our rapid growth and success since then. Our team consists of passionate, qualified and dedicated staff from diverse backgrounds and includes a nationally renowned gifted expert. Moving on from an antiquated model born during the industrial revolution, we favor durable skills over compliance and memorization, and collaboration over competition. We believe that assessments should function as guidance rather than judgment.  It is a great time to join our team, and you will help us to cultivate our program and continue to design and deliver a rich, immersive learning experience. You will be heard, respected, and celebrated for your talents and efforts. You will work with students who love to learn, engaged parents who are grateful for your work, and supportive colleagues that will help bring out your best. Overview The Pre-K Teacher is comfortable teaching material from Pre-K to 1st grade. The Pre-K teacher will be responsible for creating a safe, engaging, and developmentally appropriate learning environment that supports the academic, social, emotional, and physical growth of gifted 4- and 5-year-old students as they prepare for kindergarten. Key Responsibilities Plan and implement developmentally appropriate curriculum and instruction that aligns with state standards and early learning frameworks. Foster a classroom environment that supports early literacy, numeracy, language development, social skills, and self-regulation. Create and maintain a structured daily schedule with a balance of teacher-directed and child-initiated activities. Differentiate instruction to meet the diverse needs, learning styles, and developmental levels of all students. Build positive relationships with students, families, and colleagues to support student development and school community that aligns with the values and mission of the school. Communicate regularly with families regarding student progress, classroom activities, and school events. Maintain accurate and up-to-date student records, including attendance, assessments, and anecdotal notes. Implement and uphold school policies and procedures for safety, behavior management, and health standards. Participate in professional development sessions, faculty meetings, and school events as required. Collaborate with the Student Support Team to meet student needs. Other duties as assigned Requirements Bachelor's degree in Early Childhood Education or Child Development, or equivalent education and courses in education and child development.  Two years of experience teaching Pre-K, TK, or Early Childhood Education.  Minimum 12 units of Early Childhood Education  Experience with team teaching is desirable.  Compensation Pay range: $37.02/hour - $43.27/hour Benefits include medical, dental, vision, life, short-term disability, 401(k), flexible spending account, paid time off, holidays, and school breaks. To Apply Please submit a cover letter and resume to careers@tessellations.school . For more information about our school, visit http://www.tessellations.school .  Tessellations is an Equal Opportunity Employer — we do not discriminate against any employee or job applicant on the basis of race, color, gender, national origin, age, religion, creed, disability, sex, or reproductive health decision making.  Sun, 05 Apr 2026 18:07:07 -0400 https://careercenter.zerotothree.org/jobs/rss/22144182/preschool-chinese-lead-teacher-2026-2027 https://careercenter.zerotothree.org/jobs/rss/22144182/preschool-chinese-lead-teacher-2026-2027 San Francisco, California, Chinese American International School in San Francisco, CA seeks a Preschool Chinese Lead Teacher This is a Chinese language position Exempt, full-time position OPPORTUNITY Join the vibrant community at the Chinese American International School’s new Forever Home campus on 19th Avenue as a Preschool Chinese Lead Teacher. Become part of a team striving to be the world’s most innovative, inspiring, and influential Chinese English dual-language immersion school. OUR IDEAL CANDIDATE The ideal candidate finds resonance with CAIS’s mission to Embrace Chinese, Become Our Best Selves, and Contribute to a Better World ; our Core Values of Courage, Curiosity, Inclusion, Kindness, and Perseverance . As CAIS aims to empower independent, effective, and inspired learners, we look for a candidate adept at student-centered pedagogy such as differentiation, use of assessment to inform teaching, and Workshop-based instruction. This candidate can foster a joyful learning community that strikes a developmentally appropriate balance between deepening students’ academic skills and nurturing the curiosity and creativity of our learners. Our new team member will collaborate with grade level Chinese partner teachers and enjoy a wealth of professional development opportunities. Within the framework of a strong curricular vision supported by the Chinese Program Director, the candidate will enjoy considerable autonomy in developing the classroom curriculum. CAIS offers a dynamic dual culture setting in which faculty are immersed in a culture of language learners. We look for a candidate who will embrace CAIS’s work to create an equitable, inclusive environment where all faculty, students, and families are supported in their individual identities. We welcome all applicants who aim to actively support and participate in our diverse and inclusive community. ESSENTIAL DUTIES Position responsibilities include ( but are not limited to) : Demonstrate teaching excellence, a growth mindset, professionalism, flexibility, and integrity Hold strong child development and pedagogical content knowledge Lead curriculum planning, assessment, report writing, and parent-teacher conferences, while contributing to and sustaining key program initiatives. Collaborate with Music, PE and Art teachers to integrate curriculum and support a cohesive, interdisciplinary learning experience for students. Support young children with whole group instructions, small group activities and differentiated instruction Use child observation, documentation, and assessment to inform instruction, plan learning experiences Develop and sustain the habit of reflective and intentional practice in their daily work Maintain a healthy, safe, engaging, and developmentally appropriate environment Interact with children using positive, supportive, and respectful attitude, language, and tone Encompass a positive discipline approach in guiding student behavior Partner with families to support each child’s learning and overall development Foster a positive intellectual, emotional, and social classroom environment where all children feel valued and experience a strong sense of belonging Collaborate closely with grade level and cross grade level teaching teams, including lead teachers, teaching associates, support teachers, and specialist teachers Facilitate classroom team meetings and support the professional growth of associate and support teachers Foster a collaborative community through constructive communication, while maintaining professionalism and respect for students, staff, and families. Active participation in Teacher Collaboration Time (TCT) to align curriculum and plan instruction, while maintaining professionalism and respect for students, staff, and families. Make sound, timely, and appropriate decisions and take responsibility for those decisions ESSENTIAL REQUIREMENTS Bachelor's degree in Education Minimum of 12 ECE units or Child Development Teacher Permit 2 or more years of teaching experience in early childhood Mandarin Chinese language proficiency Excellent interpersonal and communication skills Ability to work with colleagues from different backgrounds Commitment to school mission, policies, and initiatives Technical/Computer skills as required for job performance Initial and continued tuberculosis clearance Initial and continued criminal background clearance by DOJ and FBI CPR and First Aid Certification VALUED SKILLS & EXPERIENCE We value, but do not require, the following attributes: Master's degree preferred Three units of administration ECE or site supervisor preferred Personal experience with Chinese immersion education / second language acquisition BENEFITS & COMPENSATION The CAIS Board of Trustees and administration are expressly dedicated to ensuring that CAIS is a great place to work. The school is committed to attracting, developing, retaining, and rewarding top-tier employees with a strong benefits package. The salary range for this position is: $84,700 - $119,200 , based on experience. Please see the final page for a description of benefits. ABOUT CAIS As the nation’s first Mandarin immersion day school, Chinese American International School (CAIS) is an independent Preschool through 8th grade school in San Francisco. Our mission— Embrace Chinese, Become Our Best Selves, and Contribute to a Better World —guides every aspect of our work. CAIS prepares students to navigate and contribute to an interconnected world through language, culture, and character development. Our new campus and state-of-the-art performing arts facilities provide an exceptional foundation for creative teaching, learning, and community engagement. TO APPLY CAIS’s commitment to diversity, equity and inclusion is central to our mission. People of color and LGBTQIA candidates are strongly encouraged to apply. Click here to apply. Please no calls. CAIS as a Workplace Chinese American International School is dedicated to attracting, developing, rewarding and retaining world-class employees and ensuring that this is a great place to work. We put a high priority on advances in compensation, benefits, and work climate with a 2026-2027 benefits package and perks including: Distinctively CAIS Benefits Commuter benefits (up to $340/month) Trips to China and Taiwan Chaperone student trips to Taiwan (Taipei) and China (Guilin and Yunnan Province) Dynamic, dual culture setting valuing honest self assessment, thoughtful self reflection, intentional planning, and focused implementation Financial Benefits CAIS contributes 5% of your earnings immediately in a 403(B) retirement plan (no contribution required on your part) Salary scale benchmarked to the Bay Area’s competitive standards, including annual cost-of-living adjustments Consideration for relocation costs Approximately 90% adjustment to tuition for exempt employees Professional Development Robust opportunities for conferences, workshops, and courses Membership in California Teacher Development Collaborative — https://catdc.org/   Health Benefits CAIS pays 100% of the premium for medical, dental, vision, acupuncture, chiropractic, short-term disability and long-term disability, and life insurance for you (along with competitive rates for spouse and family coverage) Employer-funded Health Savings Account (HSA) and Pre-tax HSA employee contribution Pre-tax Flexible Spending Account (FSA) for medical and dependent care Vacation / Holiday / Paid Time Off Thanksgiving Break – 1 week Winter Break (December/January) – 2 weeks Winter Break (February) – 1 week Spring Break (April) – 1 week Summer Break – 9 weeks from mid-June to mid-August Paid school holidays according to the school calendar Up to 2 additional days off for religious holidays Accrue 11.5 days of Sick Time annually Accrue 3 days of Personal Time annually   Quality of Life and Appreciation Monthly appreciation lunches Twice-yearly Faculty/Staff Appreciation Events Annual milestones luncheon Free tickets to annual dinner/dance gala Lunar New Year luncheon Birthday gift card   ESSENTIAL REQUIREMENTS Bachelor's degree in Education Minimum of 12 ECE units or Child Development Teacher Permit 2 or more years of teaching experience in early childhood Mandarin Chinese language proficiency Excellent interpersonal and communication skills Ability to work with colleagues from different backgrounds Commitment to school mission, policies, and initiatives Technical/Computer skills as required for job performance Initial and continued tuberculosis clearance Initial and continued criminal background clearance by DOJ and FBI CPR and First Aid Certification VALUED SKILLS & EXPERIENCE We value, but do not require, the following attributes: Master's degree preferred Three units of administration ECE or site supervisor preferred Personal experience with Chinese immersion education / second language acquisition The salary range for this position is: $84,700 - $119,200, based on experience. Mon, 23 Mar 2026 18:30:30 -0400 https://careercenter.zerotothree.org/jobs/rss/22047242/elementary-school-lead-teacher-grades-tk-1-2-3 https://careercenter.zerotothree.org/jobs/rss/22047242/elementary-school-lead-teacher-grades-tk-1-2-3 Palo Alto, California, Imagination Lab School is a TK–8 school organized into four developmental cohorts: Foundational Elementary (Grades TK–1), Lower Elementary (Grades 2–3), Upper Elementary (Grades 4–5), and Middle School (Grades 6–8) . The Elementary Lead Teacher will join a collaborative, mission-driven faculty dedicated to fostering curiosity, critical thinking, confidence, and connection in young learners. The ideal candidate is an experienced progressive educator who skillfully blends academic rigor with joyful exploration, SEL integration, and hands-on, interdisciplinary learning. Responsibilities Create a classroom culture rooted in care, curiosity, and collaboration. Design and facilitate integrated thematic units connected to real-world contexts and student interests. Guide students in developing strong foundations in literacy, numeracy, and inquiry. Incorporate social-emotional learning and mindfulness into daily routines. Collaborate with colleagues to plan and reflect on student learning and school-wide initiatives. Maintain regular communication with families through conferences, newsletters, and student portfolios. Qualifications An experienced progressive educator with a deep understanding of child development, inquiry-based, and project-based learning. Bachelor’s degree in Education or related field (Master’s preferred). Passion for creating inclusive and culturally responsive classroom environments. Excellent communication and organizational skills. Fri, 13 Feb 2026 21:49:37 -0500 https://careercenter.zerotothree.org/jobs/rss/22037827/kindergarten-1st-grade-teacher-autonomy-level-1-learning-guide https://careercenter.zerotothree.org/jobs/rss/22037827/kindergarten-1st-grade-teacher-autonomy-level-1-learning-guide San Francisco, California, Red Bridge Description Red Bridge is an independent K-8 school that opened in September 2020 in San Francisco. Red Bridge was founded as a demonstration school for a new model of education designed to foster a sense of agency in students as opposed to traditional schools that are designed to reinforce compliance. Student ownership is built into every system and structure of the school, so that students gradually take on more responsibility for their learning. This puts every student on the path to becoming a lifelong learner – so that no matter what the future looks like, they can adapt and flourish. Learn more about our nontraditional grouping, grading and teaching model here . Red Bridge strives to have a student body that reflects the diversity of our community in San Francisco. Our mission, location and individualized tuition model all support this goal. We believe that a diverse learning community is a necessary part of a high-quality education. We aim to have a faculty that reflects this diversity as well. Candidates from underrepresented groups are encouraged to apply. Red Bridge currently serves 71 students in the equivalent of Kindergarten – Seventh Grade. We will have a full K-8 school in the 2026 - 2027 school year, and our first graduating class of 8th graders in June 2027. 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 Red Bridge does not group students by grade level, but by Autonomy Level. Each Autonomy Level spans about three years of age difference. The Autonomy Level 1 Learning Guide role is that of coach and mentor to students. It is also the role connecting home and school. The Autonomy Level 1 Learning 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. As the Autonomy Level 1 Learning Guide, you will work with up to 24 students alongside an Associate Teacher. The Autonomy Level 1 Learning Guide is 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 great role for someone who wants to prioritize the relational aspect of teaching, and is highly structured and organized. This is a full-time position reporting to the Head of School. Qualifications 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 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 Red Bridge Education is an Equal Opportunity Employer and does not discriminate on the basis of age, color, national origin, ethnic origin, citizenship status, disability, race, religion, creed, gender, sex, sexual orientation, gender identity and/or expression, marital status, veteran status, or any other characteristic protected by federal, state or local law in its employment policies. In addition, Red Bridge Education will provide reasonable accommodations for qualified individuals with disabilities. Red Bridge strives to have its faculty and student body reflect the diversity of the society in which they exist. Candidates from underrepresented groups are encouraged to apply. Sun, 15 Feb 2026 21:25:45 -0500 https://careercenter.zerotothree.org/jobs/rss/21873970/elementary-school-learning-guide https://careercenter.zerotothree.org/jobs/rss/21873970/elementary-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 Red Bridge does not group students by grade level, but by Autonomy Level. Each Autonomy Level spans about three years of age difference. The Learning Guide role is that of coach and mentor to students. It is also the role of connecting home and school. The Elementary Learning 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. A large portion of time will be spent meeting with students one-on-one to support and hold them accountable for their continuous growth. As an Elementary Learning Guide, you will work with up to 24 students alongside an Associate Teacher. The Elementary Guide is 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 great role for someone who wants to prioritize the relational aspect of teaching, but is also highly structured and organized. This is a full-time position reporting to the Head of 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 15:58:15 -0500