https://careercenter.zerotothree.org Latest ZERO TO THREE Career Center Jobs Wed, 13 May 2026 05:57:06 Z https://careercenter.zerotothree.org/jobs/rss/22270755/school-counselor https://careercenter.zerotothree.org/jobs/rss/22270755/school-counselor South Bend, Indiana, Position:  The Stanley Clark School seeks an experienced, organized, and collaborative full-time School Counselor for the 2026-2027 school year who is eager to work with students spanning preschool to grade 8, along with their parents, teachers, and division directors to support their growth and wellbeing. This is a 10-month position reporting to the Director of Early Childhood and Lower School.    About Stanley Clark: Stanley Clark is a preschool through grade 8 independent school in South Bend, IN. Our Mission states: “We inspire each student to find a joy of learning through a comprehensive journey rooted in excellence, igniting limitless potential.” Our Core Values guide all that we do: Engage as empathetic critical thinkers Seek and build meaningful and authentic connections Foster a nurturing environment of kindness and integrity Empower through respectful collaboration Embrace a spirit of curiosity   All employees must be of outstanding personal character, show a willingness to collaborate, think creatively, innovate, and exhibit a commitment to continuous improvement that ensures our students’ experiences at school are second to none each and every day.   Essential Duties & Responsibilities:  Student Guidance/Counseling Meetings   Meet with students who come up as students of concern in consultation with the Division Director and classroom teachers. Perform regular “check-ins” with a caseload of students throughout the week and keep parents/teachers informed about strategies discussed. Provide short term evidence-based counseling for individual students and run therapeutic small groups, helping students develop coping strategies, resiliency, social skills, self-regulation skills, self-awareness skills, and communication skills Communicate with each student’s teachers/parents after each session about their progress during these sessions and upcoming goals/strategies to attempt Provide drop-in individual counseling for students as needed Mediate intrapersonal and interpersonal conflicts that arise with students and keep parents, teachers, and the Division Directors updated as needed   Teaching  Teach SEL curriculum in a classroom setting based on teacher topic requests  Support with advisory curriculum and/or student needs as requested by the Middle School Director or advisors    Behavioral/Learning Differences Support  Administer student screeners and assessments for a variety of learning, behavioral, and mental health challenges  Interpret neuropsychological reports and determine appropriate student accommodations in consultation with classroom teachers and the division director; document those accommodations in an Educational Accommodation Plan (EAP)  Coordinate the annual review/update of EAPs with the child’s teachers, parents, and division director.  Share meeting summaries with teachers and families following EAP and/or parent meetings. Download mid-quarter grades for all Middle School students to alert advisors of failing grades Assist Middle School advisors in preparing action plans for students with more than one failing grade at the mid-quarter Collaborate with teachers to provide insight on students of concern Maintain targeted school referral lists for service providers such as therapists, behavioral support, social skills groups, play therapy, developmental pediatricians, and other clinicians Provide space and support for students requiring extra time or modified testing conditions Help Director of Middle School coordinate ERB testing Coordinate with on-campus private tutors and a private speech and language pathologist to schedule the use of on-campus space, monitor caseloads, track student progress, and keep referral lists updated Coordinate with the Non-Public School Coordinator at South Bend Community Schools Corporation for SBCSC’s speech/language services and other special education testing/services. Attend annual conferences as the school representative. Observe students and classes where student behavior is a concern or where learning differences impact a child’s growth and consult and collaborate with faculty and administration on social-emotional and behavioral issues that arise Act as a resource for school leaders, faculty, and parents regarding current research on social-emotional development and mental health.    Other  Other duties as assigned, including carline, lunch, and snack duty. Serve on the Admissions Committee, supporting the review and discussion of student applications   Qualifications: Candidates should be experts in child development and must have previous experience in school counseling. Qualified candidates will possess at least 3-5 years of counseling experience in a school setting and a Master’s degree in counseling or school psychology.    Compensation: The position offers all benefits afforded to full-time employees, including but not limited to comprehensive health benefits, generous paid time off, paid life insurance, tuition remission, a generous retirement plan, and professional development. Salary is based on experience.    How to Apply: Submit a cover letter, resume, and a list of at least three professional references to Kelly Goodspeed ( kgoodspeed@stanleyclark.org ), Director of Early Childhood and Lower School, as soon as possible. Candidates will be alerted before references are contacted.   The Stanley Clark School is an equal opportunity employer. The Stanley Clark School does not discriminate on the basis of race, color, national or ethnic origin, gender, or sexual orientation in administration of its educational policies, admissions policies, scholarship programs and athletic or other school-administered programs. Candidates should be experts in child development and must have previous experience in school counseling. Qualified candidates will possess at least 3-5 years of counseling experience in a school setting and a Master’s degree in counseling or school psychology.  The position offers all benefits afforded to full-time employees, including but not limited to comprehensive health benefits, generous paid time off, paid life insurance, tuition remission, a generous retirement plan, and professional development. Salary is based on experience. Tue, 12 May 2026 15:28:59 -0400 https://careercenter.zerotothree.org/jobs/rss/22267839/full-time-k-8-school-counselor-position https://careercenter.zerotothree.org/jobs/rss/22267839/full-time-k-8-school-counselor-position Mill Valley , California, MTS seeks a compassionate, relationship-centered School Counselor to support the social-emotional development of students in grades K–8. The ideal candidate partners closely with teachers, learning specialists, administrators, and families, and is committed to whole-child development in a joyful, inclusive school culture. At MTS, we lead with kindness, practice active inclusion, honor childhood, and celebrate the journey — embedding SEL and inclusive education best practices in everything we do. Rather than an office-only role, this is a present, proactive, community-embedded position that prioritizes connection over caseload. The School Counselor reports to the Director of Inclusion, Equity, and Socio-Emotional Learning (DIESEL). Key Responsibilities Community Presence & Classroom Support Deliver K–8 guidance lessons on emotional regulation, growth mindset, friendship, and conflict resolution as needed Be a visible and warm presence during recess, lunch, and transitions, available for in-the-moment conflict support and relationship-building Facilitate class meetings to support students through shared experiences such as grief, transitions, or community challenges Plan and lead Mental Health Awareness Day and other school-wide SEL initiatives Small Group & Targeted Student Support Facilitate small groups (lunch bunch, social skills, conflict mediation) to address shared social-emotional challenges Provide short-term 1:1 support for students with emergent needs; group and community-based approaches are primary. Extended 1:1 work requires DIESEL approval. Observe students in classrooms and community settings; partner with teachers to develop in-class support strategies Collaboration, Communication & Referral Collaborate actively with homeroom teachers, advisors, learning specialists, and division heads to build timely, coordinated student support plans Serve as a key point of contact for families and ProComm regarding students' social-emotional development, available resources, and support strategies.   Identify students who need more intensive outside support and manage referrals to therapists and community resources; coordinate between families and clinicians as needed Maintain an updated referral list of therapists, support groups, and community resources Meetings, Documentation & Professional Community Attend grade-level and student support meetings with teachers, learning specialists, and administrators Maintain accurate, confidential records of student contacts, group rosters, and referrals; uphold mandated reporting requirements. Contribute to the MTS community through parent blog posts, presentations, or coffee chats on social-emotional themes Bring curiosity and a growth mindset to this role — asking “what’s possible” for each student and the community as a whole. Qualifications Master's degree in counseling, social work, psychology, or a related field California licensure or registered intern status (MFT, LCSW, LPCC, or PPS credential) required or in progress Experience working with K–8 students in a school or clinical setting Familiarity with child and adolescent development, SEL frameworks, and trauma-informed practice Strong collaborator who communicates clearly and promptly with families, colleagues, and as part of a team Strong organizational skills and ability to work independently Commitment to inclusion, equity, and the full dignity of every child About Mount Tamalpais School Mount Tamalpais School (MTS) is a co-educational, departmentalized K–8 independent day school of approximately 270 students, located in Mill Valley — fifteen minutes north of the Golden Gate Bridge. We envision a world in which Education Inspires Action, and we pursue that vision by creating conditions where learning is revered and education is joyful. MTS students bring diverse backgrounds, perspectives, and strengths to campus — they are curious, motivated learners who remain young at heart. Families are engaged partners in school life. ProComm at MTS includes every adult on campus — teachers, administrators, staff, and specialists — all of whom see themselves as responsible for upholding our shared values and for the wellbeing of every child. Supporting the whole child is not the counselor's job alone; it is a commitment woven into the fabric of our community. campus share a continual commitment to creating a diverse, equitable, and inclusive school community. Our Equal Opportunity Employment Policy As an academic institution, the School strives to provide equal opportunity for all employees and applicants without regard to race, color, age, religious creed, national origin, ancestry, sex (including pregnancy, childbirth, related medical conditions, and breastfeeding), reproductive health decision-making, genetic information, physical or mental disability, medical condition, sexual orientation, gender, gender identity, gender expression, marital status, military or veteran status, citizenship status, or any other basis protected by federal, state or local law. The School prohibits discrimination or harassment based on these classifications. Discrimination and harassment based on a perception that anyone is in any of these protected classifications, or is associated with a person who has or is perceived as being in any of these protected classifications, are also prohibited. This policy applies to all areas of employment, including recruitment, hiring, training, promotion, compensation, benefits and other stated conditions of employment. Pay Range Salary will be determined by education, years of experience, and will range from $110,000 - $125,000, based on years of experience. To Apply: Send a cover letter and resume to jobs@mttam.org Salary will be determined by education and years of experience. Mon, 11 May 2026 15:04:22 -0400 https://careercenter.zerotothree.org/jobs/rss/22267964/school-counselor https://careercenter.zerotothree.org/jobs/rss/22267964/school-counselor Richmond, Virginia, Sabot School, a progressive Preschool-Grade 8 school in Richmond, and a leader in the Reggio Emilia Approach®,  seeks a School Counselor to support our growing community. The School Counselor is a key member of the Learning Support Services Team and supports the social, emotional, behavioral, and academic well-being of students across Early Childhood, Lower School, and Middle School. This role works collaboratively with students, families, faculty, Program Directors, and school leadership to foster a healthy, inclusive, and supportive school environment where children can thrive in all domains of development. In addition to providing direct student support, the School Counselor serves as the primary coordinator for student accommodation plans and helps streamline and strengthen school-wide support services. This includes managing accommodation plans, coordinating student support processes, partnering with outside providers, and helping define a clear and consistent structure for student support across divisions. This position requires a warm, relational, highly organized professional who understands child development, values collaboration, and can help shape a comprehensive and proactive support model for the school. While this position is year-round, the pace of work varies throughout the year. For a full position description visit the posting on our website . EDUCATION & EXPERIENCE Master’s degree in School Counseling, Counseling, Social Work, Psychology, or related field required Licensure or certification appropriate to counseling role preferred Minimum of 3–5 years of experience working with children and adolescents in a school setting preferred Strong knowledge of child development from early childhood through adolescence Experience managing student accommodation plans and collaborating around learning support services strongly preferred Experience reviewing educational evaluations and supporting classroom accommodations preferred Strong understanding of student support systems, accommodations, and collaborative intervention planning Excellent communication, organization, and relationship-building skills Ability to maintain confidentiality, professionalism, and sound judgment Commitment to diversity, equity, inclusion, and belonging in school communities Experience in an independent school setting preferred   PHYSICAL REQUIREMENTS Ability to stand, walk, and move around for extended periods during supervision and activities, both indoors and outdoors. Ability to lift and carry materials or equipment weighing up to 15 lbs. Capability to walk up and down two flights of stairs. Ability to respond promptly to emergencies, which may involve running, lifting, or assisting children to safety. Alertness and ability to supervise children during physical activities, such as outdoor play, while ensuring a safe environment. Sabot offers competitive benefits including: Group Health, Dental, Vision, and Life Insurance, Short and Long Term Disability Insurance, Retirement, Flex Spending Plan and Tuition Remission Mon, 11 May 2026 18:57:40 -0400 https://careercenter.zerotothree.org/jobs/rss/22267804/academic-specialist https://careercenter.zerotothree.org/jobs/rss/22267804/academic-specialist Dallas, Texas, St. Mark’s School of Texas seeks an experienced professional to join the Marksman Wellness Center for the 2026–2027 academic year. Competitive candidates must possess expertise in child development and learning, demonstrated experience working with children and their families, a commitment to student wellness and education, and enthusiasm for working with boys. The Academic Specialist provides academic and learning support for students in all grades and works collaboratively with the Wellness team, the Faculty, and the Administration. The Academic Specialist reports to the Director of The Marksman Wellness Center and works closely with the Educational Diagnostician and divisional counselors. The Academic Specialist is the face of the Wellness Center and will engage with pop-in visitors. From a student support perspective, the Academic Specialist provides individual intervention for students in academic need, including organizational support, executive function coaching, personal accountability, study skill building; consults with parents on the academic success of their sons; and consults with faculty on learning issues that impact a student's performance in the classroom. Responsibilities General Have a strong knowledge of child development, learning, and executive function across the developmental spectrum Build strong relationships with students, families, faculty, and staff to foster a culture of community Advisor, building mentoring relationships with an assigned group of students, acting as the primary point of contact for their families, and participating in relevant grade-level activities Student Support Meet regularly with the Division Heads and the Wellness Team to review student needs and address those needs directly with the student and his family Support boys with long term illnesses or concussions by working with faculty and student to gather missing work and develop a schedule/support plan until the student is caught up Meet with students to provide tailored interventions that meet individual learning needs Maintain open communication with families and the Wellness Team regarding student progress Teach the Study Skills class to 5 th and 8 th graders as part of the Health and Wellness curriculum Interface with parents to provide resources to assist with the development of executive function skills, study strategies, and time management Presentations as needed to students during middle/upper school class meetings on topics such as executive function, study skills, time management, final exam preparation, etc. Develop and maintain a Students of Concern spreadsheet of students who need individualized learning support, whether due to academic difficulty, learning differences, prolonged health absences, or mental health needs Manage and oversee the approved tutor list and monitor tutoring effectiveness/need Cross Divisional Collaboration Regularly consult with teachers at each grade level to ensure timely academic screening and treatment planning for executive function deficits and learning needs Promote best practices in learning within the classroom setting and provide instructional leadership Respond to individual teacher inquiries about students and collaborate with faculty to create strategies for boys struggling in the classroom Stay current on learning, study skills, and ADHD support in the school setting research Facilitate communication of prior assessment data and other relevant information to provide between teachers across school years Provide professional development opportunities to faculty and staff regarding learning differences to enhance effective instruction In partnership with the Director of the Marksman Wellness Center, provides professional development opportunities to faculty and staff regarding learning differences Administrative  Attend grade/phase level meetings and other administrative and departmental meetings Maintain confidential and accurate documentation of interventions, meetings and other communications Coordinate student meetings with the counseling team Experience Advanced degree with a focus on education, learning or child development Teaching experience ideal, preferably in independent schools Direct experience working with students and families Experience with psychoeducational testing and in-depth knowledge of learning differences Experience applying specific learning strategies as successful interventions Qualifications / Skills A team player who can work collaboratively and respectfully with colleagues A positive, confident, solution-oriented attitude A calm, thoughtful and measured approach to addressing issues as they arise The ability to switch tasks quickly and often Strong oral and written communication skills Strong organizational skills and the ability to coach students on executive functioning Sound judgment and decision-making skills Ability to maintain strict confidentiality and appropriate boundaries with students, colleagues, and community members Qualified candidates should visit our website to complete an online application, including a letter of interest and resume. Mon, 11 May 2026 14:14:33 -0400 https://careercenter.zerotothree.org/jobs/rss/22267689/middle-school-learning-specialist https://careercenter.zerotothree.org/jobs/rss/22267689/middle-school-learning-specialist New York, New York, At The Speyer Legacy School, students are inspired to be intellectually curious and passionate. They realize their full potential as accelerated learners in a collaborative community that is committed to ethical values and action. Speyer students learn with like-minded classmates and are guided by academically fearless teachers who share and nourish their enthusiasm for knowledge and inquiry. The Speyer Legacy School seeks a dynamic, innovative, and passionate full-time Middle School Learning Specialist. The candidate hired will join the Middle School faculty, be an integral part of the Student Support Team, and will report to the Head of Middle School. They will be responsible for collaborating with faculty and staff to teach and work with students in support of the school’s mission and curricular goals. The ideal candidate possesses a love of Middle School students, enthusiasm for designing innovative curriculum, creative problem-solving skills, a positive attitude, and strong interpersonal skills that allow one to cooperate and collaborate effectively with others. Duties & Responsibilities Support students 1:1 and in small group settings based on learning differences and needs. Provide training and support to classroom teachers in their efforts to differentiate curriculum and provide accommodations for students as needed. Develop executive functioning/organizational skills of students and establish classroom routines which support the learning differences of gifted students.  Collaborate with the Student Support Team and the Head of Middle School to implement systems, routines, and expectations for providing accommodations and supports to students. Maintain open and frequent lines of communication with teachers and parents in regards to the performance and needs of students. Prepare and implement report and evaluation summaries, recommendations, and learning plans for students with psychoeducation or neuropsychological evaluations, IEPs/IESPs, or Speyer Learning plans. Communicate with teachers about all student accommodations and provide support for implementation of accommodations such as extended time and a separate testing location. Plan and lead Child Study Meetings to discuss and proactively address concerns about student performance and behavior.   Offer Office Hours, Study Halls, and extra support for students.  Plan and implement motivating lessons for Fifth and Sixth Graders focused on executive function and study skills which reflect knowledge of curriculum, students’ interests and abilities, students’ social and emotional needs, and gifted education. Evaluate students' performance, including academic, behavioral, and social-emotional. Prepare student reports which include narrative descriptions of students' achievements and needs. Support students who miss school or fall behind due to absences by developing support plans and acting as the point person for parents and teachers.  Demonstrate a passion for lifelong learning on a daily basis for both students and colleagues. Actively pursue professional development rooted in individual and schoolwide goals.  Collaborate with colleagues across and within disciplines and divisions. Participate in the school community, including faculty and committee work, and school duties. Promote respect for diversity, equity, and inclusion as a core value of the School, a shared responsibility in partnership with the school community. Engage respectfully with families and demonstrate sensitivity to cultures, values, configurations, and beliefs. Knowledge, Skills, & Abilities   Knowledge of child development, best practices, and current trends in students with learning differences and gifted education. Experience in supporting students with challenges in executive functioning and organization. Demonstrated classroom management skills, including allocating time, space, and materials for most effective learning. Experience in differentiated instruction. Creativity and innovation in both curriculum and instruction. Versatility and flexibility both within and outside of the classroom, encouraging students to think creatively, work collaboratively, embrace failure, and communicate effectively with others. Outstanding interpersonal, organizational, and communication skills. Skill in creating a learning environment that is challenging, motivating, and developmentally appropriate. Qualifications Degree in Special Education or related field required. Masters Degree and experience in gifted education preferred. Salary Range The annual salary for this full-time position is $77,250 - $122,183 based on years of experience and qualifications.  Application Information To apply please send your resume, cover letter, a one-page educational philosophy statement, and the contact information of three references to employment@speyerlegacyschool.org . Please indicate “Middle School Learning Specialist” in the subject line. The Speyer Legacy School welcomes candidates who will add to the diversity of our community and who have demonstrated a commitment to diversity, equity, and inclusion in their teaching and learning. The Speyer Legacy School is an equal opportunity employer and does not discriminate on the basis of race, color, religion, national or ethnic origin, ancestry, sex, disabilities, sexual orientation, gender identity and expression, or family composition or any other status protected by applicable law in the administration of its employment, education, admission, financial aid, and other policies and programs. Mon, 11 May 2026 11:06:03 -0400 https://careercenter.zerotothree.org/jobs/rss/22253373/lower-school-counselor https://careercenter.zerotothree.org/jobs/rss/22253373/lower-school-counselor Baltimore, Maryland, Calvert School, an independent lower and middle school, has an opening for a full-time Counselor for its Lower School for the 2026-27 school year.  Calvert School inspires each child to lead a life of purpose by providing a strong foundation in academic skills and character development. At Calvert School, students learn and grow in a joyful and nurturing community that cultivates intellectual curiosity, confidence, and a deep appreciation for learning. Calvert School is located in Tuscany-Canterbury, a residential neighborhood in Baltimore City, just north of Johns Hopkins University and south of Loyola University Maryland. The campus is easily accessible from Charles Street and I-83.  The Lower School Counselor plays a crucial role in supporting students' academic, social, and emotional well-being. The Counselor will help students navigate personal and academic challenges, develop problem-solving skills, and prepare for future academic success. The counselor will work with students in Kindergarten through Fourth Grades and will collaborate with teachers, parents, and administrators to foster a safe and inclusive learning environment.   Responsibilities Provide individual and group counseling to support students' emotional and social development. Assist students with problem-solving strategies, address behavioral issues, and work with students to develop coping skills. Facilitate conflict resolution and mediate peer disputes. Conduct assessments to identify students' emotional needs. Develop and implement school-wide programs on topics such as bullying prevention and stress management. Collaborate with teachers and parents to address students’ needs and provide support. Provide crisis intervention and referrals to mental health professionals when needed. Maintain confidential records and ensure compliance with school and state policies. Advocate for student needs and promote an inclusive school environment. Teach Pillars class, which is a curriculum centered on fostering students’ social-emotional competencies, character education, and overall personal development.   Skills & Qualifications Master’s degree in School Counseling, Psychology, or a related field. State certification or licensure as a School Counselor. Experience working with lower school-aged children is strongly preferred. Strong communication, interpersonal, and problem-solving skills. Knowledge of educational and psychological counseling techniques. Ability to build trusting relationships with students and families. Experience with conflict resolution and crisis intervention. Understanding of child development and social-emotional learning. Strong organizational skills to manage multiple student cases.   Calvert School offers a competitive salary and benefits package.  Salaries for counselors are based on years of experience, education, and job-related responsibilities.  The salary range is $70,000 to $90,000 and candidates with additional experience and/or advanced degrees may receive a higher salary.  Calvert School offers medical, prescription, dental, vision, life, disability, and retirement plans. Employees of Calvert School also receive generous leave that includes paid holidays, sick, and personal leave days.    Interested candidates should send a resume to:  HR@CalvertSchoolMD.org (preferred method) Tue, 05 May 2026 12:18:12 -0400 https://careercenter.zerotothree.org/jobs/rss/22238505/dean-of-student-life https://careercenter.zerotothree.org/jobs/rss/22238505/dean-of-student-life Annandale, Virginia, Oakwood School is a private school in the DC Metro area serving students in grades 1-8 with language-based learning differences. Oakwood provides a highly specialized academic environment where students build both skills and confidence.  The Dean of Student Life’s primary responsibilities include cultivating a safe, structured, and supportive school environment that reflects Oakwood’s mission and values. This role oversees student behavior, school culture, and student life operations, ensuring consistency in expectations, accountability, and the overall student experience.  This position works collaboratively with other members of the Academic Team and serves as a partner to the Dean of Academics, strengthening systems, consistency, and alignment across the student experience.  A strong candidate will combine genuine connection with students, steady judgment in moments of conflict, and the ability to communicate with families who are deeply invested in their child's success, all within a school where behavior is understood through the lens of learning differences. Key Responsibilities Develop, maintain, and enforce school-wide systems and policies for student behavior, expectations, and community culture. Develop and maintain school-wide behavior systems while staying closely connected to students through regular check-ins, advisory support, and visible presence during the academic day.  Oversee student discipline and serve as the primary decision maker for escalated behavioral concerns. Lead student discipline through direct, relationship-based intervention focused on increasing individual accountability and growth.  Coach and support faculty in effective classroom management and consistent implementation of student life expectations.  Oversee student life operations, including internal student-facing events and scheduling of staff duties for lunch, recess, arrival, and dismissal.  Serve as liaison to the Oakwood Parents Association (OPA) and support student leadership initiatives.  Collaborate with leadership on hiring, onboarding, school planning, and crisis response.  Support admissions and communications/marketing efforts through event participation and content review. Required Qualifications Bachelor’s degree in Psychology, Education, Counseling, or related field from an accredited college or university.  Minimum of 5-7 years of experience in a school setting with increasing leadership responsibility.  Demonstrated experience managing student behavior and supporting faculty in classroom management.  Strong understanding of child development and behavior, particularly in students with learning differences.  Proven ability to coach and support adults in a professional setting.  Excellent communication skills, including experience working with families in complex or sensitive situations.  Ability to exercise sound judgment, maintain confidentiality, and manage competing priorities. Preferred Qualifications Master’s Degree in Psychology, Education, School Leadership, Counseling, or related field from an accredited college or university.  Experience in a private or independent school setting.  Experience working with students with specific learning disabilities.  Training in behavior frameworks (e.g., Responsive Classroom, PBIS, restorative practices). Background in counseling, social-emotional learning, or student support services. Experience leading school-wide initiatives related to student life or culture. Oakwood offers a competitive salary commensurate with experience, along with a comprehensive benefits package. Details will be shared with the candidates during the interview process. Wed, 29 Apr 2026 12:32:39 -0400 https://careercenter.zerotothree.org/jobs/rss/22238497/academic-specialist https://careercenter.zerotothree.org/jobs/rss/22238497/academic-specialist Dallas, Texas, St. Mark’s School of Texas seeks an experienced professional to join the Marksman Wellness Center for the 2026–27 academic year. Competitive candidates must possess expertise in child development and learning, demonstrated experience working with children and their families, a commitment to student wellness and education, and enthusiasm for working with boys. The Academic Specialist provides academic and learning support for students in all grades and works collaboratively with the Wellness team, the Faculty and the Administration. The Academic Specialist reports to the Director of The Marksman Wellness Center and works closely with the Educational Diagnostician and divisional counselors. The Academic Specialist is the face of the Wellness Center and will engage with pop-in visitors. From a student support perspective, the Academic Specialist provides individual intervention for students in academic need including organizational support, executive function coaching, personal accountability, study skill building; consults with parents on the academic success of their sons; and consults with faculty on learning issues which impact a student's performance in the classroom. Responsibilities: Have a strong knowledge of child development, learning, and executive function across the developmental spectrum Build strong relationships with students, families, faculty, and staff to foster a culture of community Advisor, building mentoring relationships with an assigned group of students, acting as primary point of contact for their families, and participating in relevant grade-level activities   Student Support Meet regularly with the Division Heads and the Wellness Team to review student needs and address those needs directly with the student and his family Support boys with long term illnesses or concussions by working with faculty and student to gather missing work and develop a schedule/support plan until the student is caught up Meet with students to provide tailored interventions that meet individual learning needs Maintain open communication with families and the Wellness Team regarding student progress Teach the Study Skills class to 5 th and 8 th graders as part of the Health and Wellness curriculum Interface with parents to provide resources to assist with the development of executive function skills, study strategies, and time management Presentations as needed to students during middle/upper school class meetings on topics such as executive function, study skills, time management, final exam preparation, etc. Develop and maintain a Students of Concern spreadsheet of students who need individualized learning support, whether due to academic difficulty, learning differences, prolonged health absences, or mental health needs Manage and oversee the approved tutor list and monitor tutoring effectiveness/need Cross Divisional Collaboration Regularly consult with teachers at each grade level to ensure timely academic screening and treatment planning for executive function deficits and learning needs Promote best practices in learning within the classroom setting and provide instructional leadership Respond to individual teacher inquiries about students and collaborate with faculty to create strategies for boys struggling in the classroom Stay current on learning, study skills, and ADHD support in the school setting research Facilitate communication of prior assessment data and other relevant information to provide between teachers across school years Provide professional development opportunities to faculty and staff regarding learning differences to enhance effective instruction In partnership with the Director of the Marksman Wellness Center, provides professional development opportunities to faculty and staff regarding learning differences Administrative  Attend grade/phase level meetings and other administrative and departmental meetings Maintain confidential and accurate documentation of interventions, meetings and other communications Experience: Advanced degree with a focus on education, learning or child development Teaching experience ideal, preferably in independent schools Direct experience working with students and families Experience with psychoeducational testing and in-depth knowledge of learning differences Experience applying specific learning strategies as successful interventions Qualifications / Skills A team player who can work collaboratively and respectfully with colleagues A positive, confident, solution-oriented attitude A calm, thoughtful and measured approach to addressing issues as they arise The ability to switch tasks quickly and often Strong oral and written communication skills Strong organizational skills and the ability to coach students on executive functioning Sound judgment and decision-making skills Ability to maintain strict confidentiality and appropriate boundaries with students, colleagues, and community members Wed, 29 Apr 2026 12:22:04 -0400 https://careercenter.zerotothree.org/jobs/rss/22238508/dean-of-student-life https://careercenter.zerotothree.org/jobs/rss/22238508/dean-of-student-life Annandale, Virginia, Oakwood School is a private school in the DC Metro area serving students in grades 1-8 with language-based learning differences. Oakwood provides a highly specialized academic environment where students build both skills and confidence.  The Dean of Student Life’s primary responsibilities include cultivating a safe, structured, and supportive school environment that reflects Oakwood’s mission and values. This role oversees student behavior, school culture, and student life operations, ensuring consistency in expectations, accountability, and the overall student experience.  This position works collaboratively with other members of the Academic Team and serves as a partner to the Dean of Academics, strengthening systems, consistency, and alignment across the student experience.  A strong candidate will combine genuine connection with students, steady judgment in moments of conflict, and the ability to communicate with families who are deeply invested in their child's success, all within a school where behavior is understood through the lens of learning differences. Key Responsibilities Develop, maintain, and enforce school-wide systems and policies for student behavior, expectations, and community culture. Develop and maintain school-wide behavior systems while staying closely connected to students through regular check-ins, advisory support, and visible presence during the academic day.  Oversee student discipline and serve as the primary decision maker for escalated behavioral concerns. Lead student discipline through direct, relationship-based intervention focused on increasing individual accountability and growth.  Coach and support faculty in effective classroom management and consistent implementation of student life expectations.  Oversee student life operations, including internal student-facing events and scheduling of staff duties for lunch, recess, arrival, and dismissal.  Serve as liaison to the Oakwood Parents Association (OPA) and support student leadership initiatives.  Collaborate with leadership on hiring, onboarding, school planning, and crisis response.  Support admissions and communications/marketing efforts through event participation and content review. Required Qualifications Bachelor’s degree in Psychology, Education, Counseling, or related field from an accredited college or university.  Minimum of 5-7 years of experience in a school setting with increasing leadership responsibility.  Demonstrated experience managing student behavior and supporting faculty in classroom management.  Strong understanding of child development and behavior, particularly in students with learning differences.  Proven ability to coach and support adults in a professional setting.  Excellent communication skills, including experience working with families in complex or sensitive situations.  Ability to exercise sound judgment, maintain confidentiality, and manage competing priorities. Preferred Qualifications Master’s Degree in Psychology, Education, School Leadership, Counseling, or related field from an accredited college or university.  Experience in a private or independent school setting.  Experience working with students with specific learning disabilities.  Training in behavior frameworks (e.g., Responsive Classroom, PBIS, restorative practices). Background in counseling, social-emotional learning, or student support services. Experience leading school-wide initiatives related to student life or culture. Oakwood offers a competitive salary commensurate with experience, along with a comprehensive benefits package. Details will be shared with the candidates during the interview process. Wed, 29 Apr 2026 12:37:05 -0400 https://careercenter.zerotothree.org/jobs/rss/22233357/2026-2027-lower-school-counselor https://careercenter.zerotothree.org/jobs/rss/22233357/2026-2027-lower-school-counselor Norfolk, Virginia, Norfolk Collegiate School seeks a compassionate, student-centered Lower School Counselor for the 2026–2027 academic year. This position supports the social-emotional development and well-being of students in Pre-Kindergarten through Grade 5, working closely with students, faculty, and families to foster a safe, inclusive, and supportive school environment. The ideal candidate will have experience working with elementary-aged students, demonstrate strong communication and collaboration skills, and be committed to promoting student well-being and resilience within a school community. Key Responsibilities: Provide individual and small group counseling to support students' social-emotional development Design and deliver developmentally appropriate classroom guidance lessons Collaborate with teachers, administrators, and families to support student needs Serve as a resource for faculty on social-emotional learning strategies and classroom support Assist in the development and implementation of school-wide wellness initiatives Support crisis response and provide guidance during student-related concerns Maintain accurate and confidential student records in accordance with school policies Participate in student support team meetings and collaborate on intervention plans Qualifications: Master's degree in School Counseling, Counseling, Psychology, or a related field Experience working with elementary-aged students in a school setting preferred School counseling licensure Strong understanding of child development and social-emotional learning Excellent interpersonal, communication, and collaboration skills Ability to maintain confidentiality and exercise sound judgment Demonstrated commitment to creating an inclusive and supportive learning environment Interested candidates should upload a cover letter, resume, three professional references, an unofficial copy of transcripts of all undergraduate and graduate degrees, and, if applicable, teacher certifications. Norfolk Collegiate is an equal opportunity employer and encourages applications from candidates of diverse backgrounds. Mon, 27 Apr 2026 09:10:12 -0400 https://careercenter.zerotothree.org/jobs/rss/22218307/director-of-student-support https://careercenter.zerotothree.org/jobs/rss/22218307/director-of-student-support nashville, Tennessee, Position: Director of Student Support Status: Full-time, Salaried Primary Function: Linden Waldorf School is seeking a qualified and motivated individual to serve as the Director of Student Support.. This position works collaboratively with faculty, administration, parents and students to develop and implement comprehensive support to enable students to be successful. The director utilizes a holistic approach to foster a positive and equitable educational experience for students with a variety of learning styles and personalized needs. The ideal candidate will have experience in Special Education and a working knowledge of student assessments and developing IEPs. This position reports directly to the Head of School. This person will work as a part of a committed team and be an active member of our school community. All employees are subject to the requirements of the Employee Handbook.  Responsibilities and Duties: Oversee all aspects of the Student Support program.  Communicate with all related service providers for students and manage schedules for students receiving services on campus. Works with teachers and the Leadership Team to create academic and behavior plans for students and will help teachers to implement them. Create testing accommodations and alternative assessment schedules and oversee they are being carried out consistently. Provide professional development and feedback to all staff, focusing on differentiation and supporting students with varying needs. Conduct classroom observations in collaboration with the Director of Education as needed and provide teachers with feedback to increase the effectiveness of instruction. Participate in admission assessments in the enrollment process of new students, particularly in discussions of student placement, student interviews, and class visits. Serve as a member of the Faculty Leadership Committee and attend weekly meetings Additional Responsibilities: Maintaining and striving for an openness to understand Waldorf Education and child development. Attendance and participation in weekly section meetings, faculty meetings and inservice workshops. Attendance at all-school meetings as indicated by administration. Participation in the design and execution of an individualized plan for professional development. Attendance at Waldorf education summer training as identified as appropriate by the Faculty Leadership Council. Lead and develop efficient processes for Linden’s Student Support Program Collaborate to develop individualized support plans for students in Early Childhood-Eighth Grade Collaborate with teachers to plan for and establish classroom accommodations. Organize and develop systems and communication strategies to engage parents, teachers, students, and administrators in the student support process. Collect and disseminate information related to outside resources for testing and individualized instruction Collaborate with the Director of Admissions to ensure a smooth transition to high school for students requiring specialized support.  Serve as a point person for acute student support needs throughout the school day Other duties as assigned. Requirements Required Qualifications: Master’s Degree in School Counseling, Special Education or related field Interest in and appreciation for Waldorf Education Preferred Qualifications: 1 – 2 years previous classroom experience Have completed, or interest in Waldorf Certification   Salary is scaled based on experience and education. It is the policy of Linden Waldorf School to provide equal employment opportunities to all employees and applicants for employment without regard to race, color, sex, age, religion, national origin, disability, status as a covered veteran, or any other legally protected status, in accordance with federal and state law, and not to discriminate on the basis of sexual orientation. This policy applies to all terms and conditions of employment, including recruitment, hiring, placement, compensation, benefits, promotion, demotion, layoff, termination and all other terms and conditions of employment. Tue, 21 Apr 2026 13:45:58 -0400 https://careercenter.zerotothree.org/jobs/rss/22205627/lower-school-counselor https://careercenter.zerotothree.org/jobs/rss/22205627/lower-school-counselor Davidson, North Carolina, About Davidson Day Davidson Day School is a diverse independent school serving approximately 545 students from age 2 through 12th grade, where we empower students to embrace challenge, live with character, and lead with purpose. We are a community grounded in the values of Courage, Ownership, Resilience, and Empathy. Learn more at www.davidsonday.org .  Position Summary The Lower School Counselor supports the emotional, social, and psychological well-being of students from the Early Childhood program (age 2) through Grade 4. As a key member of the student support and wellness team, the Counselor provides short-term counseling, guidance, and proactive programming to help create a safe, inclusive, and supportive school environment. The Counselor partners closely with faculty, administrators, and families to promote healthy development, enhance social-emotional learning, and ensure each child is known, valued, and supported within the Davidson Day community. The ideal candidate is energetic, student-centered, and proactive. This role requires taking initiative in developing programs, collaborating with teachers, and offering practical guidance to support student behavior and parent partnership. The Counselor will contribute new ideas and strengthen schoolwide social-emotional learning practices. Essential Functions Offer comprehensive wellness and prevention programming to create a safe and supportive school environment by being a student advocate, promoting belonging and fostering student self-awareness, emotional regulation, self-management, problem-solving, social skills, and decision-making for K-12 students Lead small groups of students age 2 through Grade 4 to support personal, behavioral, and academic growth Prepare and teach weekly classroom guidance lessons aligned with CASEL competencies and provide grades and comments on student report cards Provide responsive services such as short-term, solution-focused individual counseling, hold restorative circles between peers, and crisis interventions as needed Design and deliver Morning Meeting Messages (Equivalent of Advisory) to include Wellness Wednesdays and Character Education to enhance the Lower School community Actively collaborate and consult with parents, faculty, administrators, stakeholders, and outside professionals to develop and implement comprehensive student support plans Coordinate parent education opportunities and facilitate meetings to address topics related to child development, mental health, and effective parenting strategies Serve as an active member of the Student Support Team, Wellness Committee, and other grade-level and divisional meetings to provide leadership, collaboration, and guidance on student well-being Maintain accurate and confidential student wellness and support records in the AUGUST School System in accordance with applicable laws, ethical standards, and school policies, including communicating appropriate limits of confidentiality Engage in ongoing professional development to remain current in clinical knowledge, counseling practices, and trends in school-based mental health Provide professional development and/or recruit experts to offer professional development for teachers and parents Remain informed about current state laws related to child protection and advise school leadership on appropriate reporting procedures for child abuse or neglect Comply with all Davidson Day School policies, procedures, and ethical standards Required Qualifications Master’s Degree in counseling, clinical psychology, social work, or related field Demonstrated experience providing counseling to children using a range of evidence-based approaches and modalities Proven ability to design and implement mental health and wellness programs that support student development and well-being Experience working with early childhood or elementary-aged students in a school or educational setting Preferred: National Certified Counselor (NCC) North Carolina licensure such as LCSW or LCMHC (helpful but not required for this non-clinical role) Experience supporting neurodiversity, cultural and linguistic diversity, and trauma-informed practices Background in implementing MTSS, SEL, or restorative practices Equal Employment Opportunity Davidson Day School is an equal opportunity employer and does not discriminate in employment opportunities or practices on the basis of race, color, religion, creed, sex (including pregnancy, childbirth, and related conditions), sexual orientation, gender identity or expression, national origin, age, disability, genetic information, veteran status, marital status, or any other characteristic protected by law. Thu, 16 Apr 2026 08:49:38 -0400 https://careercenter.zerotothree.org/jobs/rss/22200203/middle-school-counselor https://careercenter.zerotothree.org/jobs/rss/22200203/middle-school-counselor Savannah, Georgia, The Savannah Country Day School is seeking a Middle School Counselor to support the social and emotional well-being of 6th-8th grade students, serving a key role in fostering an atmosphere of emotional wellness among students.  The Middle School Counselor is an integral part of the Counseling Department and reports directly to the Director of Student Health and Wellbeing.  Listed below are the major job responsibilities of the Middle School Counselor (this list is not intended to be exhaustive): Meet regularly with Learning Specialists, the Assistant Head of Middle School, and the Head of Middle School to discuss issues concerning students and to review case studies, the status of students receiving tutoring, referrals for psycho-educational screenings and evaluations. Meet weekly with the Counseling Department to staff student cases and to research and implement programming for students and parents. Provide regular 1:1 counseling sessions with students, as needed. Facilitate student peer support groups on diverse family structures, divorce, grief, loss, etc., when necessary. Support faculty in their roles as advisors and teachers. Participate in grade level meetings. Conduct assessments of students and observe students in classrooms, as needed. Consult individually with teachers to discuss student needs and to implement an action plan to meet those needs. Meet with parents and participate in parent conferences, as needed. Maintain a current and accurate referral database of mental health service providers; connect parents with outside therapeutic referrals as needed; coordinate with outside providers working with students. Provide group counseling as needed, such as social skills/friendship groups and adolescent support groups. Maintain accurate notes regarding all students. Provide crisis management support. Provide parental support and guidance related to child development as needed. Teach an advisory course on grade-relevant topics to promote and support student progress. Provide educational programs and training for parents, faculty, and staff. Provide individual short-term counseling to students with identified emotional, social and/or behavioral difficulties. Assist with providing academic support, including organizational, goal setting, decision-making, study and test-taking skills. Teach character education classes that are on various topics of social-emotional development. Assist in administering and interpreting achievement, aptitude, and ERB tests and other student data. Serve as ERB testing coordinator for the Middle School.  This includes ordering testing materials, preparing packets for teachers, coordinating test administration and analysis, and serving as liaison between school and testing agencies. Physical Demands Work is typically performed in an office/classroom environment with intermittent sitting, standing, or walking in various settings.  The employee occasionally lifts or carries objects of a light-medium weight, up to 25 pounds.  Full range of hand and finger motion may be utilized for data entry purposes. To Apply To learn more about our school community, please visit our website:  www.savcds.org . To express interest in the position, candidates should email a cover letter and resume to Lisa Roethling, Director of Student Health and Wellbeing, lroethling@savcds.org . About Us Savannah Country Day traces its origins back to the 1905 founding of The Pape School, an institution long recognized for its academic excellence and college preparatory curriculum. Led by a group of visionary parents who saw the continued need for a first-rate college preparatory school in Savannah, the founders of Savannah Country Day built upon the assets of the Pape School and created a school with a recognized tradition of academic excellence across the southeast.  Today, Savannah Country Day School is Savannah's preeminent college preparatory school providing a rigorous, yet supportive learning environment for a wide variety of motivated learners. Enrolling over 1000 students ranging from infants to 12 th grade, SCDS is truly a family school.  Situated on a beautiful, 65-acre campus on the south side of historic Savannah, Georgia, SCDS has a 6:1 student to teacher ratio, an unparalleled arts program and a full range of athletic and extracurricular opportunities.  Significant funds are available for faculty professional development and our faculty average 21 years of experience with 85% of Upper School faculty holding advanced degrees. Inclusion at Savannah Country Day School The Savannah Country Day School is guided by the school’s mission statement which includes: that each student's life is enriched in a diverse community where differences among people are affirmed and celebrated. that the school shares with families the responsibility for fostering in each student strength of character, a sense of personal responsibility, and an attitude of faith, reverence, and tolerance. SCDS seeks candidates of all cultures and backgrounds who embrace the school’s mission of diversity, are eager to engage in the work of inclusion and have a desire to join a community of diverse individuals who celebrate their similarities while also recognizing their individuality.   Equal Opportunity Employer Qualifications: The ideal candidate is a licensed mental health provider in the state of Georgia (LPC, LCSW, or LMFT) or license eligible in the state of Georgia.  Master's degree in Counseling or School Counseling is strongly preferred.  Experience working with adolescents in a school setting, with at least three (3) years of prior experience as a school counselor is strongly desired. Collaborative work ethic. Good sense of humor and warm demeanor. Tue, 14 Apr 2026 12:03:01 -0400 https://careercenter.zerotothree.org/jobs/rss/22166431/dean-of-whole-child-wellness-school-psychologist-or-school-counselor https://careercenter.zerotothree.org/jobs/rss/22166431/dean-of-whole-child-wellness-school-psychologist-or-school-counselor San francisco, California, Position: Dean of Whole Child Wellness (School Psychologist or School Counselor) FTE: 100% Agreement Dates: July 1 - June 30 Annually Report to: Associate HOS Department: Administrative Supervisory Responsibilities: No Pay Category: Exempt Pay Range:   $110,000-$140,000 Classification: Salary Exempt Hours:  7:45am - 4:00pm, Monday - Friday Pay Rate: Annual Pay Schedule: Semi-monthly Position Summary The Dean of Whole Child Wellness is a key leader in advancing the academic, social-emotional, and behavioral well-being of students in a K–8 setting. This role works in close partnership with faculty, administrators, and families to strengthen adult capacity, provide expert guidance, and deliver targeted support that helps all students thrive. In collaboration with the Assistant Head of School and the Director of Student Support and Wellness, this position helps shape and implement a cohesive, school-wide approach to student well-being. While grounded in expertise, the role prioritizes proactive, strengths-based practices focusing less on formal assessments and more on equipping teachers, partnering with families, and fostering inclusive environments where every student can succeed. This is a dynamic, hybrid role that blends direct student support, faculty consultation, and program leadership to build a responsive, supportive, and student-centered school community. Responsibilities & Duties Triage & Student Support Leadership Partner with homeroom teachers and divisional leadership to address emerging social-emotional and behavioral concerns. Teachers serve as the first point of contact; provide guidance, coaching, and strategies to help them effectively support students in the classroom. Assess student needs and determine appropriate next steps, including in-school supports, skill-building interventions, or referrals to external specialists. Maintain a caseload of students requiring ongoing support, monitor progress, and adjust interventions as needed. Lead and coordinate crisis response efforts, providing guidance and support during student mental health or safety incidents. Collaborate across the student support team to ensure consistent, school-wide approaches to student wellness. Consultation & Education (Faculty and Staff) Serve as a resource and partner to teachers on classroom strategies, behavior support, and student development. Provide actionable guidance on age-appropriate social-emotional skills and positive behavior management. Support the development and monitoring of student support, learning, and behavior plans. Lead professional development on topics such as social-emotional learning (SEL), child development, anxiety, emotional regulation, and classroom behavior strategies. Support implementation of schoolwide SEL initiatives and programs that promote resilience, belonging, and healthy peer relationships. Family Partnership & Engagement Build strong, trust-based relationships with families as a key liaison for student well-being. Offer guidance on developmental expectations, school policies, and practical strategies for supporting behavior, communication, and routines at home. Provide resources, workshops, and educational materials to help families reinforce social-emotional growth. Facilitate connections to outside providers when additional evaluation or support is needed. Student Support (Direct Work) Build visible, supportive relationships with students throughout the school day. Provide short-term counseling, coaching, and skill-building interventions to support social-emotional, behavioral, and executive functioning needs. Deliver targeted interventions and monitor student progress to ensure effectiveness. Collaborate with teachers, learning specialists, and divisional leadership to identify students who may benefit from additional supports. Coordination with External Providers Collaborate with outside psychologists, therapists, and educational specialists to align support with school programs. Guide families through referrals for external evaluations or services when appropriate. Maintain communication with external providers to ensure continuity and consistency in student care. Qualifications Master’s or Specialist degree in School Psychology, Clinical Psychology or School Counseling. Licensed Psychologist or PPS credential. Experience working with elementary and/or middle school-aged students. Knowledge of learning differences, child development, and evidence-based social-emotional practices. Strong interpersonal and communication skills, with the ability to work collaboratively with faculty and families. Commitment to fostering an inclusive and supportive school community. Preferred Qualifications Minimum of 2-3 years+ of experience in an independent school setting. Master’s or Specialist degree in School Psychology or School Counseling. Conduct psychoeducational and social-emotional assessments to help understand students’ learning profiles and developmental needs. Familiarity with psychoeducational testing and interpretation. Experience supporting students with learning differences, anxiety, and executive functioning challenges. Physical Requirements Ability to work in a school environment and interact with students throughout the school day. Occasional requirement to lift more than 30 lbs Stand for an extended amount of time   Commitment to Community The school seeks candidates who will contribute to a diverse, equitable, and inclusive community and who demonstrate cultural competency in working with students and families from varied backgrounds. Tue, 31 Mar 2026 19:03:44 -0400 https://careercenter.zerotothree.org/jobs/rss/22146163/student-support-director https://careercenter.zerotothree.org/jobs/rss/22146163/student-support-director Decatur, Georgia, Position Overview The Student Support Director (SSD) provides visionary leadership for student support at The Waldorf School of Atlanta. Through collaboration with teachers, the Student Support Team, families, and outside professionals, the SSD coordinates holistic support of students, informed by Waldorf pedagogical and therapeutic indications and complemented by mainstream educational support practices. Core Responsibilities Leadership and program development of the Educational Support offerings at WSA Leadership of the faculty Student Care Committee Student assessment and progress monitoring Documentation and communication of student support needs, plans, and progress Coordination of the Student Support Team, including School Counselor and Reading Support Specialist, and work with outside providers Teacher support and professional development related to meeting student needs  Qualifications Master’s degree in Education, Curriculum and Instruction, Special Education (Ed.S), or related field preferred; bachelor’s degree minimum Waldorf teacher and/or therapeutic certification strongly preferred   Experience Minimum 3–5 years working with students with learning differences Supervisory experience in an educational setting Experience developing and implementing a successful educational support program Experience with 504 plans, IEPs, and knowledge of related laws and regulations Experience with assessments for math, language arts, gross/fine motor skills, and ADHD/behavioral supports   Knowledge and Skills Understanding of anthroposophical picture of child development and how it applies to educational support Knowledge of educational and developmental milestones and differential learning experience Demonstrated understanding of diverse teaching strategies across the curriculum Ability to communicate verbally and in writing with teachers, parents, and outside professionals in a clear and timely manner Ability to interpret mainstream test results including IQ, achievement, and learning disability diagnostic assessments Detail-oriented, organized, skilled communicator and facilitator Full-time teachers enjoy a competitive salary and generous benefits that include health, dental, vision, life and long term disability insurance, tuition remission, mentoring, and financial support for professional development. Thu, 26 Mar 2026 13:55:09 -0400 https://careercenter.zerotothree.org/jobs/rss/22148790/upper-school-counselor-or-psychologist https://careercenter.zerotothree.org/jobs/rss/22148790/upper-school-counselor-or-psychologist Rye, New York, Rye Country Day School is seeking a full-time Upper School Counselor beginning August 2026. Rye Country Day School is a coeducational, Prek-12, college preparatory school located in Westchester County, New York dedicated to providing students with an excellent education using both traditional and innovative approaches. We are actively committed to creating and sustaining a school community that is nurturing, supportive, diverse, and inclusive, one in which all students can participate fully and achieve their maximum potential through academic, athletic, creative, and social endeavors. We expect and promote moral responsibility and strive to develop strength of character within a respectful school community. The Upper School Counselor works closely with the Director of Counseling Support Services, Upper School Counseling Team, Upper School Principal and Assistant Principal, Upper School Learning Specialists, grade-level deans, and Upper School faculty to support students.  Specific responsibilities of this position include: Sees individual students on an as-needed, short-term basis Provides crisis intervention for individual students Assists students in developing advocacy, healthy coping skills, and developmentally appropriate problem-solving Provides group counseling support for Upper School students Consults and liaises with outside therapists and evaluators; makes appropriate referrals outside of school for ongoing care and support Supports the health and well-being of all learners, in collaboration with the Director of Counseling, by creating a supportive environment that stimulates and promotes ethical, social, emotional, physical, and intellectual growth Enthusiastically supports students and is a visible presence in the division Designs division-wide assembly time dedicated to discussing important health-related topics Provides opportunities to discuss child development issues with parents and guardians; holds individual parent and family meetings as needed Serves as a resource for teachers about the emotional development of adolescents; meets regularly with teachers about students in need of services and about any students of concern Assists with proofreading comments, with a lens to social-emotional learning, problem solving, and empowering students Assists with the transition of new students Works closely with the Upper School Learning Specialists to support students with combined emotional and learning differences Works in consultation with the Middle School Counselor for transitioning eighth grade students Develops and engages with a network of counselors at other area independent schools Designs and leads meaningful psychoeducation for Upper School faculty Conveys enthusiasm for intellectual inquiry and models lifelong learning as evidenced by professional learning and development Actively seeks education on and implements best clinical practices regarding trauma-informed counseling, assessment and treatment techniques for culturally- and racially-diverse populations, identifying avenues for prevention and intervention efforts, understanding racism-related stress and coping processes Maintains credentialing with New York State Keeps student, family, and employee information as confidential; maintains proper documentation in order to keep confidential records Participates as a full member of the Upper School faculty Co-Leads our Student Wellness Ambassador Program Supports the mission of the School and performs other related tasks as assigned by administration Desired qualifications: Master’s degree in counseling, psychology, school psychology, social work, or related human services field; doctorate preferred Appropriate New York State licenses and/or certifications Minimum of five (5) years’ experience leading a student support services and/or student counseling services department; previous counseling experience in a school Effective leadership and management skills, including interpersonal, organizational, and analytical skills Experience with personnel supervision and training Proven ability to connect joyfully with K-12 students and faculty A well-developed sensitivity, knowledge, and understanding of the diverse backgrounds of community members allowing for the ability to connect with the many constituencies of the RCDS community; a commitment to diversity, equity, and inclusion Strong coordination, evaluation, and assessment skills to promote best practices in the ever-changing landscape of student support services Deep and broad knowledge of counseling, learning support, and health and wellness education across the developmental stages Strong interpersonal and leadership skills; a positive attitude, energy, and an inspiring and entrepreneurial leadership style Strong organizational, management, and execution skills with attention to detail Excellent written and oral communication skills, including use of technology Commitment to lifetime learning and professional and personal integrity Experience in leading parent developmental workshops  RCDS seeks faculty and staff who support our mission to foster a lifelong passion for learning, understanding, and service in an ever-changing world, and who share our commitment to creating and sustaining a vibrant, thriving, and inclusive multicultural learning community. The School is committed to providing invigorating and supportive work experiences for its diverse community of employees. Faculty and staff are offered meaningful opportunities for professional development, growth, and leadership; highly competitive salaries; and extensive benefits. RCDS is committed to diversity and inclusion throughout the community and curriculum. Please visit our website – www.ryecountryday.org – to learn more about the School’s rigorous curriculum, values, and strategic initiatives. Rye Country Day School is an equal opportunity employer and complies with all federal, state, and local laws, which prohibit discrimination in employment because of race, color, national origin, citizenship, age, sex, religion, disability, marital status, sexual orientation, and veteran status. Interested candidates should apply by submitting a resume and cover letter via the following link: https://rcds.workable.com/ . Salary Range: $90,000 - $125,000 based on experience Mon, 04 May 2026 14:58:06 -0400