https://careercenter.zerotothree.org Latest ZERO TO THREE Career Center Jobs Wed, 22 Apr 2026 11:19:30 Z https://careercenter.zerotothree.org/jobs/rss/22221191/substitute-teacher-primary-school https://careercenter.zerotothree.org/jobs/rss/22221191/substitute-teacher-primary-school McLean, Virginia, BASIS Independent McLean is seeking qualified candidates for a Substitute Teacher for immediate hire. BASIS Independent McLean opened in 2016 and sits on an 11-acre campus located in Tysons Corner in Northern Virginia, with convenient access to Washington, D.C. less than 15 miles away. We have been named the #1 Private K-12 School in Virginia for the last three years by Niche, the #1 Best High School for STEM in Virginia, and rank in the Top 20 Best Private K-12 Schools in the country. This recognition highlights the strength and expertise of our faculty, as well as the high academic standards we set for students.   What We're Looking For Teachers who are inspired in their approach, and who stretch the boundaries of learning, are typically the most successful. We encourage enthusiasm and support our instructors to demonstrate the thirst for knowledge to our students. We believe that passion is contagious and so we encourage our teachers to be both creative and innovative. We are looking for teachers that stretch beyond textbook teaching and bring together instruction methods that will ultimately help students delve deeper into a subject . Our Primary School Teachers, also known as Learning Expert Teachers (LETs), cultivate a culture of joyful learning as they co-create with the students. LETs at the elementary level customize education to meet the individual needs of each student. Our teachers love teaching, and our students love learning. Guided by the belief that any child can excel with the right support, our elementary teachers’ deep pedagogical expertise ensures that each student receives a world-class education, with personalized attention.   This position serves as a substitute teacher for multiple subject areas across elementary school classes. This position is a full-time, on-campus position during regular school hours.   Primary Job Responsibilities include, but are not limited to:   As one of two teachers in the elementary classroom, Learning Expert Teachers (LETs) are responsible for one classroom of students—all day, every day—and work with the Subject Expert Teacher to find the best ways to deliver lessons, engage students, and create an environment where students will understand, and retain, what they learn in class. LETs utilize expertise in different pedagogical methods to provide individual or small group instruction to meet the different needs of students, while also establishing and maintaining standards of student behavior needed to achieve an optimal learning atmosphere in the classroom.   Other duties include, but are not limited to:   Evaluating students’ academic and social growth, keeping appropriate records, and preparing progress reports.   Communicating with parents via email, conferences, and other means to discuss students’ progress and interpret the BASIS Independent Schools culture.   Identifying student needs and cooperating with the Subject Experts or other professional staff members in assessing and helping students solve health, attitude, and learning problems.   Supervising students during classroom transitions through the day.   Able to differentiate instruction Able to create positive classroom community and build relationships with students   Able to engage students in rigorous content and well-planned, well-paced lessons   Skilled in classroom management (high warm and high firm) Has excitement, joy and passion for teaching kids and personal development/learning   Has strong verbal and written communication skills with kids, employees, and parents   Open to feedback and continuous growth Creative in instructional and classroom management strategies Cooperative, supportive, flexible Well organized Has a strong work ethic and “do whatever it takes” mind set Minimum Qualifications: A bachelor's or master's degree in early childhood or elementary education.  Demonstrated success in student achievement, child development and classroom management. Candidates must have the ability to obtain a fingerprint clearance card.   Preferred Qualifications: A minimum of 2 years of experience as a classroom teacher is preferred. A successful applicant will demonstrate strong communication skills and be open to new ideas in teaching methods.    Benefits:     BASIS Independent Schools offers a comprehensive benefits package which includes:     Competitive salary dependent on education and experience.    Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools.    Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred.    Three PPO medical plans to choose from, as well as dental and vision insurance.    An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit.    Student tuition remission for your children to attend our schools.   Wed, 22 Apr 2026 14:02:34 -0400 https://careercenter.zerotothree.org/jobs/rss/22220960/kindergarten-teacher https://careercenter.zerotothree.org/jobs/rss/22220960/kindergarten-teacher North Bethesda, Maryland, Summary Description:    Green Acres School is seeking a full-time kindergarten teacher to join our dynamic staff community for the 2026–2027 school year. Our kindergarten teachers provide an academic program that promotes the social, emotional, cognitive, and physical development of each child.   The successful candidate will be an experienced teacher who understands the needs of young children. The candidate will join a developmentally based, experiential program that is cognitively challenging and responsive to individual children’s interests and needs. The ability to work as a collaborative team member is an essential skill for this position. Teachers work together to provide a comprehensive program of individual, small group, and full-class activities. Outdoor learning and free play are integral components of the program. Additionally, specialists collaborate with core teachers to integrate PE, science, creative movement, music, and art into the overall learning experience.    Responsibilities: Teaching Develop a positive relationship with each child Develop, plan, and implement developmentally appropriate program activities aligned with progressive practices Work with children in large and small groups or one-on-one during homecorner, choice time, and outdoor play Assess children’s development for progress reporting and monitoring Communicate with families about curriculum and individual children via weekly newsletters, as well as progress reports, family meetings, and conferences Participate in team meetings, staff meetings, and committees   Leadership:   Models professionalism in the classroom and amongst colleagues and families Positively represents the Green Acres community  Is collaborative and models lifelong learning   Additional Responsibilities (as appropriate):   Committees  School functions, such as: admission open houses; plays and sporting events; Back-to-School Night, etc.  In-service attendance and teacher training  Supervise and engage with students before school, during lunch, recess, and rest time   Qualifications: A bachelor’s degree in early childhood education or other relevant subject is required; an advanced degree is preferred A background in curricular and pedagogical innovation and classroom teaching experience relevant to this position Curiosity and a growth mindset Ability to provide differentiated instruction Ability to communicate effectively with parents and staff, both verbally and in written communications  Preferred: Experience working in a collaborative team Good health and ability to lift up to 25 lbs. Teachers need to be able to lift children on/off swings, help with climbing on outdoor equipment, etc.      To apply: Send a cover letter, Green Acres School Employment Application form (h ttps://www.greenacres.org/uploaded/June_2025_Application_for_Employment_Fillable.pdf ), resume, and statement of educational philosophy to employment@greenacres.org. All items are necessary for an application to be considered. Questions may be addressed to employment@greenacres.org or 301.881.4100. A bachelor’s degree in early childhood education or other relevant subject is required; an advanced degree is preferred A background in curricular and pedagogical innovation and classroom teaching experience relevant to this position Curiosity and a growth mindset Ability to provide differentiated instruction Ability to communicate effectively with parents and staff, both verbally and in written communications  Preferred: Experience working in a collaborative team Good health and ability to lift up to 25 lbs. Teachers need to be able to lift children on/off swings, help with climbing on outdoor equipment, etc.   Including benefits Wed, 22 Apr 2026 10:43:50 -0400 https://careercenter.zerotothree.org/jobs/rss/22218201/early-childhood-head-teacher https://careercenter.zerotothree.org/jobs/rss/22218201/early-childhood-head-teacher Brooklyn, New York, POSITION STATEMENT Early Childhood Head Teacher Start Date: August 2026 OVERVIEW Brooklyn Friends School (BFS), a thriving Early Childhood-12 grade school located in vibrant Downtown Brooklyn, seeks an Early Childhood Head Teacher within a dynamic community of colleagues (BFS uses the all-inclusive term, colleagues, to refer to all rather than one that delineates faculty/staff). Founded in 1867, Brooklyn Friends School’s pillars – diversity, equity & belonging; global social impact; and wholeness & wellbeing –  serve as guideposts for our action-oriented collective work. Our school’s history has been illustrious and reflective of the expansive nature of human experiences. Guided by our mission , BFS provides a dynamic, diverse, and robust social/emotional environment and academic program that cultivates compassionate, intellectually curious, and confident changemakers. As a school, we affirm that human diversity includes, but is not limited to: race, ethnicity, culture, national origin, religion, gender, gender identity and  expression, sexual orientation, age, socioeconomic class, family structure and physical ability, as well as diversity of thought, talents, and learning style. Brooklyn Friends School does not discriminate based on these characteristics or any characteristic prohibited by law and provides reasonable accommodations to otherwise qualified colleagues and applicants. If you need an accommodation related to any part of the hiring process, please send an email to hiring@brooklynfriends.org .    This short video gives you a glimpse into our contemporary experience.   THE POSITION The BFS Early Childhood program provides a rich, child-centered curriculum that supports children’s learning styles and developmental readiness.  Our program is committed to nurturing the gifts of each child and providing a warm, stimulating, and emotionally responsive environment where children feel free to explore the world around them.  Reporting to the Head of Early Childhood & Lower School, the Early Childhood Head Teacher collaborates with grade level colleagues, specialist teachers, administration, and an Associate Teacher to plan, create, and implement curriculum.  They are responsible for ongoing assessment, active and open communication with families about children’s progress, and communication and collaboration among their Early Childhood colleagues.  Applicants should have experience working in play-based Early Childhood classrooms; experience building and implementing an emergent curriculum; and experience crafting multi-disciplinary play experiences for young children.  Demonstration of strong classroom management skills, an investment in continued professional growth, and a commitment to promoting a diverse community are expected.  All Early Childhood teachers are expected to be active community members and lifelong learners engaged in the support and care of the full school community. Primary Responsibilities Include: This position reports to the Head of Early Childhood & Lower School. Lead a play-based Early Childhood classroom in partnership with an Associate Teacher Ensure the support of all students’ academic and social/emotional development Collaborate with colleagues to plan, create, and implement curriculum Communicate regularly with families with regard to all aspects of classroom life and child development Be responsible for ongoing student assessment Share supervisory duties and general support and care of the school community   Perform necessary routine tasks and daily maintenance of the classroom Serve as an active community member that is highly collaborative and partners well with teachers, families, administration, and students    Qualifications and Characteristics Sought: Masters’ Degree in Early Childhood Education (or related field) NYS Teacher Certification (preferred) 3-5 years teaching experience in an Early Childhood setting (preferred)  Has experience building and implementing emergent curriculum in a play-based setting Is comfortable and has experience working with families Has strong classroom management skills  Is invested in continued professional growth  Demonstrates strong communication skills (oral and written) Approaches work with flexibility, patience, grace, connection, and a willingness to learn  Demonstrates cultural competency and a commitment to diversity, equity, social justice, and inclusion Brings a passion and desire to create a joyful learning environment Physical Requirements of the Job:  Must be able to work in an office environment including prolonged periods of sitting and standing. Must be able to stand, bend over, twist and reach to access file cabinets, bookshelves and navigate office and workstation spaces. Must be able to ambulate through a classroom setting, including walking up stairs. Must be able to lift and carry small children up to 40lbs in the case of emergency.   Union Status : Union  Salary Range:  $72,675 - $97,200 This salary range represents the expected annual salary range for this position. Ultimately, in determining your pay, we'll consider your education level, experience, and other job-related factors. Benefits: Colleagues may be eligible to participate in employment benefits including, but not limited to, health insurance, dental insurance, vision insurance, 403(b) retirement plan, life insurance and long-term disability insurance. Benefits are subject to change at any time, and are subject to applicable plan documents.   To apply, please provide the following: Cover letter addressed to Kristin Brady, Head of Early Childhood & Lower School. Along with punctuating your interest and experience, your cover letter should also address how you feel that your professional journey aligns with our school’s Quaker values and pillars of social justice, social impact, and wholeness.  Resume/Curriculum Vitae List of three references (with emails, phone numbers, and relationship to you). References will not be contacted without candidate knowledge and consent. Completed online application . Please email the above attachments as a single PDF to hiring@brooklynfriends.org and put Early Childhood Head Teacher in the subject line. Qualified candidates will be contacted after materials have been reviewed. Tue, 21 Apr 2026 11:51:46 -0400 https://careercenter.zerotothree.org/jobs/rss/22218047/preschool-assistant-teacher-position https://careercenter.zerotothree.org/jobs/rss/22218047/preschool-assistant-teacher-position Alexandria, Virginia, Browne Academy seeks dynamic and innovative assistant teachers to join our team for the 2026-2027 school year. A teaching position in the Lower School requires a compassionate, flexible, and creative individual with classroom experience. This person must work closely with students, teachers, and administrators to support Browne’s mission by promoting the core values in each child's educational and personal experience. The teacher should possess a holistic view of children and understand the young child's development. The ideal candidate will have a passion for integrated learning and strong communication skills. The candidate will also demonstrate an understanding of how differentiated assessment informs instruction and will be familiar with current research into neuroscience and its implications for effective teaching. Provide students with appropriate learning activities and experiences designed to fulfill their intellectual, emotional, physical, and social growth potential.  This is an excellent opportunity to make professional connections with passionate mentor educators, teach small groups of students, and be welcomed into a caring community. Interested candidates, please send a cover letter and resume to Kim McCue, Associate Head of School, at kmccue@browneacademy.org . Browne Academy is a PS-8th grade diverse independent day school committed to developing the whole child through extraordinary teaching, exceptional academic programs, and a nurturing community. We empower students to be critical thinkers, inspired innovators, engaged peers, and ethical leaders prepared with the confidence to thrive in a dynamic world. Our 12-acre campus is conveniently located just off the Beltway and minutes from Old Town Alexandria. Classroom Responsibilities Prepare and execute thoughtful units of study designed to reach the different learning styles of the students in the classroom. Collaborate with your teaching team and specialist teachers to ensure integration with other subjects. Assess student learning using various tools and means throughout each trimester and communicate regularly with parents and administrators about student progress. Maintain a safe and engaging learning environment. Consistently communicate with colleagues, administrators, and parents regarding progress, growth, and goals. Adhere to the school’s curriculum in the classroom. Bachelor’s degree, preferably in education. Experience teaching in an early childhood classroom. We are eager to welcome someone into our community who will live the mission and core values of our school.  Browne Academy offers a very competitive benefits package including health, life, short-term, and long-term disability insurance, fully or partially paid for by Browne Academy, plus voluntary dental and vision insurance. A 5.5 percent of your salary contributed to your 403(b) after one year of service, four weeks of paid, scheduled school holidays plus 8 PTO (Paid Time Off) days and summers off. Plus 50 percent tuition remission for eligible students enrolled at Browne Academy after one year of employment (space permitting), free morning care and aftercare during the school year, and 50 percent off summer camp and free aftercare for summer camp. Diversity Statement Browne Academy is strongly committed to equal opportunity for all its employees. Browne Academy does not discriminate in employment opportunities or practices on the basis of race, color, religion, sex, national origin, age, disability, veteran's status, sexual orientation or any other characteristic protected by law. Browne Academy actively seeks diverse candidates for employment. Conditions of Employment Employment at Browne Academy is contingent on verification of background information submitted by the applicant, including the completion of a criminal record check and education, when applicable. Tue, 21 Apr 2026 08:33:41 -0400 https://careercenter.zerotothree.org/jobs/rss/22218332/kindergarten-teacher https://careercenter.zerotothree.org/jobs/rss/22218332/kindergarten-teacher Bethesda, Maryland, Kindergarten Teacher  FT/10 month The Primary Day School, an independent school of 144 students in grades Pre-K-2, seeks candidates for a Kindergarten position. The successful applicant will be a collaborative, energetic, and creative individual who loves working with 4 to 8 year-olds and who is well-acquainted with their cognitive, social, and emotional needs. The ideal candidate will have some experience at the Pre-K – 2 nd grade level, a BA degree in Elementary Education, Early Childhood Education, or a related field; MA preferred. They will be detail-oriented, and demonstrate the ability to think strategically and work collaboratively. Familiarity with our curriculum and methods is highly desirable, as is a strong EQ, exemplary communication skills, and the ability to work successfully with children, colleagues, and parents. About The Primary Day School: Founded in 1944, The Primary Day School in Bethesda, Maryland, is a school for Grades Pre-Kindergarten through Two. We focus on this unique age group for a very important reason. These are the most crucial learning years in children’s lives, a time when they are bursting with potential, ready for quantum leaps of development. At Primary Day, everything we do focuses on helping young children flourish—as learners and as people—during this vitally important time of life. The Primary Day School was founded as a demonstration school for the Phonovisual Method, a unique, phonics-based approach to teaching reading and language arts that remains vital to each student’s educational journey today. To learn more about our school and its community, curriculum and traditions please visit www.theprimarydayschool.org . Important Position Requirements: A love for young children and this level of child development. The ability to design and implement differentiated lessons and units of instruction, honoring diverse learning styles, and teaching students how to learn. Teaching to curriculum objectives: Phonovisual, math, and Social Studies and prepare creative hands-on/manipulative activities to enrich each lesson. Adherence to the Primary Day model of co-teaching. Demonstrating a commitment to diversity, equity, inclusivity, and belonging both in teaching and in working with colleagues and families.  Demonstrating a knowledge and understanding or willingness to learn the Phonovisual method. Maintaining an exemplary learning environment based on the principles of Responsive Classroom. Assisting students in mastering handwriting and creative writing skills.  Supervising and directing daily outdoor play that encourages development of socialization and large motor skills. Collaborating with other colleagues and specialists during regular planning sessions. Performing non-teaching duties in order to support and assist students and the school, as assigned.  Additional Requirements:   Strong interpersonal, written, and oral communication skills. Attendance at all school/staff meetings and in-service workshops. Attendance at all school events: Admission Events, Back-to-School Night, Book Fair, Gala, etc. Attend CPR, AED and First Aid Classes for certification. Assess children’s progress through observation and evaluation of work. Communicating regularly with parents through conferences and writing, as needed. Preparing student evaluations. Meeting federal and Maryland background check clearance. Salary : Compensation is highly competitive with DC area independent schools and commensurate with experience. To Apply: Interested candidates for the position are encouraged to review Primary Day’s website at www.theprimarydayschool.org. To apply for the position, please send the following to d.evans@theprimarydayschool.org . letter of interest current resume completed application; application available on the school’s website a list of three professional references  APPLICATION DEADLINE: Considering candidates between now and May 15. No Phone Inquiries, Please  The Primary Day School is dedicated to providing equal employment opportunities to all personnel and applicants for employment without regard to race; color; religion; sex; national origin; handicap or disability; sexual orientation; or status as a veteran, Vietnam era, or special disabled veteran. Tue, 21 Apr 2026 14:14:47 -0400 https://careercenter.zerotothree.org/jobs/rss/22218549/early-childhood-teacher https://careercenter.zerotothree.org/jobs/rss/22218549/early-childhood-teacher Pacific Palisades, California, ST. MATTHEW'S PARISH SCHOOL POSITION:         EARLY CHILDHOOD TEACHER REPORTS TO: DIRECTOR OF EARLY CHILDHOOD St. Matthew’s is an independent Episcopal day school for students in Preschool through Grade 8. The school provides a challenging academic program and places a strong emphasis on building character and empathy, as well as a focus on service learning. At St. Matthew’s, we value diversity, equity, and inclusion and are seeking candidates for whom these are shared values. To learn more about St. Matthew’s Parish School, please view our website: http://www.stmatthewsschool.com . St. Matthew’s Parish School’s Early Childhood Program classrooms are team-taught by two educators who take joint responsibility for planning, teaching, and monitoring the success of all learners in their class. Each section is team-taught by a pair of dedicated and experienced early childhood teachers. Given the team-teaching model, strong communication and collaboration skills are essential, not only within the teaching partnership but also within the broader team of Early Childhood teachers. Our program nurtures growth in all areas of human development: cognitive, physical, personal-social, creative, and spiritual. ESSENTIAL RESPONSIBILITIES INCLUDE THE FOLLOWING: Plan and conduct an effective, developmentally appropriate program to meet the social, emotional, cognitive, and physical needs of each child—in the classroom, outside, and in both small-group and large-group activities. Communicate thoughtfully and professionally with parents and colleagues regarding curriculum, students, and development issues, verbally and in written form. Create a pleasant, inviting classroom atmosphere in which children feel comfortable and secure, along with an atmosphere of support and safety to encourage children to experience and acquire new skills. Provide experiences that promote individual self-expression in conversation, imaginative play, and creativity. Integrate student and teacher use of technology meaningfully into instruction and effectively utilize technology for planning and administrative functions. Maintain accurate and up-to-date observations of students. Provide positive guidance to help children develop self-control. Confer with the Director, school counselor, and teaching partner to resolve student issues. Provide support with each student’s developmental needs, such as, but not limited to, toileting, social interactions, unpacking and packing up, emotional regulation, self-care needs, and illness. Create informative weekly newsletters and consistently use Vidigami, our school photo software. Work collaboratively with a co-teacher and the full teaching team. Be open to the development of new programs and curriculum as deemed appropriate by the Early Childhood Director, Learning Specialists, and Head of School. Demonstrate professionalism through reliability, participation in school obligations, and a respectful attitude in professional relationships. Demonstrate integrity, patience, openness, sensitivity, enthusiasm, and friendliness. Participate in Open Houses and Retreats as needed. Attend field trips as needed. Perform any other duties needed to help drive our Vision, fulfill our Mission, and abide by our Organization’s Values. COMPENSATION Anticipated base compensation is $70,500 to $80,000, commensurate with experience. TERMS OF EMPLOYMENT This is an exempt position. Competitive compensation commensurate with experience. Benefits package includes, but is not limited to, a national medical and dental insurance plan, life insurance, short-term and long-term disability, and a retirement plan (up to a 9% match). In addition, St. Matthew’s has a nearly 70-year record of supporting teachers through a strong professional development program. The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. All school personnel must successfully complete a fingerprint background check through Live Scan and provide current tuberculosis clearance. The School is a member of the National Association of Independent Schools and the National Association of Episcopal Schools, and is accredited by the California Association of Independent Schools and the Western Association of Schools and Colleges. SKILLS, KNOWLEDGE, AND EDUCATION BA or BS degree in the area of child development, education, or a related field (Master’s Degree preferred). Clear or Multiple Subject Teaching Credential or Early Childhood Master Teacher Permit (must cover preschool-age children). Coursework in early childhood education or child development; 12 credits preferred, but 6 units accepted if currently attending school. Minimum of three years’ training and experience in Early Childhood/Preschool/Pre-K classrooms. Experience working in a licensed childcare facility. Ability to meet state and/or accreditation requirements for education and experience. Excellent classroom management skills necessary to ensure a safe, productive, and positive environment. Excellent interpersonal, organizational, and time management skills. Strong desire to be part of a collaborative team. Experience developing, writing, and delivering curriculum. Ability to work effectively, communicate, and collaborate in a team situation. Proficient in technology and adept at learning new skills. Tue, 21 Apr 2026 20:33:08 -0400 https://careercenter.zerotothree.org/jobs/rss/22218194/preschool-teachers https://careercenter.zerotothree.org/jobs/rss/22218194/preschool-teachers New Orleans, Louisiana, Trinity Episcopal School is an early childhood through Eighth Grade co-educational school located in the Garden District. Trinity Episcopal School’s mission is to build confident, resilient upstanders on a foundation of academic excellence, moral responsibility, and faith who are prepared to make a positive difference in the world. We offer a challenging curriculum that applies the latest and best educational practices, fostering our students' intellectual, spiritual, moral, and physical development within a creative and nurturing learning environment.  Trinity Episcopal School in New Orleans, Louisiana, seeks creative, motivated, and compassionate Early Childhood Teachers to join our talented Preschool team for the 2026-2027 school year. We are searching for both Prekindergarten and Kindergarten teachers. Candidates should possess comprehensive knowledge of child development and best practices in early childhood curriculum, maintain excellent collegial and collaborative relationships with co-workers, and participate actively in all aspects of school life and community. Most importantly, we are looking for teachers who love teaching young children, are passionate about shaping confident and resilient upstanders, and have a positive growth mindset. This is a full-time position. Applicants should have a degree in Early Childhood or Elementary Education. Classroom experience in a similar setting and familiarity with Responsive Classroom are preferred. Trinity Episcopal School provides equal employment opportunities to all employees and qualified applicants for employment without regard to race, color, sex, religion, ancestry, national origin, citizenship, marital status, familial status, age, sexual orientation, gender identity, genetic information, pregnancy, childbirth or related medical conditions, disability or any other protected category in accordance with applicable federal, state, and local laws. Please submit a cover letter, resume, and three references to nholodak@trinitynola.com .   Tue, 21 Apr 2026 11:38:40 -0400 https://careercenter.zerotothree.org/jobs/rss/22218550/spanish-teacher https://careercenter.zerotothree.org/jobs/rss/22218550/spanish-teacher Pacific Palisades, California, POSITION:         SPANISH TEACHER REPORTS TO: MIDDLE SCHOOL PRINCIPAL St. Matthew’s is an independent Episcopal day school for students in Preschool through Grade 8. The school provides a challenging academic program and places a strong emphasis on building character and empathy as well as a focus on service learning. At St. Matthew’s, we value diversity, equity, and inclusion and are seeking candidates for whom these are shared values. To learn more about St. Matthew’s Parish School, please view our website at St. Matthew's Parish School Teachers must have a strong understanding of child development, enjoy young adolescents, and display a passion for their subject. The ideal candidate will have experience creating and implementing a K-8 Spanish curriculum that includes project-based learning units and hands-on curricula for students. Candidates should enjoy collaborating with colleagues and engaging in the entire school experience. The candidate must be capable of and willing to teach a range of students. Additionally, many teachers serve as advisors to a small group of middle school students and may be involved with extracurricular or interdisciplinary programs. ESSENTIAL RESPONSIBILITIES INCLUDE THE FOLLOWING:  Design and deliver inquiry-driven curriculum in subject area/s Collaborate with colleagues to design integrated curriculum, projects, and service-learning opportunities Create a classroom space that is differentiated, engaging, and responsive Integrate student and teacher use of technology into curriculum and instruction to enhance student learning Plan, design, and implement authentic assessment of student progress Integrate student and teacher use of technology meaningfully into instruction and effectively utilize technology for planning and administrative functions Communicate student progress to students and families through assessments, the Schoology portal, progress reports, report cards, and conferences Serve as a middle school advisor, which includes teaching SEL curriculum, providing academic coaching as well as planning and supporting community events and retreats Identify and respond to individual students’ academic, social, and emotional needs, including learning differences in collaboration with the Student Success Team Carry out other responsibilities and duties, such as clubs and recess-lunch supervision Participate in the School community, including faculty and committee work, and other school-related activities Participate in open houses and retreats as needed and perform supervision duties as assigned  Attend day and overnight field trips as needed Perform other duties needed or as assigned to help drive our Vision, fulfill our Mission, and abide by our Organization’s Values EXPECTED HOURS 7:50 am - 3:30 pm Monday through Friday Faculty Meetings are on Mondays from 3:30 to 5:00 pm (Occasional evening events) TERMS OF EMPLOYMENT This is an exempt position. Competitive compensation commensurate with experience. Benefits package includes, but is not limited to, a national medical and dental insurance plan, life insurance, short-term/long-term disability, and retirement plan (up to a 9% match). In addition,  St. Matthew’s has a nearly 70-year record of supporting teachers through a strong professional development program.  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. All school personnel must successfully complete a fingerprint background check through Live Scan and provide current tuberculosis clearance.   The School is a member of the National Association of Independent Schools and the National Association of Episcopal Schools, and is accredited by the California Association of Independent Schools and the Western Association of Schools and Colleges. SKILLS, KNOWLEDGE AND EDUCATION B.A. or B.S. in education or a related field Teaching Credential and/or Master’s in education preferred  Minimum of three years of teaching experience Excellent classroom management skills necessary to ensure a safe, productive, and positive environment Excellent interpersonal, organizational, and time management skills Strong desire to be part of a collaborative team Excellent communication, interpersonal, and presentation skills Experience developing, writing, and delivering curriculum Ability to work effectively, communicate, and collaborate in a team situation Proficient in technology and adept at learning new skills Must LOVE students and their unique needs as learners Tue, 21 Apr 2026 20:33:51 -0400 https://careercenter.zerotothree.org/jobs/rss/22215857/charlotte-country-day-school https://careercenter.zerotothree.org/jobs/rss/22215857/charlotte-country-day-school CHARLOTTE, North Carolina, CHARLOTTE COUNTRY DAY SCHOOL POSITION TITLE: Lower School, Assistant Teacher, 2nd Grade DEPARTMENT: Lower School REPORTS TO: Head of Lower School FLSA: Exempt   Mission Statement Through excellence in education, Charlotte Country Day School develops the potential of each student by fostering intellectual curiosity, principled character, ethical leadership, and a responsibility to serve.   Overview Charlotte Country Day School (Country Day) is one of the largest independent, co-educational schools in the Charlotte area and one of the 15 largest in the continental United States. Enrollment is very strong, and the school is thriving. Highly regarded for the rigor of its academic program and the breadth of its offerings in the arts, athletics, community service, and leadership, Country Day is noteworthy for a long tradition of positioning itself at the forefront of curricular innovation. A strong, forward-thinking institution, Country Day offers every child a chance to shine. The school is a diverse, inclusive community with strong academic and co-curricular programs designed for students to learn to think critically, act respectfully, and show sensitivity to the feelings and needs of others. The unique curriculum offered by Country Day prepares and strengthens students for participation in their local and global communities. With its focus on diversity, service, global study, and technology, Country Day positions students for future success in an ever-changing world. Country Day is committed to living as an authentic, inclusive community. Our pursuit of this commitment to community recognizes and affirms the richness brought by difference and discovered through commonality.   Position Details The Lower School Teaching Assistant’s primary responsibility is to support the classroom teacher as they work to meet individual students and family needs. Keeping in mind the working relationship between the Assistant and Lead teacher is critical for the success of the students; therefore, open, honest communication is required.   Essential Responsibilities include:   Teaching Role · Assist with the implementation of small and whole group instruction. · Assist with student assessments and recording of student progress as needed. · Record antidotal notes of student progress during instructional time. · Take over for lead teacher when necessary. · Attend all faculty and grade level meetings. · Attend all required after-school events as stated in the Lower School Handbook   Supervisory Role · Monitor children to always provide for their safety. · Perform carpool duties as assigned for your particular role. Clerical Role · Support the lead teacher with technology as needed. · Interact and respond to parents and faculty regarding phone calls and emails as appropriate (defer to the lead teacher in parent communications.) · Assist in preparation for daily instruction. · Assist the lead teacher with the checking of daily work.   Salary and Benefits Charlotte Country Day School is committed to attracting and retaining talented employees through nationally competitive salaries and benefits. Individual salaries are determined by background and experience. Some of the highlights of working at Charlotte Country Day School include:   · Regular professional development opportunities that enhance professional skills. · Tuition remission benefits provided based upon position, satisfaction of admissions criteria, and availability of openings. · Comprehensive benefits package including medical, dental, vision, and retirement plans. · Financial assistance with relocation expenses. · On-site physical, mental, and financial health and wellness classes.   REQUIREMENTS AND QUALIFICATIONS: · Elementary education experience/degree preferred. · Computer skills-word processing, spreadsheet, email, Smartboard, preferred. · Passion for children and an understanding of child development · Interpersonal communication · Time management   PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT: · May work at a desk and computer for extended period of time. · Work primarily in a traditional climate-controlled classroom environment. · Work intermittently in outside weather conditions, including extreme heat and cold. Application Process Interested applicants should submit a cover letter, current resume, and list of references with telephone numbers via the Employment Portal at https://www.charlottecountryday.org/employment. Review of materials and initial interviews will begin as applications are received. References will only be contacted for applicants that advance in the process.   This position will be open until filled.   In order to provide equal employment and advancement opportunities to all individuals, employment decisions at CCDS will be based on merit, qualifications, and abilities. CCDS does not discriminate in employment opportunities or practices on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristic protected by law. Mon, 20 Apr 2026 14:29:01 -0400 https://careercenter.zerotothree.org/jobs/rss/22215979/learning-specialist https://careercenter.zerotothree.org/jobs/rss/22215979/learning-specialist Goleta, California, About the Opportunity  MCS seeks an experienced and skilled Learning Specialist. Working collaboratively with classroom teachers, administrators, and families, the Learning Specialist provides targeted support to students with a range of learning profiles. You will help design and implement individualized strategies and accommodations, support differentiated instruction, and contribute to a consistent, inclusive approach to learning support across the school. Through observation, assessment, and direct and indirect student support, you will help foster each child’s independence, confidence, and love of learning—ensuring that all students can fully engage in a classroom environment that is welcoming, orderly, beautiful, and responsive to diverse learning needs. Roles & Responsibilities The Learning Specialist will perform the following duties: Student Support & Program Design Partner with classroom teachers to ensure that all students — particularly those with diverse learning profiles (e.g. autism spectrum disorder, ADHD, dyslexia, dyscalculia, etc.) — can access and thrive within the Montessori curriculum and environment. Design and implement individualized and small-group interventions, accommodations, and behavior support plans aligned with each student’s behavioral and academic strengths and needs. Support the development and consistent implementation of learning plans (e.g., accommodation plans, behavior support plans) across classrooms. Provide direct and indirect support to students, including in-class support, small group instruction, and targeted skill-building (e.g., literacy, math, executive functioning). Collaborate with teachers to differentiate instruction and materials while maintaining fidelity to Montessori philosophy and practice. Help foster students’ independence, self-advocacy, confidence, and love of learning – both during the Montessori work cycle, as well as by providing push-in support during enrichment specialist classes and whole-school activities. Support students’ behavioral and academic success by helping students in developing executive functioning, organization, and self-regulation skills. Promote a consistent, inclusive, and strengths-based approach to supporting neurodivergent learners across the school. Observation, Assessment & Documentation Conduct regular student observations across classrooms to identify needs, monitor progress, and inform support strategies. Utilize assessment data (e.g., classroom-based assessments, NWEA MAP Growth, and other relevant tools) to guide intervention planning and measure student growth. Maintain accurate, timely, and confidential records of student support, progress, and communication using the school’s systems (e.g., Transparent Classroom or equivalent). Contribute to student support meetings and help guide data-informed decision-making. Assist in the preparation of reports and documentation for family conferences and, when applicable, outside providers. Collaboration & Consultation Serve as a thought partner and resource to teachers in supporting a wide range of learners. Collaborate closely with the Student Support Services team, administrators, and specialists to ensure cohesive and aligned support. Partner with teachers to implement and monitor classroom strategies, accommodations, and interventions. Support faculty in understanding learning differences and applying effective, developmentally appropriate strategies. When appropriate, coordinate with outside professionals (e.g., educational therapists, psychologists, speech-language pathologists) to align support for students. Family Engagement Partner with families as collaborative, informed participants in their child’s learning journey. Communicate proactively and compassionately with parents/caregivers regarding student progress, challenges, and strategies. Participate in family conferences and meetings as needed, helping to interpret data and provide guidance on supporting learning at home. Serve as a resource to families navigating learning differences, referrals, and external support services. School Culture & Community Embody MCS’s core values in all interactions with students, families, and staffulty. Help cultivate an inclusive, equitable, and supportive school environment for all learners. Participate in the life of the school community, including events and occasional evening or weekend commitments. Support school-wide practices that promote student well-being, belonging, and positive behavior. Professional Responsibilities & Growth Engage in ongoing professional learning related to learning differences, intervention strategies, and Montessori-informed support practices. Seek and incorporate feedback from colleagues and supervisors to continually refine practice. Maintain appropriate confidentiality and professionalism in all aspects of the role. Complete all required documentation, reporting, and administrative responsibilities in a timely manner. Qualifications Successful candidates for this role will evidence the following qualifications: Professional Qualifications Bachelor’s degree required; Master’s degree in Special Education, Educational Therapy, School Psychology, or a related field strongly preferred. Training and/or certification in learning differences, special education, or a related discipline (e.g., Educational Therapy, Orton-Gillingham, Wilson, or similar evidence-based approaches) preferred. Minimum of 3–5 years of experience working with children with diverse learning profiles, including students with learning differences, ADHD, autism spectrum disorder, and/or executive functioning challenges (preferred). Experience working in a school setting strongly preferred. Demonstrated experience designing and implementing individualized interventions, accommodations, and support strategies in a school setting. Strong understanding of child development and learning variability across elementary and/or middle school age ranges. Experience collaborating with teachers to support differentiated instruction and inclusive classroom practices. Familiarity with assessment tools and data-informed instruction (e.g., curriculum-based assessments, NWEA MAP Growth, or similar) and the ability to interpret and apply data to support student growth. Excellent observation, documentation, and organizational skills; ability to maintain accurate and confidential student records. Skilled communicator with the ability to partner effectively with students, families, faculty, and outside professionals. Commitment to a strengths-based, student-centered approach that fosters independence, confidence, and self-advocacy. Demonstrated cultural competency and a commitment to equity, inclusion, and belonging in working with a diverse school community. Ability to work both independently and collaboratively in a dynamic, team-oriented environment. Montessori training or experience strongly preferred, or a demonstrated interest in learning and working within a Montessori framework. Familiarity with executive functioning coaching and social-emotional learning frameworks. Strong communication and collaboration skills, with the ability to work effectively with teachers, parents, and other school staff. Ability to work independently and as part of a team in a fast-paced, dynamic environment. Excellent organizational and time-management skills. Essential Job Functions  The physical demands described here represent essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions. The role is performed primarily in a school setting and requires the physical stamina necessary to engage regularly with preschool- and elementary-aged children. Duties include frequent standing, walking, bending, kneeling, crouching, stooping, reaching, and sitting at children’s level, including teaching full lessons while seated on the classroom floor. The position requires the ability to lift, carry, push, or pull items weighing up to 50 pounds, such as classroom materials or emergency supplies, and to assist a child if needed for safety purposes. The employee must be able to use hands and fingers to handle or manipulate materials, including Montessori materials of various sizes, shapes, and textures. The employee must be able to move quickly and safely in response to student behaviors or emergency situations, both indoors and outdoors. Vision abilities include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus, necessary for observing children, reading instructional materials, and using a computer. Hearing and speaking abilities are required to communicate clearly with students, staff, and parents; give instructions; participate in meetings; and respond to safety concerns or emergencies. The employee is regularly exposed to indoor and outdoor environmental conditions, including varying weather, moderate noise levels, and the typical hazards associated with supervising active children. The role requires daily direct interaction with students, including close physical proximity, to provide instruction, guidance, redirection, and classroom management. Regular in-person communication and collaboration with parents, colleagues, administrators, and other members of the school community is required. All MCS employees must clear a DOJ/FBI background check (LiveScan), must provide a negative TB test, must know the school emergency procedures, and must perform other duties not specifically stated as directed by the Head of School. This is a salaried, exempt full-time position 40 hours per week, 44 weeks per year. Compensation for this position is competitive and commensurate with starting annualized salary for experienced applicants ranging from $74,000 to $93,000 annually. Full-time employees of MCS are eligible for comprehensive health and wellness benefits, 403b retirement plan matching and generous holiday pay and paid time off (PTO). The school offers a 75% tuition discount to children of full-time staffulty, as well as free before/aftercare and summer camps. Mon, 20 Apr 2026 18:34:20 -0400 https://careercenter.zerotothree.org/jobs/rss/22215967/beginning-school-lead-4prek-teacher https://careercenter.zerotothree.org/jobs/rss/22215967/beginning-school-lead-4prek-teacher Salt Lake City, Utah, Beginning School Lead 4PreK Teacher School Overview Founded in 1867, Rowland Hall is an independent school in Salt Lake City serving approximately 1,000 students in preschool through twelfth grade. Driven by our vision of developing people the world needs, we believe in a transformational education that gives students agency and purpose, connects them to their global community, and empowers them to make the world a better place for all.  Rowland Hall sets the standard for teaching and learning excellence through our academic and co-curricular programs, including experiential learning opportunities, artistic self-expression, and a competitive athletic program that challenges students inside and outside the classroom. We foster curiosity, compassion, joy throughout the learning process, and graduate young adults who know how to think critically and are inspired to make a difference.  Located near the base of the stunning Wasatch Mountain Range and adjacent to the University of Utah, a world-class research university and medical center, Rowland Hall attracts a diverse community of families. The school focuses on recruiting and retaining high-quality employees by offering extensive professional development opportunities, competitive salaries with local districts and market rates, and a close-knit, supportive community.  About the Beginning School The Beginning School serves students in preschool and Kindergarten and is grounded in a deep understanding of child development and research-based best practices. We intentionally cultivate joyful, inclusive, and connected classroom communities where children feel known, valued, and empowered. Our program reflects Rowland Hall’s commitment to helping students learn deeply, think critically, and take meaningful action. We believe in teaching children how to think, not simply what to think. Through a rich, integrated curriculum, students explore the world as artists, engineers, mathematicians, scientists, and storytellers—building knowledge through hands-on investigation, developing ideas through inquiry and reflection, and applying their learning in authentic and purposeful ways. Learning is active and embodied, engaging children’s hands, bodies, hearts, and minds. Teachers use authentic assessment practices to understand each child’s development and to inform responsive instruction. Daily schedules prioritize extended periods of exploration, meaningful play, and time outdoors. Position Summary The Beginning School seeks an experienced early childhood educator to join a collaborative, reflective community committed to research-based practice and continuous improvement. This teacher will help create a joyful, inclusive, and respectful learning environment for our youngest students. The Lead 4PreK Teacher designs and facilitates developmentally appropriate learning experiences that support children in building knowledge, developing curiosity and critical thinking, and engaging meaningfully with their world. The role requires strong collaboration with colleagues and families, a deep respect for young children, and a commitment to equity, belonging, and ongoing professional growth. Primary Job Responsibilities Partner with the assistant teacher to create and sustain a warm, joyful, and well-organized classroom community, building strong relationships with children and families Plan and deliver the 4PreK curriculum in collaboration with the grade-level team, with a commitment to continuous improvement and reflective practice Design and facilitate hands-on, integrated, and developmentally appropriate learning experiences that balance teacher-guided and child-initiated activities Use positive guidance strategies to support children’s social-emotional development with empathy, consistency, and respect Observe, assess, and document student learning; collaborate with the Student Support Team to differentiate instruction and support individual needs Communicate regularly and effectively with families through conferences, written reports, and ongoing updates Collaborate closely with colleagues across the division, including teaching partners, specialists, and school leadership Contribute to the daily operations of the classroom and division, including preparation of materials, shared responsibilities, and care of the learning environment Engage actively in the school’s professional learning community through meetings, professional development, and the evaluation process Demonstrate a commitment to equity, inclusion, and belonging in all aspects of the role Uphold school policies and contribute to maintaining accreditation standards Other duties as assigned Skills and Requirements Bachelor’s degree in Early Childhood Education or a related field (required) Demonstrated success teaching in an early childhood setting (required) Strong knowledge of child development and developmentally appropriate practice, including early literacy, numeracy, and social-emotional learning Deep respect for young children as capable learners, and the ability to respond to them with care, consistency, and professionalism Excellent communication skills, both written and verbal, with the ability to partner effectively with families and colleagues Demonstrated ability to collaborate, reflect on practice, and engage in continuous professional growth Commitment to equity, inclusion, and culturally responsive practice Strong organizational skills and the ability to manage multiple priorities in a dynamic environment Comfort with technology (e.g., Google Suite, iOS) and openness to learning new tools to support teaching and communication The requirements listed below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is regularly required to: Easily move around the buildings and classroom spaces to work with students and faculty; Exhibit student group management skills that balance a fun, creative environment for students while maintaining a safe learning environment; Work as part of a collaborative team; Manage frequent in-person interactions with numerous interruptions; Ability to organize tasks and manage time to meet many and varied deadlines; Comfort with technology and an openness to integrate academic technology into student learning. Additional Information This is a full-time, exempt position beginning August 1, 2026. This position reports to the Head of Beginning School. Please upload a cover letter, a resume, and a list of references to your application in Paycom. Compensation is based on level of education and years of relevant experience. For more information about the school, please visit rowlandhall.org. Equal Employment Opportunity Rowland Hall is an equal opportunity employer and, as such, believes that each individual is entitled to equal opportunity without regard to sex, color, race, ancestry, religion, national origin, sexual orientation, gender identity, age, physical disability, marital status, veteran status, or any other characteristic protected under federal or state anti-discrimination laws. Rowland Hall’s equal employment opportunity practices extend to recruitment, hiring, selection, compensation, benefits, transfer, promotion, training, discipline, and all other terms, conditions, and privileges of employment. Mon, 20 Apr 2026 17:57:07 -0400 https://careercenter.zerotothree.org/jobs/rss/22215630/pe-teacher-and-athletic-organizer https://careercenter.zerotothree.org/jobs/rss/22215630/pe-teacher-and-athletic-organizer Houston, Texas, The Branch School Physical Education Teacher, Athletics Organizer Reports to Head of School   At Branch, we believe in the power of loving to learn, learning to lead, and leading with love.  These guiding principles shape our community and mission. As a school that serves Pre-K, elementary, and middle school students, we encourage a love of learning, foster leadership skills, and promote leading with compassion and integrity.  A Branch teacher should be energetic, creative, kind, and have a passion for working with children. They should also embrace a strong commitment to differentiated instruction, student-centered teaching, and collaboration with colleagues and families.  We ask all our educators to foster a classroom environment that supports academic excellence, social-emotional development, and a lifelong love of learning. All Branch employees are expected to uphold the campus mission, which is love to learn, learn to lead, and lead with love . In addition, all team members must demonstrate and support our core values: Unlimited Potential: Grounded in our Christian Science roots, we believe that every child is whole and capable, with unlimited potential for growth. Belonging: Belonging means more than fitting in. It means being truly seen and values as your authentic self within a nurturing and connected community. Kindness: Kindness is the heartbeat of our school and shapes the way we act, speak, listen, learn, and grow together, both inside and outside the classroom. Students First: Recognizing that every child is unique, we make thoughtful, child-centered decisions that prioritize what is best for each individual academically, emotionally, and socially. Embracing Diversity: We are committed to cultivating a community that is diverse and just, where all are valued. We don’t simply promote diversity, it is who we are. Academic Excellence: We are committed to high standards in teaching, learning, and achievement. Collectively, as students, faculty, and staff, we strive for excellence in all aspect of The Branch School.   Core Responsibilities Curriculum, Instruction & Assessment Plan and implement engaging, developmentally appropriate lessons aligned with the school’s mission and curriculum. Design and teach lessons that incorporate school-approved accommodations to address diverse student learning styles. Follow the school's instructional philosophy and create lesson plans that meet the curriculum requirements, providing written documentation of preparation as required. Foster critical thinking and problem-solving through an inquiry-based approach for all students. Regularly assess, both formally and informally, student understanding and adjust instruction accordingly. Prepare and distribute student progress reports and report cards in a timely and accurate manner. Collaborate with staff to establish instructional goals, objectives, and methods aligned with school and curriculum guidelines. Plan and oversee the work of teacher aides and volunteers, when appropriate. Leverage technology to enhance the teaching and learning process. Plan and organize field trips aligned with the curriculum and standards, ensuring all school guidelines are followed. Obtain Head of School approval for all field trips in advance. Classroom Management & Student Support Create a safe, respectful, and nurturing classroom environment. Encourage student responsibility, independence, and collaborative behaviors. Set and model clear behavioral expectations, aligned with the school’s Standards of Conduct. Respond constructively to students’ needs, attitudes, and behaviors. Promote the development of positive peer relationships and a sense of classroom community. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Assist in selecting books, equipment, and other instructional resources when requested. Consistently supervise and keep track of the students under your responsibility throughout the school day and at school-sponsored events. Professional Development & Collaboration Participate in faculty meetings, committees, and school events. Engage in ongoing professional growth through workshops, courses, and conferences. Collaborate with colleagues to support curriculum development and student success. Engage in professional development activities to strengthen job-related skills. Stay informed of and adhere to all state, federal, and school policies and regulations for classroom teachers. School Community & Communication Build strong, supportive relationships with students, parents, and colleagues. Communicate regularly and effectively with families about student progress and classroom activities. Foster and maintain open communication through conferences with parents, students, administrators, and fellow teachers. Build and sustain professional relationships with colleagues, students, parents, administrators, and members of the community. Communicate information clearly and accurately using effective communication skills. Record all significant parent communication using the school-approved system. Represent the school positively in both internal and external communications. Participate in school-wide activities and public relations events as needed. Take responsibility for assigned extracurricular activities and oversee approved off-campus events under the direction of the Head of School. Conduct parent-teacher conferences and maintain ongoing communication with families. Distribute weekly At-a-Glance updates to parents and students through the school-approved student information system, making updates as necessary Take part in school events throughout the year, including those held during and after the school day, as well as some weekends. Examples: Open Houses, parent meetings, and community-building activities. Welcome and accommodate prospective families who wish to observe the classroom throughout the school year. Assist with school-wide initiatives, duties, and special projects as assigned by administration. Classroom Environment & Operations Maintain an organized, welcoming, and stimulating classroom space. Share responsibility for the cleanliness and upkeep of shared learning environments. Contribute to a collegial and professional school atmosphere. Athletics Organizer Duties Along with teaching Physical Education, this applicant will oversee the coordination of all school athletic seasons, including soccer, basketball, baseball, track, and more. Responsibilities for this role include, but are not limited to: communicating with parents and students before, during, and after each season; coordinating with external athletic organizations; registering students for athletic events; securing venues for games and practices; ensuring all necessary supplies, including uniforms, are prepared and available; creating, disseminating, and collecting required permission forms; and attending practices and games. Other Duties as Assigned Perform other duties as assigned     Physical Demands The physical demands described here are representative of those required to perform the essential functions of this position, with or without reasonable accommodation: Prolonged standing, walking, and occasional sitting Frequent bending, kneeling, crouching, and reaching Ability to lift and carry up to 25–30 pounds Use of hands for writing, typing, and handling equipment and materials Ability to actively supervise students and respond quickly to ensure safety Clear verbal communication and ability to hear in indoor and outdoor environments Ability to work both indoors and outdoors in varying weather conditions Visual and auditory awareness to maintain a safe and engaging environment 10 month position Salary and Benefits: Salary is commensurate with experience and education. Salary starts at $50,000.00   The Branch School offers a generous benefits package including: Medical Health Savings Account (HSA) Dental Vision Life/AD&D Supplemental Insurance 401K plan with match PTO and Vacation   How to Apply: A cover letter explaining your interest in the position, including your educational An updated resume Contact information for three professional   Please send cover letter, resume and references to Robbin Mills, External Engagement Coordinator, HR Liaison, millsr@thebranchschool.org .   The Branch School is an equal opportunity employer. We are committed to creating an inclusive environment for all employees and do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, veteran status, or any other characteristic protected by law.       Qualifications: Associate’s or Bachelor’s degree in Physical Education or a related field (Bachelor’s preferred) Valid teaching certification (or ability to obtain certification) Prior experience teaching Physical Education, preferably in an elementary or middle school setting Strong organizational, communication, and classroom management skills Understanding of child development and age-appropriate physical education practices Ability to take direction while also demonstrating initiative in a collaborative team environment Professional, reliable, and supportive demeanor with students and colleagues Proficiency in Microsoft Office and/or Google Workspace preferred Job Start date: July 27, 2026 Mon, 20 Apr 2026 09:05:14 -0400 https://careercenter.zerotothree.org/jobs/rss/22211405/head-boys-lacrosse-coach-program-director-ms-pe-wellness-teacher https://careercenter.zerotothree.org/jobs/rss/22211405/head-boys-lacrosse-coach-program-director-ms-pe-wellness-teacher Knoxville, Tennessee, Job Summary The Head Boys Lacrosse Coach/Program Director is responsible for shaping and guiding all aspects of the program, grades 6-12, and reports directly to the Director of Athletics.  The head coach must be a dynamic, innovative, and inspirational leader with a demonstrated commitment and passion for working with young people while collaborating effectively with parents, faculty, administration, and colleagues. You will emphasize the importance of a positive team culture, demonstrate a winning attitude, model exceptional sportsmanship, and will be a skilled teacher of fundamentals, technique, and character. Additionally, you will support the school’s mission in providing opportunities for each student to develop their full potential academically, socially, and physically. Job Summary A Webb Physical Education/Wellness Teacher is a passionate educator with comprehensive knowledge of child development who employs a variety of teaching tools and methodologies.  As an effective member of the middle school faculty, this individual is flexible and able to work independently as well as collaboratively with colleagues.  You must be committed to developing and modifying curriculum to conform with best practices and to best meet the unique needs of every child.  The successful candidate is also a lifelong learner who welcomes opportunities for professional development and collegial conversation leading to the development of effective, inquiry-based education in the classroom. Full job description regarding this position can be found via Webb's employment page at https://www.webbschool.org/about/working-at-webb. In order to be formally considered for this vacancy, please ensure you have applied as requested. Application questions can be directed to Dan Gill, Director of Athletics, via dan.gill@webbschool.org. No phone calls please. Qualifications include, but are not limited to the following: Embraces and embodies Webb School’s purposefully stated mission statement Has extensive knowledge and successful experience coaching at the club, high school and/or intercollegiate level, with preference given to those who have served as a head coach Takes the initiative and possesses the energy needed to energize, lead and grow an athletic program in a K-12, coed independent school environment Familiarity with TSSAA policies and procedures preferred Bachelor’s degree required; graduate-level degree preferred for those seeking MS PE/Wellness role Sat, 18 Apr 2026 08:53:06 -0400 https://careercenter.zerotothree.org/jobs/rss/22208385/pe-teacher https://careercenter.zerotothree.org/jobs/rss/22208385/pe-teacher Chestertown, Maryland, PE Teacher Radcliffe Creek School, a K–8 school serving bright students with language-based learning differences, is seeking an energetic, creative, and student-centered Physical Education Teacher to join our community. This is a unique opportunity to design and deliver a dynamic, multi-year physical education program that supports the whole child, physically, socially, and emotionally, while aligning with our strengths-based, personalized approach to learning. Our students thrive in an environment that emphasizes growth mindset, care and connection, multi-sensory instruction, and genuine feedback, and our PE program is an essential part of that experience. At Radcliffe Creek School, physical education is more than movement—it is a critical space where students build confidence, develop self-regulation, and learn how to work with and alongside others. The PE Teacher will create engaging, developmentally appropriate experiences for students in Kindergarten through 8th grade that emphasize skill-building, teamwork, and sportsmanship. Lessons should be thoughtfully differentiated to meet a wide range of learning profiles, ensuring that every student feels successful, included, and challenged. The ideal candidate understands how to break down skills, scaffold instruction, and adapt activities so that all learners can participate meaningfully. Our campus and our No Child Left Inside (NCLI) program provide an incredible opportunity to take learning beyond the traditional gym space. The PE Teacher will regularly incorporate outdoor education, using our nine-acre campus and the natural beauty of the Eastern Shore to inspire movement, exploration, and play. Whether through cooperative games, nature-based fitness challenges, or team-building initiatives, students are encouraged to connect physical activity with joy, resilience, and a sense of belonging. This role also plays an important part in shaping school culture. The PE Teacher models and explicitly teaches sportsmanship, collaboration, and perseverance, helping students navigate both success and challenge with integrity. They partner closely with classroom teachers, the RISE team, and school leadership to support students’ social-emotional growth, reinforce positive behaviors, and contribute to a cohesive, supportive school environment. The ideal candidate brings experience working with diverse learners, a deep understanding of child development, and a passion for creating inclusive, engaging physical education experiences. Strong communication skills, flexibility, and a collaborative mindset are essential. A background in adaptive physical education, coaching, or outdoor education is a plus. Interested candidates should send a cover letter, resume/CV, and a brief statement of teaching philosophy to Dr. Jennifer Durham, Head of School, at jdurham@radcliffecreekschool.org.   Fri, 17 Apr 2026 10:35:57 -0400 https://careercenter.zerotothree.org/jobs/rss/22208412/grades-5-6-educator https://careercenter.zerotothree.org/jobs/rss/22208412/grades-5-6-educator Southlake, Texas, About The Clariden School : The Clariden School is a not-for-profit, private, fully-accredited, college-preparatory school serving students PreK – Grade 12 in North Texas (Dallas-Fort Worth area) . Clariden works to ignite student curiosity and problem-solving skills by first providing a program that addresses the whole student. With a focus on STEAM (Science, Technology, Engineering, Arts, and Math), character-based kindness, and hands-on field study, our goal is to equip students for the jobs of tomorrow and to be contributing citizens in their local & global communities. Clariden is an International Baccalaureate World School for the Diploma Programme , having begun offering coursework in Fall 2024.    Employees at The Clariden School are expected to be respectful, responsible, self-directed, growth-minded individuals who are interested in not only providing the best for students but also developing and honing their skills as a professional. Employees are responsible for providing their students with appropriate learning activities and experiences in the academic subjects assigned to the educator to help the students fulfill their potential for intellectual, emotional, physical and social growth.    Clariden is currently undergoing exciting growth on campus in its physical facilities and size of its student body. A state-of-the-art Upper School STEAM building recently opened in Fall 2022 and we continue to grow our faculty size.    Summary of the Position: Fifth grade will formally transition from being the last grade level in the Lower School to the entry grade level into the Middle School in the 2026-2027 school year. We are looking for a new colleague to join the current fifth grade teacher next year to collaborate on teaching both the fifth and sixth graders, who will be new to the middle school together in next year's new model. Both teachers would teach each grade level, but would determine as a team if one teacher is teaching grades 5/6 math/science or 5/6 language/social studies (or another pairing of subjects). Teachers would also teach a project course, proctor a study hall (and work on study skills with students), serve as an advisor, and potentially serve as an academic or athletic coach if interested and experienced. Requirements:   A minimum of a bachelor's degree or equivalent in education, child development, elementary, secondary or post education or childhood special education or equivalent experience within the field of education. Certification and at least three years of teaching experience is strongly preferred.   A strong understanding of how children learn and develop; observation, documentation and assessment of students’ work; curriculum development; and professional and instruction practices.    A strong desire for professional development and a demonstrated growth mindset.   Knowledge of the academic subject(s) assigned.   Ability to instruct and appropriately manage student behavior.   Strong organizational, communication and interpersonal skills; High level of professionalism   A sense of humor   A collaborative approach to working with colleagues and school leadership   An understanding of small-by-design schools     Reports to : Middle/Upper Division Head Wage/Hour Status: Salaried/Exempt    How to Apply:   Please send a letter of interest, resume, and contact information for three professional references via e-mail to:   Mrs. Marie Menard, MS/US Division Head mmenard@claridenschool.org For questions, please call 682-237-0400.    Applications are considered as they are received, and the position is open until filled. The official start date for this position is August 1, 2026.  Fri, 17 Apr 2026 11:27:03 -0400 https://careercenter.zerotothree.org/jobs/rss/22208549/lower-school-counselor-leave-replacement-full-time-position-1-may-2026-12-june-2026 https://careercenter.zerotothree.org/jobs/rss/22208549/lower-school-counselor-leave-replacement-full-time-position-1-may-2026-12-june-2026 Forest Hills, New York, OVERVIEW The Kew-Forest School, a PS-12 co-educational day school founded in 1918 in Forest Hills, NY, seeks a compassionate, student-centered Leave Replacement School Counselor to join our Lower School community.  Kew-Forest is proud to enroll an astonishingly diverse student body representative of Queens and New York City, including approximately 9% who are international. Kew-Forest students have varied cultural, racial, ethnic, and religious backgrounds, and many are multilingual. The Kew-Forest School promotes diversity in its hiring process and is committed to supporting its inclusive community by hiring culturally diverse faculty to work with our equally diverse students and families.  At Kew-Forest, our mission is to do more than just educate - it is to deeply inspire. The Kew-Forest School is embarking on an exciting new chapter as it enters its 108th year of operation. The individual who joins our community to fill this position must be energetic, imaginative, and thoughtful in their approach to supporting Lower School students and prepared to play a key role in assisting students, faculty, and parents as the School enters its era of Kew-Forest 2.0. The counselor will support students’ social-emotional learning, well-being, and personal development through direct counseling services, classroom instruction, and close collaboration with teachers, leadership, and families. In alignment with the IB PYP philosophy, the counselor will help foster student agency, international-mindedness, and the development of the whole child, while serving as a visible, caring, and responsive presence across the school day. RESPONSIBILITIES Child Study / Response to Intervention (RTI)  Lead small group “lunch bunch” counseling sessions to support social skills, relationships, and emotional regulation. Provide individual counseling support to students as needed. Facilitate small group interventions based on student needs and developmental stages. Deliver mandated counseling services for students with IESP goals and requirements. Support students in conflict resolution, restorative practices, and peer problem-solving. Design and teach Social-Emotional Learning (SEL) lessons aligned with IB PYP learner profile attributes and approaches to learning (ATL skills). Co-teach Health classes in collaboration with the PE teacher, integrating wellness, identity, and personal responsibility. Supervise students during arrival, dismissal, lunch, and recess duty assignments. Serve as a consistent, visible, and approachable presence for students, faculty, and families throughout the school community. Collaborate with the Upper School Counselor to support a smooth and developmentally responsive transition from Grade 5 to Grade 6. Partner with classroom teachers and grade-level teams to integrate social-emotional support within the PYP framework and unit of inquiry where appropriate. Support a positive, inclusive school culture grounded in empathy, respect, and student agency. Maintain appropriate documentation and records in accordance with school policies and student support guidelines. ADDITIONAL RESPONSIBILITIES Attend school events and meetings as required. Fulfill other duties as assigned by the Head of Lower School. QUALIFICATIONS & ABILITIES Master’s degree in School Counseling, Social Work, Psychology, or a related field. NYS certification/licensure as a school counselor (or eligibility for certification). Experience working with elementary-aged children is preferred. Familiarity with or interest in the IB Primary Years Programme (PYP) strongly preferred. Strong understanding of child development, social-emotional learning, and restorative practices. Ability to support diverse learners in an inclusive, internationally minded school community. Excellent communication, collaboration, and relationship-building skills. Flexibility and comfort working in a dynamic, student-centered environment. SALARY RANGE $9,286 - $10,214, commensurate with years of experience To apply for this position, please send a single PDF file that includes a cover letter, resume, and contact information for three professional references to mlambert@kewforest.org . Please include the position title, School Counselor, in the subject line. The Kew-Forest School is accredited by the New York State Association of Independent Schools (NYSAIS), the Middle States Association of Colleges and Schools, and the New York State Department of Education. The School is also a member of the National Association of Independent Schools (NAIS), the Independent School Admissions Association of Greater New York (ISAAGNY), and the Guild of Independent Schools of New York (GISNY). To learn more about The Kew-Forest School, please visit our website: www.kewforest.org . MISSION We are The Kew-Forest School. Our  community  nurtures lifelong learners from around the world. Our  educators  inspire young people to think boldly and find their voices. Our  students  support each other and explore thoughtfully as they shape the future. NOTICE OF NONDISCRIMINATION The Kew-Forest School believes that all persons are entitled to equal employment opportunity. The School prohibits discrimination on the basis of race, religion, color, creed, age, sex, sexual orientation, gender, gender identity, national origin, culture, background, physical or mental disability, or any other legally protected classes or classifications. No employee or job applicant will be discriminated against in recruitment, compensation, promotion, or termination practices. Salary to commensurate with years of experience. Fri, 17 Apr 2026 14:23:47 -0400 https://careercenter.zerotothree.org/jobs/rss/22205776/kindergarten-lead-teacher https://careercenter.zerotothree.org/jobs/rss/22205776/kindergarten-lead-teacher Austin, Texas, Why St. Michael’s Prep? Located in the hills of southwest  Austin, Texas  , St. Michael’s Catholic Preparatory School is an outstanding co-educational Independent Catholic school serving students from Pre-Kindergarten through 12th grade in Austin, Texas. The Lower School is comprised of PreK 3-4th grades, the Middle School houses grades 5-8, and the Upper School contains grades 9-12. We are distinguished by our  Catholic tradition  , a welcoming and diverse community, excellent academic programs and a variety of extracurricular activities. Additionally, we are a technology rich school. Thus teachers and staff are expected to demonstrate meaningful skill with technology and an enthusiasm for technological growth in order to create authentic learning experiences for their students. Teachers at St. Michael’s Prep further serve as role models that inspire students to critically think, reflect, explore and apply their faith concretely to their lives. We are one community, on two campuses, with three divisions, united in our commitment to put students first as we educate them in mind, body, and spirit Our values  : Integrity, Courage, & Excellence Our mission: St. Michael’s Prep cultivates a transformative, Independent school experience rooted in Catholic spirituality where we seek excellence in every pursuit and form virtuous leaders who positively impact the world. We are anchored by the  Catholic Social Teachings  (CST) and promote inclusion by advocating for a society based on love and justice, where all people have inherent dignity. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. We employ and optimize practices that promote growth of critical thinking, collaboration, communication, and creativity.   Summary of Position St. Michael’s Prep is seeking a qualified and passionate Lead Kindergarten Teacher for the 2026-2027 academic year. We believe in teaching to the whole child, focusing on social and emotional development alongside a child’s academic progress. We know that children learn best and will take the necessary risks in the learning process when they feel confident, comfortable, and secure in their learning environment; therefore, we look to employ educators who value building relationships and teaching social and emotional skills in addition to providing excellent academic instruction. This role requires a collaborative educator who will lead a self-contained classroom while working with their grade level team and with other department members to plan, develop, and implement a comprehensive, vertically aligned curriculum.  This is a full-time, 10-month position that begins in August 2026.   Ideal Candidates Ideal candidates for positions at our school are experienced in and continue to develop expertise in social-emotional learning, project-based learning, STEAM integration, and technology-rich and differentiated instruction. Ideal candidates thrive in a collaborative environment, designing and delivering innovative and creative cross-curricular instructional units to students with diverse learning styles and needs.   Responsibilities Knowledge and understanding of the developmental stages and needs of students in early childhood and elementary school-aged children Experienced in, or willing to develop expertise in, social-emotional learning (Responsive Classroom) and project-based learning Teach in a responsive and inclusive manner Create a welcoming and inviting classroom environment that fosters a feeling of significance, belonging, and fun for all students Create, revise, and update grade-and course-specific curriculum map (Embark) to ensure all required subject matter is covered during the school year Experience in the Eureka math curriculum preferred Familiarity with the engineering and design process, project-based learning, technology integration, and guided math/math workshop Plan and implement math lessons that emphasize and develop conceptual as well as procedural understanding Understands and applies the latest theories and practices in education and child development. Possesses an exceptional knowledge of the Science of Reading and is comfortable implementing a structured literacy approach. Experience with the readers and writers workshop model  Work and plan collaboratively with the teaching team Create lessons and projects that promote student collaboration Differentiate instruction for students based on ability and/or interest Conduct conferences with parents at scheduled intervals and on an as-needed basis Manage and monitor student learning Maintain thorough and accurate grades and comments using the Blackbaud platform Demonstrate effective classroom management, utilizing learning centers for differentiated and individualized instruction for remediation and enrichment Maintain effective and timely communication with parents regarding their children’s progress, performance, and areas of concern Comfortable using a variety of instructional techniques and practices to meet the learning needs of all students Participate in professional development opportunities to learn and utilize innovative tools and techniques that improve student learning Perform assigned duties such as carpool, lunch, and recess duties Qualifications and Education Requirements Possess a growth mindset Excellent interpersonal skills and a demonstrated ability to collaborate with students, department chairs, faculty, staff, and parents A positive attitude and the willingness to approach learning new skills in flexible and creative ways A bachelor’s degree is required At least five years of teaching experience is preferred Prior teaching experience within independent schools is preferred Please submit an online application for employment and attach a cover letter and resume. Please send questions to jglenn@smcprep.org   St. Michael’s Catholic Preparatory School is an Equal Opportunity Employer and offers equal employment opportunity to all applicants for employment and all employees without regard to race, color, religion, sex, gender, national origin, age, physical or mental disability, genetic information, veteran status, military service, application for military service, or any other status protected by applicable law. Thu, 16 Apr 2026 13:17:26 -0400 https://careercenter.zerotothree.org/jobs/rss/22205825/teacher-science-junior-school-grade-6-7 https://careercenter.zerotothree.org/jobs/rss/22205825/teacher-science-junior-school-grade-6-7 Vancouver, British Columbia, Canada, Teacher, Science, Junior School (Grade 6 & 7) Fixed-term Contract  2026 - 2027 Crofton House School offers a girl-centred learning environment for students from Junior Kindergarten to Grade 12. Here, students are motivated to strive for their best selves, embracing academic challenge and diverse experiences, guided by staff who know them and believe in them. Crofton House School fosters a strong sense of community among educators, staff, students, and families. Here, everyone can contribute to the strength of our school– including you.  We offer extensive professional development opportunities, competitive compensation and a comprehensive benefits package. Our 10-acre campus provides modern facilities, as well as beautiful outdoor spaces and a daily connection to nature.  We are seeking an experienced elementary school educator to teach Science in the Middle School Program (Grade 6 and 7). You will be part of a collaborative teaching team supporting the positive growth and development of young girls in the Junior School. Teaching and learning is guided and enhanced by the principles of a student-centred, collaborative approach with an inquiry-based focus to deepen learning for young students. The successful candidate will join a vibrant, innovative school community focused on personal excellence, whole child development, and overall well-being. In addition to spending an engaging day with students who are genuinely interested in learning, you will have an opportunity to work alongside educators, teachers, and leaders who are highly collaborative and dedicated to the profession of teaching.  This is a one year position to cover a leave with 0.8FTE teaching science/Grade 7 form teacher and 0.20FTE supporting learning resources.  Opportunities: Establish a day-to-day connection and belonging in the Junior School community Collaborate with a team of dedicated professionals who embrace school values of courage, creativity, and citizenship Participate in a dynamic professional development network, including weekly Late Start Wednesdays Enjoy leadership in co-curricular activities Integrate meaningful technology into student learning Employees of Crofton House School receive competitive compensation and generous support for professional, educational and leadership development Responsibilities: Create a classroom community rich in SEL for Grade 7 girls in a homeroom setting Plan the Grade 6 & 7 Science  Curriculum in a team-based, collaborative approach Implement dynamic and interactive lessons Consider the diverse needs of students in your planning and teaching, offering a range of entry points and extensions to accommodate the needs of individual learners Utilize a variety of assessment techniques that allow for timely, transparent, and strength-based communication of learning Develop a student-centered, inquiry-based, and supportive culture for learning Integrate technology into teaching and learning in meaningful ways Communicate and collaborate with students, parents, teachers and administration to support student learning and wellbeing Be an active and positive participant in school life including co-curricular activities Support the supervision of students during non-instructional time Participate in wider school wide events such as community time, student leadership opportunities and outdoor education experiences  Work with select students  Learning Resources Support (0.2FTE) Work collaboratively with learning resource teachers to provide integrated support to Middle School students Collaborate with teachers to strengthen their capacity to support students with learning needs Foster a positive, supportive learning culture that celebrates diverse learning profiles Support classroom learning through small?group and individual instruction Qualifications: B.C. Ministry of Education Certificate or  Independent School Certification   Bachelor’s Degree or equivalent Previous experience teaching in a middle school capacity an asset Understanding on how to support diverse learning styles at an elementary level Collaborative and energetic with a passion for teaching Excellent written and oral communication skills Demonstrated ability to be innovative, flexible, highly organized with attention to detail Energy, commitment, and readiness to participate in the co-curricular program and the diverse life of the school community Employment and Application Details: This role is scheduled to start in late August 2026 and classes begin in September 2026. Employees of Crofton House School receive competitive compensation and support for professional, educational and leadership development. Please note that applicants must be able to legally work in Canada.  Applications will be reviewed as soon as they are received.  Annual Compensation: $69,541-$123,242 depending on experience and education. Please include the following with your application: A cover letter and current resume that outlines exact dates of employment, the organization, job title and responsibilities.  If you have gaps in your employment history, please advise as to why.   Please clearly identify your educational background and history of professional development related to this position. Apply online at  www.croftonhouse.ca/careers .    We thank all candidates in advance. We will, however, contact only those selected for an interview. No phone calls, please. About Crofton House School Established in 1898, Crofton House has a long history of girl-centred education. Today, the School has over 900 students and almost 200 staff members learning, working and playing on our 10-acre campus in Vancouver.  Our approach supports the whole girl in her social, emotional, physical and intellectual development. Here, girls can discover and pursue their own paths, developing the confidence and capacity to thrive and positively influence the world around them. Thu, 16 Apr 2026 14:50:42 -0400 https://careercenter.zerotothree.org/jobs/rss/22205773/first-grade-lead-teacher https://careercenter.zerotothree.org/jobs/rss/22205773/first-grade-lead-teacher Austin, Texas, Why St. Michael’s Prep? Located in the hills of southwest  Austin, Texas  , St. Michael’s Catholic Preparatory School is an outstanding co-educational Independent Catholic school serving students from Pre-Kindergarten through 12th grade in Austin, Texas. The Lower School is comprised of PreK 3-4th grades, the Middle School houses grades 5-8, and the Upper School contains grades 9-12. We are distinguished by our  Catholic tradition  , a welcoming and diverse community, excellent academic programs and a variety of extracurricular activities. Additionally, we are a technology rich school. Thus teachers and staff are expected to demonstrate meaningful skill with technology and an enthusiasm for technological growth in order to create authentic learning experiences for their students. Teachers at St. Michael’s Prep further serve as role models that inspire students to critically think, reflect, explore and apply their faith concretely to their lives. We are one community, on two campuses, with three divisions, united in our commitment to put students first as we educate them in mind, body, and spirit Our values  : Integrity, Courage, & Excellence Our mission: St. Michael’s Prep cultivates a transformative, Independent school experience rooted in Catholic spirituality where we seek excellence in every pursuit and form virtuous leaders who positively impact the world. We are anchored by the  Catholic Social Teachings  (CST) and promote inclusion by advocating for a society based on love and justice, where all people have inherent dignity. We are passionate about cultivating a diverse and inclusive working and learning environment, celebrating and supporting differences. We employ and optimize practices that promote growth of critical thinking, collaboration, communication, and creativity.   Summary of Position St. Michael’s Prep is seeking a qualified and passionate Lead First Grade Teacher for the 2026-2027 academic year. We believe in teaching to the whole child, focusing on social and emotional development alongside a child’s academic progress. We know that children learn best and will take the necessary risks in the learning process when they feel confident, comfortable, and secure in their learning environment; therefore, we look to employ educators who value building relationships and teaching social and emotional skills in addition to providing excellent academic instruction. This role requires a collaborative educator who will lead a self-contained classroom while working with their grade level team and with other department members to plan, develop, and implement a comprehensive, vertically aligned curriculum.  This is a full-time, 10-month position that begins in August  2026.   Ideal Candidates Ideal candidates for positions at our school are experienced in and continue to develop expertise in social-emotional learning, project-based learning, STEAM integration, and technology-rich and differentiated instruction. Ideal candidates thrive in a collaborative environment, designing and delivering innovative and creative cross-curricular instructional units to students with diverse learning styles and needs.   Responsibilities Knowledge and understanding of the developmental stages and needs of students in early childhood and elementary school-aged children Experienced in, or willing to develop expertise in, social-emotional learning (Responsive Classroom) and project-based learning Teach in a responsive and inclusive manner Create a welcoming and inviting classroom environment that fosters a feeling of significance, belonging, and fun for all students Create, revise, and update grade-and course-specific curriculum map (Embark) to ensure all required subject matter is covered during the school year Experience in the Eureka math curriculum preferred Familiarity with the engineering and design process, project-based learning, technology integration, and guided math/math workshop Plan and implement math lessons that emphasize and develop conceptual as well as procedural understanding Understands and applies the latest theories and practices in education and child development. Possesses an exceptional knowledge of the Science of Reading and is comfortable implementing a structured literacy approach. Experience with the readers and writers workshop model  Work and plan collaboratively with the teaching team Create lessons and projects that promote student collaboration Differentiate instruction for students based on ability and/or interest Conduct conferences with parents at scheduled intervals and on an as-needed basis Manage and monitor student learning Maintain thorough and accurate grades and comments using the Blackbaud platform Demonstrate effective classroom management, utilizing learning centers for differentiated and individualized instruction for remediation and enrichment Maintain effective and timely communication with parents regarding their children’s progress, performance, and areas of concern Comfortable using a variety of instructional techniques and practices to meet the learning needs of all students Participate in professional development opportunities to learn and utilize innovative tools and techniques that improve student learning Perform assigned duties such as carpool, lunch, and recess duties Qualifications and Education Requirements Possess a growth mindset Excellent interpersonal skills and a demonstrated ability to collaborate with students, department chairs, faculty, staff, and parents A positive attitude and the willingness to approach learning new skills in flexible and creative ways A bachelor’s degree is required At least five years of teaching experience is preferred Prior teaching experience within independent schools is preferred Please submit an online application for employment and attach a cover letter and resume. Please send questions to jglenn@smcprep.org   St. Michael’s Catholic Preparatory School is an Equal Opportunity Employer and offers equal employment opportunity to all applicants for employment and all employees without regard to race, color, religion, sex, gender, national origin, age, physical or mental disability, genetic information, veteran status, military service, application for military service, or any other status protected by applicable law. Thu, 16 Apr 2026 13:15:32 -0400 https://careercenter.zerotothree.org/jobs/rss/22203121/fourth-grade-lead-teacher https://careercenter.zerotothree.org/jobs/rss/22203121/fourth-grade-lead-teacher Columbus, Ohio,   Job Title:   Fourth Grade Lead Teacher   (2026-2027)     Office or Division:  Early Childhood and Lower School     Reports To: Head of Early Childhood and Lower School   Effective Dates:  2026-2027 school year (10-month, FTE 1.0)     The Wellington School, a vibrant PreK-12 independent school with 750 students in Columbus, Ohio, is dedicated to delivering an exceptional education through both traditional and innovative, hands-on teaching methods. Situated in a city known for its dynamic blend of culture and growth, Columbus offers an inviting and exciting place to live and work, boasting a thriving arts scene, multiple universities and higher education options, an expansive Metro Park system, diverse dining, and a welcoming spirit. At Wellington, every member of our community plays a critical role in upholding our values as we help students find their purpose and realize their potential for tomorrow’s world. We strive to provide students, families, and faculty with an educational experience that challenges and inspires, helping all to achieve their fullest potential. Wellington is committed to providing its faculty and staff with professional development opportunities, a competitive compensation/benefits package, and a supportive work environment. We invite you to  explore our website to learn more about our unique approach to teaching and learning. Mission   We help students find their purpose and realize their potential for tomorrow's world. Values   Be Curious   Be Yourself   Be Ambitious   Be Empathetic   Be Responsible     Position Description   We seek an inspiring and energized fourth grade teacher who can contribute the following to our spirited community: Cultivating curiosity, confidence, and a love of learning across academic subjects   Designing engaging lessons that encourage critical thinking, problem solving, and reflection   Supporting students in developing strong literacy, mathematical reasoning, and communication skills   Creating a classroom culture where students feel safe taking risks, asking questions, and sharing ideas   Building a community grounded in belonging, respect, and responsibility   Collaborating closely with colleagues to support interdisciplinary learning and student growth   Reflecting on practice and engaging in ongoing professional growth   Key Responsibilities   Serve as a homeroom teacher for students in fourth grade, providing developmentally appropriate instruction aligned with Wellington’s curriculum and values   Teach core subjects including literacy, mathematics, and social studies   Design and facilitate hands-on, inquiry-driven learning experiences that deepen understanding and engagement   Establish classroom routines and structures that promote independence, organization, and a strong work ethic   Differentiate instruction to support and challenge a range of learners through flexible grouping and responsive teaching   Assess student learning through observation, discussion, projects, and other authentic measures   Partner with specialists and support teachers to ensure each child’s academic and social-emotional growth   Communicate clearly and thoughtfully with students and families about learning goals, progress, and classroom experiences   Participate fully in school life, including community events, experiential learning opportunities, and duties   Engage in professional learning aligned with the mission and instructional practices of the school       Position Requirements   Bachelor’s degree in elementary education or a related field; advanced degree preferred   Experience teaching upper elementary students   Strong understanding of child development and the academic and social-emotional needs of this age group   Ability to differentiate instruction to meet a range of learners with appropriate challenge and support   Classroom management grounded in warmth, structure, and clear expectations   Strong collaboration, communication, and organizational skills   Demonstrated ability to:   Create an engaging and inclusive learning environment   Design meaningful learning experiences across subject areas   Assess and document student learning using varied approaches   Build strong relationships with students and families   Contribute to the life of the school beyond the classroom   Benefits   Daily work driven by an inspiring mission: To help students find their purpose and realize their potential for tomorrow's world.   Warm and welcoming culture   Opportunities to participate in school life   Medical, dental, and vision insurance   Paid parental leave   403b retirement and contribution match after one year of employment   Paid time off, sick days, and bereavement time   Wellington tuition remission (50%)   Free fresh daily lunch during the school year with accommodations for dietary restrictions and preferences   Free parking     We welcome candidates to apply here . The Wellington School encourages and welcomes applications from students, faculty, and staff without regard to race, color, gender, sexual orientation, religion, national origin, disability, age, or other protected class. It does not unlawfully discriminate in the administration of its educational policies, financial aid programs, or school-administered extracurricular programs.     Wed, 15 Apr 2026 15:44:22 -0400 https://careercenter.zerotothree.org/jobs/rss/22202945/kindergarten-lead-teacher https://careercenter.zerotothree.org/jobs/rss/22202945/kindergarten-lead-teacher New Canaan, Connecticut, Description New Canaan Country School is a co-ed, independent day school for students in Pre-K (ages 3 & 4) through Grade 9 living in Fairfield and Westchester Counties. Located in New Canaan, CT, and serving approximately 550 students, our mission is to guide students to reach their intellectual, creative, moral, and physical potential. A talented and devoted faculty engages our students in developmentally appropriate ways, delivering a challenging curriculum that builds intellectual skills and fosters creative and critical thinking. We lead by example and challenge students to fulfill their potential, find their path, and follow their passions whether in the classroom, on the playing fields, on the stage, or serving the community.  The Early Childhood program at Country School serves children in Grades Beginners (age 3) through Kindergarten. In Early Childhood, we are passionate about children believing in themselves and their great potential. We are a place where imagination and curiosity are valued and childhood is respected, all while children are well-prepared academically. Teachers intentionally prepare a space that will excite, invite and encourage children to explore. Our Kindergarten program provides opportunities for hands-on inquiry, direct instruction, and differentiated groupings during lessons. The children are encouraged to take risks in a safe environment where relationships are built on trust. About the Kindergarten  Teacher Position The Kindergarten Lead Teacher serves as a member of our Early Childhood faculty.  Our Early Childhood teachers are experienced, dynamic and possess a strong sense of pedagogy.  They demonstrate a commitment to bringing out the best in each student and ensure that each child is known, seen, loved, and valued. Responsive Classroom is robustly used as our social-emotional curriculum across all Kindergarten classrooms.  Lead Kindergarten teachers are responsible for partnering with the assistant teacher to cultivate a joyful and kind classroom community, as well as delivering a high-caliber of instruction across disciplines.  Responsibilities Differentiate instruction to meet the varied needs of learners across all core subjects Evaluate students’ academic and social growth, keep appropriate records, prepare narrative reports and conduct parent conferences Cultivate a joyful, vibrant, inclusive, and welcoming classroom community supported by strong classroom management skills Create strong connections and relationships with students to foster a positive and trusting learning environment Plan, organize and implement a developmentally appropriate and culturally responsive Kindergarten program Partner with grade-level colleagues in short and long-term planning of curriculum Develop and maintain positive relationships with parents/guardians through formal and ongoing informal touchpoints Participate productively in grade-level, department, division and all-employee meetings Mentor and partner with an Assistant Teacher and share teaching responsibilities appropriately.  Supervise and engage with students in a variety of activities during the day, such as recess, lunch, and during field trips and other events Identify student needs and partner with Learning Resource professionals to support student growth and development Engage in internal and external professional development in order to stay abreast of best practices  Requirements Ability to effectively teach core subjects, such as language arts, math and social studies, as well as additional skills to students Ability and willingness to understand and support the social, emotional and academic needs of Kindergarten children Relevant experience teaching the age group and assessing student learning Bachelor’s degree from an accredited college or university Desired Qualities Demonstrates joy in working with students of this age and being in a school environment Collaborative, flexible, creative and adaptive Has strong oral, written and interpersonal skills Demonstrates cultural competence Experience in reading instruction for varied levels of readers Demonstrates a commitment to professional growth and development; stays informed of current research and practices, child development Has an understanding of and experience with Responsive Classroom practices Instills a growth mindset of healthy risk-taking and mistake-making in students Establish and maintain clear organizational systems and structures that promote efficiency, consistency, and a well-ordered learning environment Wed, 15 Apr 2026 11:29:32 -0400 https://careercenter.zerotothree.org/jobs/rss/22202884/kindergarten-general-studies-teacher https://careercenter.zerotothree.org/jobs/rss/22202884/kindergarten-general-studies-teacher Washington, D.C., Milton Gottesman Jewish Day School of the Nation's Capital is an independent, community Jewish day school that currently offers a dual curriculum of General and Judaic studies for students in Pre-Kindergarten through Grade 8. The school is distinguished by its commitment to academic excellence, talented faculty, and learning that is joyful, engaging, experiential, and enduring. MILTON is a warm, vibrant, pluralistic Jewish day school where students, families, and faculty mirror the diversity of Jewish practice in the community. The school serves more than 480 students at our Kay and Robert Schattner Center Campuses - the beautiful South Campus for Early Childhood students in Grades PK-1, and the newly renovated and expanded North Campus for Elementary and Middle School students in Grades 2-8. MILTON is currently seeking creative and innovative full-time Kindergarten General Studies Teacher who is ready to embrace constructivist learning through interactions with children and the environment in combination with teaching and developing foundational academic skills with developmentally appropriate practices in mind.     Teachers are expected to:  Successfully plan and implement developmentally appropriate lessons aligned with educational philosophy and learning goals.   Demonstrate an understanding of developmental stages and needs of young children.  Possess skills in observation and assessment to plan learning activities.  Understand the technology required to document and to communicate the learning progress of children.  Willingness to communicate and collaborate as a member of a dynamic learning team.  Value families as partners in the child’s learning and care.   Perform duties to maintain a safe and clean environment for children.  Perform other duties as determined by the director.    B.A. in Education or a related field required, candidates with Master’s Degrees preferred.  Experience working with young children. A warm and nurturing character that supports their ability to connect with young children and their families. Maintain documentation of classroom projects and children’s development. Knowledge of child development and how learning goals are integrated within a child-centered curriculum. Positive attitude and eager to work collaboratively with co-teacher and colleagues. Strong writing and communication skills. A desire to continue learning through professional development.   Apply Here PI283839078 Wed, 15 Apr 2026 09:05:41 -0400 https://careercenter.zerotothree.org/jobs/rss/22200390/lower-school-lead-teacher https://careercenter.zerotothree.org/jobs/rss/22200390/lower-school-lead-teacher Hingham, Massachusetts, Derby Academy, a Pre-K through Grade 8 coeducational day school founded in 1784 in Hingham, Massachusetts, seeks a Lead Teacher beginning in August 2026 to join our dynamic Lower School (Pre-K–Grade 4), where curiosity and creativity lead the way. In Derby’s Lower School, we embrace the lively minds and imaginative spirits of young children, creating classroom experiences that spark curiosity, encourage creativity, and invite students to make meaningful connections to each other, their teachers, and across subjects. These are years of discovery, creativity, and connection. Lower School Lead Teachers play a critical role in nurturing each child’s emerging skills, confidence, and sense of belonging as they learn to thrive both in the classroom and beyond. Derby Academy’s Lower School educators are courageous, joyful learners who delight in young children and in the thrill of learning itself. They embody kindness, empathy, compassion, patience, and inclusivity, offering a calm, steady presence paired with high expectations and an unwavering belief in the best in every child.    Our teachers are grounded by a deep understanding of child development and the latest research on best teaching practices. They are creative thinkers and problem-solvers who design safe, vibrant, and inspiring classrooms. They serve as mentors and guides, listening closely, asking more questions than they answer, and inviting students into meaningful inquiry, reflection, and discovery.    Derby educators collaborate generously, embrace a growth mindset, and see themselves as lifelong learners. We commit to ongoing reflection, shared professional growth, and aligned practices so that our daily teaching, curricula, schedules, and celebrations of learning consistently reflect our vision for learning in our Lower School.    The ideal candidate will demonstrate: Deep understanding of early childhood development and research on how young children learn best.   Experience teaching in early elementary grades, with a record of fostering joyful, rigorous learning.   Enthusiasm, flexibility, and a collaborative spirit when working with grade-level, divisional, and cross-disciplinary colleagues.   Skill in designing curriculum and learning experiences that emphasize authentic, real-world application of concepts.   Commitment to ongoing learning in structured literacy practices and to applying research-based approaches to early reading instruction Ability to create activities and opportunities that nurture curiosity, exploration, innovation, problem-solving, and thoughtful use of technology. Success in building a supportive, student-centered classroom in which children feel safe to take risks, learn, and interact positively with one another. A competitive salary and benefits package includes generous funding of professional development.  Salary range for this position is: $65,241 - $82,999, commensurate with experience and degree. Derby Academy is committed to building a diverse, equitable and inclusive educational community and does not discriminate on the basis of age, race, religion, gender, color, veteran status, physical ability, sexual orientation, national or ethnic origin or any other state or federally protected classifications. Derby Academy is an equal opportunity employer.  Derby Academy values inclusivity and encourages candidates from diverse backgrounds or who have experience in cultural competency work to apply.  Interested candidates should submit their application, complete with cover letter, resume, and references , by applying  here   No phone calls, please. Demonstrated commitment to cultivating active and inclusive learning spaces in which students feel seen, honored, and respected for who they are. Engagement with diversity, equity, inclusion, and belonging practices, and an understanding of their impact on curriculum and community life. Strong communication skills and the ability to partner effectively with parents through timely, appropriate feedback about student progress. A growth mindset and eagerness to engage in mission-aligned professional learning as a lifelong learner. Willingness to be an active presence in the life of the school beyond the classroom. Consistent discretion, sound judgment, and leadership qualities that inspire, motivate, and support students. Strong planning, organizational, and problem-solving skills, along with clear written and oral communication. Bachelor’s or Master’s degree in education and successful teaching experience required; relevant certification preferred. Must be eligible to work in the U.S.A. In accordance with Massachusetts law, all offers of employment are contingent upon successful completion of required background checks, including CORI, SORI and National Fingerprinting checks. Salary is based on Derby's salary scale and is commensurate with degree and experience Tue, 14 Apr 2026 17:08:29 -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/22200109/teacher-senior-kindergarten https://careercenter.zerotothree.org/jobs/rss/22200109/teacher-senior-kindergarten Indianapolis, Indiana, Park Tudor is currently seeking an experienced, passionate, and collaborative Kindergarten Teacher for the 2026-27 school year. The ideal candidate will have a degree in Early Childhood Education, broad knowledge of child development and a deep respect for the thoughts, ideas and intellectual capacities of young children. This position requires excellent communication skills and an ability to connect deeply with students, parents and colleagues. Ideal candidates will embrace and utilize brain-based research to inform their teaching, be well-informed around issues of social justice and committed to anti-bias instruction and will actively strive to implement best practices in the classroom.  Park Tudor’s center for early childhood education provides an environment specifically for young learners. In our full-day program, our students begin developing the social and academic skills that become the base for future learning and success.   Qualification Requirements: Education: Bachelor’s Degree required Experience: 3-5 years previous teaching experience required Required Qualifications: Utilize developmentally appropriate practices and brain-based research to inform their teaching Work collaboratively with the teaching team to create differentiated lessons which incorporate children’s interests and academic goals Student-centered and highly collaborative Seeks out feedback in order to reflect and improve  Excellent verbal and written communication skills; strong interpersonal skills A growth mindset and a commitment to professional development Engage in all aspects of the Park Tudor community while promoting and supporting the mission statement and core values How to Apply: Interested candidates should submit a cover letter, résumé, and statement of educational philosophy combined into a   single PDF. Please email the document to hr@parktudor.org with the subject line “SK Faculty.” In addition, all applicants must complete the online employment application at:  https://parktudor.formstack.com/forms/employment_application Park Tudor School is an Equal Opportunity Employer. Candidates who would contribute to the diversity of our community are strongly encouraged to apply. For more information about Park Tudor School, please visit www.parktudor.org . Tue, 14 Apr 2026 09:39:38 -0400 https://careercenter.zerotothree.org/jobs/rss/22200322/grade-4-teacher https://careercenter.zerotothree.org/jobs/rss/22200322/grade-4-teacher West Hartford, Connecticut, Renbrook School (West Hartford, CT), an independent day school for children age three to Grade 8, seeks a full-time, experienced Grade 4 Teacher for the 2026-2027 school year. This position reports to the Head of the Lower School. The successful candidate will possess the following personal qualities: A love of children and teaching Optimism, positivity, and playful sense of humor A growth mindset with an eye toward continuous improvement Primary Responsibilities: Teach in alignment and support of the mission and values of Renbrook School. Design lessons that are active and interactive; and teach units and educational experiences in collaboration with other grade-level teachers, specialist teachers, and learning specialists. Use effective and positive teacher language to promote academic and social growth and develop strong rapport with every student and family. Incorporate students’ cultural identities and lived experiences into the classroom as tools for effective instruction. Teach in alignment and support of Renbrook’s Diversity and Belonging mission and values. Collaborate with other faculty, the Head of Lower School, specialists, the school counselor, and/or learning specialists to develop programming and monitor student progress. Start each day with students in a way that sets a positive tone for learning utilizing Responsive Classroom methods and structures. Use differentiation to meet the needs of various levels of learners in each classroom. Build and maintain a professional relationship with parents, providing them with feedback and information through weekly emails, parent/teacher conferences, written Report Cards, and other correspondence as needed. Actively participate in weekly collaborative planning with grade-level teachers, during faculty meetings, and in fulfillment of other duties as assigned. Proactively communicate with colleagues and parents (in both written and verbal form) in a highly professional, collaborative, and positive manner at all times. Keep abreast of research/studies on learning through articles, books, webinars, podcasts, workshops, and trainings etc. The review of candidates will begin immediately with an expected start date in mid-August 2026. We offer a comprehensive benefits package including generous leave policies, tuition remission, retirement plans, comprehensive health insurance, as well as life insurance and disability protection. All applications must be provided via e-mail. Please send a cover letter, resume, teaching philosophy statement, and list of references all together in one PDF document to employment@renbrook.org with "Grade 4" in the subject line. References will be contacted later in the interview process.   Qualifications: A master's degree (preferred) or bachelor's degree in elementary education or related field. At least three years of teaching experience. A strong understanding of child development and the unique needs of upper elementary students. A proven record of positive and constructive peer-to-peer, teacher-to-student, and teacher-to-parent communication and partnership. Tue, 14 Apr 2026 15:38:57 -0400 https://careercenter.zerotothree.org/jobs/rss/22198436/preschool-teacher-researcher https://careercenter.zerotothree.org/jobs/rss/22198436/preschool-teacher-researcher Richmond, Virginia, Location:  Richmond, VA Job Category:    Full-time, Faculty and Instructional Staff Classification: Exempt Department: Preschool POSITION DESCRIPTION Sabot School, a progressive preschool–Grade 8 school in Richmond and a leader in the Reggio Emilia Approach®, seeks a Preschool Co-Teacher-Researcher. This role supports instruction in a Preschool classroom,, through a collaborative, inquiry-based, and Reggio Emilia-inspired approach. Working as a co-teaching team, the Teacher-Researchers collaborate to facilitate a safe, inclusive, and engaging learning environment focused on the whole child. Instruction is delivered through an emergent curriculum rooted in theReggio Emilia Approach™.  As a Teacher-Researcher, this position offers an opportunity to work in a deeply collaborative environment where teaching is viewed as an ongoing process of research, reflection, and relationship-building. ESSENTIAL TASKS Collaborate with their Co-Teacher-Researcher to create an engaging classroom environment to include developmentally-appropriate experiences and activities based on the children’s interests; Collaborate with their Co-Teacher-Researcher and Atelieristas to guide inquiry-driven projects with a focus on fostering student curiosity and joy of learning;  Build and maintain positive, collaborative relationships with students, families, colleagues, and community partners, promoting equity, inclusion, and a strong sense of belonging; Support classroom management and student well-being through supervision, proactive engagement, clear expectations, and respectful communication.  Demonstrate understanding of the Reggio Emilia Approach® or an eagerness to learn about the approach.  Co-teach in a respectful, collaborative partnership with a Lead Teacher-Researcher. Support an emergent curriculum and student-centered learning. Demonstrate familiarity with child development and supporting children’s social-emotional growth. Engage in ongoing professional reflection and growth. Support a diverse community of learners with cultural responsiveness and humility. Ensure compliance with Preschool licensing requirements Assist children with activities of daily living, including restroom needs, mobility, and rest time. Participates in school-wide service responsibilities including conferences, meetings, events, field trips, and admissions activities and events, including occasional evening or weekend commitments; QUALIFICATIONS EDUCATION & EXPERIENCE Education:   Bachelor’s degree from an accredited college or university in Education or a related field. Experience: Prior experience working with elementary-age children, ideally within a classroom or school-based setting—and preferably in a progressive or Reggio Emilia-inspired environment. SPECIAL REQUIREMENTS Must be able to successfully pass a background check. General Knowledge, Skills, And Abilities: Willingness to participate fully in a dynamic day school environment in Richmond, Virginia. Demonstrates professionalism and serves as a role model by modeling honesty, accountability, understanding, tolerance, respect, love, and kindness for students. Develops and maintains professional, collaborative, and collegial relationships with faculty, staff, and community partners for the benefit of students and classes. Demonstrates professionalism, engagement, and kindness toward all children and families, regardless of race, religion, nationality, abilities, familial status, gender identity, or gender expression. Exhibits excellent communication skills, both oral and written. Establishes effective communication and relationships with students and parents. Displays curiosity, a positive attitude, flexibility, and a good sense of humor. Demonstrates creativity and flexibility in teaching practices, with a growth mindset toward professional goals and development. Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills. 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. TO APPLY: Interested candidates should click the link on the right to submit the following materials. Be sure to list the position in the "position applying for" field. Letter of interest Resume Contact information for three professional references Sabot offers competitive benefits including: Group Health, Dental, Vision, and Life Insurance Short and Long Term Disability Insurance Retirement Flex Spending Plan Tuition Remission Mon, 20 Apr 2026 07:27:58 -0400 https://careercenter.zerotothree.org/jobs/rss/22198356/lower-school-assistant-teacher https://careercenter.zerotothree.org/jobs/rss/22198356/lower-school-assistant-teacher Metairie, Louisiana, St. Martin’s Episcopal School in Metairie is seeking a passionate and dedicated Lower School Assistant Teacher to join our faculty for the 2026-2027 academic school year. We are looking for an educator who loves inspiring young learners in an environment where they feel safe, supported, and encouraged to explore, grow, and build confidence. This is a full-time, academic year position (August-May).   About the Role We are seeking a caring, dependable, and engaging Lower School Assistant Teacher to support our early childhood classrooms. This role works closely with the lead teacher to create a warm, structured, and joyful learning environment for our youngest students.   This is a hands-on role for someone who enjoys being fully present with children and supporting their academic, social, and emotional development throughout the day.   Qualifications College degree required; background in early childhood or education preferred  Understanding of young child development   A patient, positive, and team-oriented approach  Strong communication and interpersonal skills  Ability to be flexible, proactive, and dependable in a classroom setting  Comfort with basic technology and classroom tools  Physical stamina to actively engage with young children throughout the day   At St. Martin’s, you’ll be part of a supportive faculty where relationships matter. Our leadership values collaboration and clear, open communication, and we are committed to providing opportunities for professional growth. Our culture is grounded in respect, kindness, and a strong sense of community, and this role offers a meaningful opportunity to make a lasting impact on students during some of their most formative years.   St. Martin’s Episcopal School is an equal opportunity employer committed to building an inclusive and diverse workforce. The School does not discriminate on the basis of race, religious creed, color, national origin, ancestry, physical or mental disability, medical condition, marital status, sex, gender, gender identity, age, sexual orientation, or any other status protected by applicable law. Applicants who require reasonable accommodations during the application or hiring process may contact the Human Resources Office at HR@stmsaints.com. EOE Mon, 13 Apr 2026 10:37:55 -0400 https://careercenter.zerotothree.org/jobs/rss/22198443/early-childhood-center-assistant-teacher https://careercenter.zerotothree.org/jobs/rss/22198443/early-childhood-center-assistant-teacher Philadelphia, Pennsylvania, Position Purpose Under general supervision, the Assistant Teacher supports the classroom Lead Teacher in administering programs to provide educational development opportunities to early childhood education students and will also support the Aftercare program. Facilitates learning by establishing a relationship with the Lead Teacher and pupils through learning resources and the classroom environment. Develops and fosters the appropriate skills and social abilities to enable the optimum development of young children. This position starts August 28, 2026. Essential Functions At the direction of the ECC Director and/or classroom Lead Teacher, assists with teaching and/or implementation of daily activities and duties. Plans and prepares activities for the children who stay for aftercare. May coordinate daily activities and supervise aides in the absence of the lead teacher. Assists with administering appropriate assessments and recording results. Prepares materials and classroom environment as directed by the Director and lead teacher. Assists with and participates in all classroom activities, including but not limited to snack and mealtimes, recess, and choice time. Supports the rules of conduct and creates a warm and welcoming learning environment. Maintains order in the classroom and throughout common areas of the campus, including the outside spaces such as the playground and garden. May counsel pupils when adjustment and academic problems arise. Discusses pupils' academic and behavioral attitudes and achievements with the lead classroom teacher and participates in parent conferences. May assist with classroom record-keeping and home communication. May assist with field trips. Collaborates with the classroom Lead Teachers and all departments and offices as required or requested. Assist with organizing meals and snacks for children. Helps children maintain good hygiene. Diaper changing of infants and toddlers, as well as toilet training support, as needed. Attends work and arrives/departs work at the appropriate times as determined by the immediate supervisor. Assumes other job-related duties assigned by the immediate supervisor. Qualifications At a minimum, a Child Development Associate (CDA) and two years of experience working with children in childcare or a classroom. A bachelor's degree in education and/or early childhood education is preferred. Ability to support the implementation of curriculum and assessments, and can utilize teaching methodologies. Strong interpersonal and communication skills and the ability to work effectively with a wide range of constituencies in a diverse community. Familiarity with content, curriculum, methods, materials, and equipment for early childhood education. Ability to facilitate activities for children that encourage healthy growth. Knowledge of applicable safety procedures. Ability to provide a supportive and caring environment for children. Ability to exercise control and maintain classroom discipline. Knowledge of child development theory and practice. Comfortable with a team-based work structure; ability to demonstrate flexibility on the job. Demonstrates initiative, is conscientious, and provides complete follow-through on areas of responsibility. Demonstrates sensitivity, knowledge, and understanding of the diverse backgrounds of community members, with a continuous focus on healthy relationship-building. Demonstrates enthusiasm for issues of diversity, inclusivity, and multiculturalism. Ability to adhere to a flexible schedule, including working some shifts between 7:30 AM to 6:00 PM. If hired, a list of clearances and paperwork will need to be completed to comply with the State of Pennsylvania Office of Childhood Development and Early Learning (OCDEL). SCH will guide and assist with obtaining this paperwork. Physical Requirements and Work Environment Be able to occasionally lift up to 30 lbs. Able to move around the classroom and other school environments. Regularly use close and distance vision. Turn, bend, reach, and occasionally climb. Work in a traditional climate-controlled classroom environment with a moderate noise level. Application Procedures To be considered, candidates must upload a cover letter, resume, statement of teaching philosophy, and information for three references through our online platform. Springside Chestnut Hill Academy is an Equal Opportunity Employer. The School is committed to providing reasonable accommodations for qualified individuals with disabilities during the application process and in employment as required by law. Mon, 13 Apr 2026 12:50:34 -0400 https://careercenter.zerotothree.org/jobs/rss/22198355/music-teacher-for-lower-school https://careercenter.zerotothree.org/jobs/rss/22198355/music-teacher-for-lower-school Metairie, Louisiana, St. Martin’s Episcopal School in Metairie is seeking a passionate and dedicated Lower School Music Teacher to join our faculty for the 2026-2027 academic school year. We are looking for an educator who loves inspiring young learners through music while creating a joyful, structured, and student-centered classroom environment. This is a full-time, academic-year position (August-May).  About this Role  Prepare engaging, age-appropriate music lessons that reflect extensive knowledge of the curriculum and student development and abilities. Use a variety of teaching strategies to meet the needs of diverse learners Plan, coordinate, and direct grade-level and lower school performances in collaboration with the theater director and classroom teachers. Foster a classroom environment that is inclusive, creative, and well-managed Integrate technology and innovative teaching methods into instruction Monitor student progress and communicate effectively with parents and school leadership Collaborate with colleagues to support a cohesive curriculum Participate fully in faculty meetings, school events, and professional development Contribute to the broader life of the school, including duties such as carpool, lunch supervision, and field trips Qualifications Bachelor’s degree in Music, Education, or a related field (Master’s preferred) Minimum of 3 years teaching experience preferred Strong understanding of music pedagogy and child development Ability to connect with students and create a positive, engaging classroom culture Excellent communication and collaboration skills Comfort using Google Suite and classroom technology A commitment to working in a diverse and inclusive school community At St. Martin’s, you’ll be part of a supportive faculty where relationships matter. Our leadership values collaboration and clear, open communication, and we are committed to providing opportunities for professional growth. Our culture is grounded in respect, kindness, and a strong sense of community, and this role offers a meaningful opportunity to make a lasting impact on students during some of their most formative years. St. Martin’s Episcopal School is an equal opportunity employer committed to building an inclusive and diverse workforce. The School does not discriminate on the basis of race, religious creed, color, national origin, ancestry, physical or mental disability, medical condition, marital status, sex, gender, gender identity, age, sexual orientation, or any other status protected by applicable law. Applicants who require reasonable accommodations during the application or hiring process may contact the Human Resources Office at HR@stmsaints.com. EOE   Mon, 13 Apr 2026 10:36:16 -0400 https://careercenter.zerotothree.org/jobs/rss/22198445/early-childhood-center-lead-teacher https://careercenter.zerotothree.org/jobs/rss/22198445/early-childhood-center-lead-teacher Philadelphia, Pennsylvania, Position Purpose Under general supervision, supports the Director in administering programs to provide educational development opportunities to early childhood education students. Facilitates learning by establishing a relationship with fellow teachers and pupils through learning resources and the classroom environment. Develops and fosters the appropriate skills and social abilities to enable the optimum development of young children. This position starts August 28, 2026. Essential Functions At the direction of the ECC Director, teaches academic, social, play, and motor skills. Prepares materials and the classroom environment. At the direction of the ECC Director and/or representative leadership, assists with teaching and/or implementation of daily activities and duties. Leads and participates in all classroom activities, including but not limited to arrival, dismissal, snack and mealtimes, recess, and choice time. Supports the rules of conduct and creates a warm and welcoming learning environment. Maintains order in the classroom and throughout common areas of the campus, including the playground. May counsel pupils when adjustment and other problems arise. Discusses pupils' academic and behavioral attitudes and achievements with the ECC Director and participates in the preparation of pupil reports. Maintains classroom record-keeping and home communication, as appropriate and applicable. Collaborates with other SCH teachers, departments, and offices as required or requested. Attends work, arriving and departing at the appropriate times as determined by the Director. Assumes other job-related duties assigned by the ECC Director. Qualifications At a minimum, a Bachelor's degree in Education, Early Childhood Education, or the equivalent. At least two years of experience working with young children. Knowledge of child development theory and practice. Knowledge of content, curriculum, methods, materials, and equipment for early childhood education. Ability to support the implementation of curriculum and assessments, and can utilize teaching methodologies. Ability to facilitate activities for children that encourage healthy growth. Ability to provide a supportive and caring environment for children. Ability to exercise control and maintain classroom discipline. Strong interpersonal and communication skills and the ability to work effectively with a wide range of constituencies in a diverse community. Knowledge of applicable safety procedures. Working knowledge of personal computer skills with experience in the use of such programs as Google Workspace, Excel, and e-mail. Comfortable with a team-based work structure; ability to demonstrate flexibility on the job. Demonstrates initiative, is conscientious, and provides complete follow-through on areas of responsibility. Demonstrates sensitivity, knowledge, and understanding of the diverse backgrounds of community members, with a continuous focus on building healthy relationships. Demonstrates enthusiasm for issues of diversity, inclusivity, and multiculturalism Must be able to work a minimum of two weeks during the Summer. If hired, a list of clearances and paperwork will need to be completed to be in compliance with the State of Pennsylvania Office of Childhood Development and Early Learning (OCDEL). SCH will guide and assist with obtaining this paperwork. Physical Requirements and Work Environment Be able to occasionally lift up to 30 lbs. Able to move around the classroom and other school environments. Regularly use close and distance vision. Turn, bend, reach, and occasionally climb. Work in a traditional climate-controlled classroom environment with a moderate noise level Application Procedures To be considered, candidates must upload a cover letter, resume, statement of teaching philosophy, and information for three references through our online platform. Springside Chestnut Hill Academy is an Equal Opportunity Employer. The School is committed to providing reasonable accommodations for qualified individuals with disabilities during the application process and in employment as required by law. Mon, 13 Apr 2026 12:51:55 -0400 https://careercenter.zerotothree.org/jobs/rss/22198584/middle-school-english-teacher https://careercenter.zerotothree.org/jobs/rss/22198584/middle-school-english-teacher Columbus, Ohio, Job Title:   Middle School English Teacher     Office or Division:  Middle School     Reports To:    Head of Middle School     Effective Dates:  ­­ 2026-2027 school year (10-month, FTE 1.0)     The Wellington School, a vibrant PreK-12 independent school in Columbus, Ohio, is dedicated to delivering an exceptional education through both traditional and innovative, hands-on teaching methods. Situated in a city known for its dynamic blend of culture and growth, Columbus offers an inviting and exciting place to live and work, boasting a thriving arts scene, multiple universities and higher education options, an expansive Metro Park system, diverse dining, and a welcoming spirit. At Wellington, every member of our community plays a critical role in upholding our values as we help students find their purpose and realize their potential for tomorrow’s world. We strive to provide students, families, and faculty with an educational experience that challenges and inspires, helping all to achieve their fullest potential. Wellington is committed to providing its faculty and staff with professional development opportunities, competitive compensation/benefits package, and a supportive work environment. Diversity and belonging are central to our work, and we invite you to  explore our website  to learn more about our unique approach to teaching and learning.      Mission   We help students find their purpose and realize their potential for tomorrow's world.?     Values   Be Curious   Be Yourself   Be Ambitious   Be Empathetic   Be Responsible     Position Description   Wellington is seeking a dynamic, forward-thinking, and student-centered teacher of English (interest and experience in social studies is a plus). The successful candidate will have a love and passion for working with middle schoolers (grades 5 through 8) and supporting both their academic and social-emotional development. Candidates should demonstrate an ability to operate effectively in diverse environments, interact successfully with people from widely varying backgrounds, and employ culturally responsive pedagogy to create an inclusive and equitable classroom community. This position involves teaching four sections of English, serving as an advisor to middle school students, and contributing to a professional culture of care, collaboration, creativity, and collegiality.     Key Responsibilities   Deliver engaging and innovative instruction in English classes at the middle school level.   Serve as advisor to 10-15 middle school students and contribute to a grade-level team.   Teach in the middle school Dive (elective) program and advise a middle school club.    Communicate effectively with parents and caregivers of students and advisees to keep them aware of student progress.   Actively participate in the school community, collaborating with colleagues and contributing to a positive and dynamic academic environment.   Pursue and engage in ongoing professional development opportunities aligned with the school's mission and goals.     Position Requirements   Passion and enthusiasm for working with middle school students, with an emphasis on care, advocacy, and relationship building   Experience in the classroom teaching English/humanities to middle school students   Understanding of child development and educational needs for students in grades 5 through 8   Bachelor's and/or master’s degree in English literature, humanities, or a related field   Demonstrated experience in   cultural competency in teaching practices.   creating a positive and inclusive classroom culture in which students feel safe and supported.   coaching and supporting young writers.   facilitating discussion-based learning in English/humanities classrooms.   differentiating instruction to meet the diverse needs of students.   assessing and documenting student growth through observations, record-keeping, and various formal assessments.   planning and implementing an integrated curriculum using informed and innovative approaches.     We welcome candidates to apply  here . Mon, 13 Apr 2026 16:24:49 -0400 https://careercenter.zerotothree.org/jobs/rss/22192246/intermediate-lead-teacher-3rd-or-4th-grade https://careercenter.zerotothree.org/jobs/rss/22192246/intermediate-lead-teacher-3rd-or-4th-grade Seattle, Washington, Intermediate Lead Teacher, 3rd or 4th Grade (1.0 FTE) Westside School is seeking a collaborative and compassionate educator to join our Lower School team as an Intermediate Lead Teacher for the 26-27 school year The ideal candidate can co-develop and implement meaningful, age-appropriate curriculum, foster a joyful and inclusive classroom community, and support the school’s ongoing work around diversity, equity, inclusion, and belonging. Located in the Arbor Heights neighborhood of West Seattle, Westside School serves approximately 375 students in preschool through eighth grade. 36.4% of our student body are Black, Indigenous, and People of Color. Westside’s Lower School serves around 200 students in Kindergarten through Grade 4 and is organized into grade-level teams of two lead teachers and instructional assistants, who work together to support student learning and growth. The Lead Teacher is responsible for their classroom in all areas, including developing and implementing curriculum across core subjects. They are committed to building a respectful and caring community of learners, where students feel seen, heard, and valued. The Lead Teacher partners with families, collaborates with fellow classroom teachers, Specialist teachers, and the Lower School Learning Support Team, and plays an essential role in creating a cohesive, student-centered experience. The Lead Teacher participates fully in the life of the school, attending in-service days, meetings, and school celebrations, and upholds the mission, vision, and values of Westside School. Mission : Westside students learn to think critically and act with compassion in a joyful, supportive community. Vision : Westside is committed to being a collaborative, inclusive school where learners discover their unique strengths, embrace challenges, and develop a passion for learning, in order to contribute positively to their world. Reports to: Lower School Head Responsibilities include: Provide diverse learning opportunities, emphasizing inquiry-based and hands-on experiences. Collaboratively develop and implement age-appropriate, hands-on instructional curricula rooted in CCSS. Establish classroom expectations that create a safe and comfortable environment for all students. Foster the holistic development of students' cognitive, emotional, social, and physical well-being. Plan and deliver engaging experiences that facilitate active engagement in learning and  challenge each student to reach their full potential. Value and incorporate diverse perspectives in daily interactions and within the curriculum. Collaborate closely with grade level colleagues and instructional assistants. Engage in Westside’s continued journey to educate ourselves and embrace issues of diversity, equity, inclusion, and anti-racist work. Regularly assess and document student learning and present this learning in formal reports and conferences with families, as well as shared data files with colleagues. Maintain the classroom environment and materials and manage the classroom budget effectively to support the academic program. Share ownership for the educational program with colleagues and Lower School leadership. Set annual goals for focus and growth with the Lower School Head, participate in peer support teams, and seek out and engage in staff development opportunities. Serve as a mentor for a grade level  Instructional Assistant. Communicate regularly with the parent community, including writing weekly newsletters. Participate in recess and lunch duty.  Other duties as assigned. Successful candidates will have the following personal and professional attributes: Philosophy of education that aligns with the school’s mission and values. Bachelor's degree or equivalent experience in teaching, child development or curriculum design. Master’s degree and/or teaching certificate preferred.  Minimum of three years of lead teaching experience in an elementary grade level classroom  Experience in a variety of instructional techniques and approaches, including inquiry-based learning. Strong written, verbal, interpersonal, and conflict resolution skills; strong presentation skills.  Skilled in adapting instruction to meet diverse learning needs.  Enthusiasm for working collaboratively with colleagues including the desire to plan curriculum experiences across classrooms and disciplines. Familiarity and facility with current research informing teaching and learning. Start Date: August 17, 2026 Compensation and Benefits: This is a full-time position for the 2026-2027 academic school year. The salary range is $63,219 - $93,586 based on education and years of experience, according to Westside’s teacher salary scale, and will include longevity bonuses. Westside School offers the following competitive benefits package: 403b Retirement Savings Plan upon eligibility Medical and Dental insurance Life, AD&D, and Long-term Disability insurance Various voluntary insurance benefits including vision insurance 3 Days of Personal Time Off per year 7 Days of Sick Time Off per year 10+  paid holidays throughout the year Westside School's Diversity Statement Westside School is committed to promoting inclusiveness, diversity, and cultural competence in its education, employment practices, school community, and governance. It views inclusiveness as a fundamental value, diversity as a key element, and cultural competence as a vital skill necessary to prepare students to participate in and contribute to a global society.  Westside uses the term diversity broadly to encompass differences in the attributes of individuals, families, and communities. Westside School is an Equal Opportunity Employer.  To Apply: Please submit a cover letter, resume, statement of educational philosophy, and three professional references, to employment@westsideschool.org Successful candidates will have the following personal and professional attributes: Philosophy of education that aligns with the school’s mission and values. Bachelor's degree or equivalent experience in teaching, child development or curriculum design. Master’s degree and/or teaching certificate preferred.  Minimum of three years of lead teaching experience in an elementary grade level classroom  Experience in a variety of instructional techniques and approaches, including inquiry-based learning. Strong written, verbal, interpersonal, and conflict resolution skills; strong presentation skills.  Skilled in adapting instruction to meet diverse learning needs.  Enthusiasm for working collaboratively with colleagues including the desire to plan curriculum experiences across classrooms and disciplines. Familiarity and facility with current research informing teaching and learning. To Apply: Please submit a cover letter, resume, statement of educational philosophy, and three professional references, to employment@westsideschool.org Compensation and Benefits: This is a full-time position for the 2026-2027 academic school year. The salary range is $63,219 - $93,586 based on education and years of experience, according to Westside’s teacher salary scale, and will include longevity bonuses. Fri, 10 Apr 2026 19:11:10 -0400 https://careercenter.zerotothree.org/jobs/rss/22192242/4th-grade-teacher-lower-school https://careercenter.zerotothree.org/jobs/rss/22192242/4th-grade-teacher-lower-school Bethesda, Maryland, About Holton-Arms Founded in 1901, Holton-Arms School is a nationally recognized independent school for girls in grades 3 -12 that encourages young women to approach the world with curiosity, courage, and a sense of responsibility to use their talents for the greater good. Rooted in a long legacy of excellence and guided by future-forward thinking, Holton offers a vibrant, purpose-driven learning environment where students, faculty, and staff bring deep engagement, spirit, and passion to their work. The mission of the Holton-Arms School is to cultivate the unique potential of young women through the education not only of the mind, but of the soul and spirit. Students are scholars, artists, and athletes who find their voices, take risks, learn from challenges, and build lifelong friendships—embodying the school’s motto, Inveniam viam aut faciam (“I will find a way or make one”). We seek applicants from diverse backgrounds, talents, and interests who share our passion for helping girls learn, grow, and thrive. Together, we are committed to cultivating the leaders of tomorrow who will make a positive impact on their communities and the world.   Position Summary Holton-Arms is seeking a student-centered  4th Grade Teacher  to guide students through a pivotal year of academic transition toward greater responsibility and independence. Reporting to the Lower School Division Head, the teacher will lead a homeroom and implement a curriculum that emphasizes collaboration, perspective-taking, and the "why" behind mathematical and scientific concepts. The successful candidate will foster an inclusive classroom where every idea is respected, and girls are empowered to become positive change-makers. Successful candidates will demonstrate flexibility, creativity, and a deep understanding of child development, coupled with the ability to create engaging, differentiated lessons across a range of subjects. Ideal candidates are excellent collaborators who thrive in a team-oriented environment and are passionate about nurturing curiosity, critical thinking, and a love of learning in young students. They must bring exceptional organizational and time-management skills, as well as the ability to balance multiple responsibilities with care and efficiency. A growth mindset is essential, as is a commitment to lifelong learning and professional development. Candidates should value building inclusive classroom environments that empower all students to succeed academically, socially, and emotionally. Holton teachers are mentors and role models who actively contribute to our vibrant, supportive community and embrace the school’s mission to cultivate the unique potential of each student.   Responsibilities Integrated Humanities Instruction:  Deliver the "History & Stories" program, combining Language Arts and Social Studies to explore identity, global perspectives, and student-initiated action.  Math & Science Inquiry:  Facilitate deep mathematical understanding using the  Illustrative Mathematics  framework and support integrated science units that turn students into investigators and problem-solvers. Workshop Implementation:  Utilize the workshop model for literacy and math to provide differentiated, kinesthetically and visually rich instruction that encourages students to verbalize ideas and take risks. Social-Emotional Leadership:  Apply Responsive Classroom strategies, or similar SEL approaches, to foster an inclusive environment. Responsibilities include explicitly teaching emotional regulation, assertive communication, and collaborative conflict resolution. Collaborative Planning:  Partner with grade-level colleagues and specialists (Art, Dance, Design Technology, etc.) to design interdisciplinary units that connect homeroom content with creative and technical disciplines. DEIB Integration:  Guide students in recognizing the impacts of stereotypes and bias while fostering an appreciation for the experiences of individuals worldwide. Professional Engagement:  Participate in all aspects of school life, including faculty meetings, professional development, and supervisory duties (recess, lunch, chaperoning, etc). Parent Engagement:  Maintain transparent, consistent communication with families regarding student progress, curriculum updates, and classroom life through newsletters, digital platforms, and direct outreach Qualifications & Experiences Education:  Bachelor’s degree in Elementary Education or a related field required; Master’s degree preferred. Instructional Expertise:  3–5 years of experience in upper elementary education with a strong background in balanced literacy and inquiry-based math. SEL Proficiency:  Demonstrated experience with Responsive Classroom or similar social-emotional frameworks focused on student advocacy and community building. Curriculum Design:  Proven ability to develop interdisciplinary units that integrate Language Arts with Social Studies and Global Competencies. Mission Alignment:  A commitment to the Faculty Tenets of Excellence, specifically enthusiasm for girls' education, the mindset of a lifelong learner, and a dedication to professional growth. Diversity, Equity, Inclusion and Belonging Holton-Arms cherishes the uniqueness of each of our members, including current and former students, faculty, and staff. We seek to create an inclusive environment that sees, values, and supports diverse identities and experiences, cultivates engaging discourse, and empowers our students to be thriving members of the global community. At Holton-Arms, each of us is responsible for fostering an equitable, respectful, and just community.   Salary & Benefits The average salary range for this position is $70,000 to $100,000, the exact salary to be determined based on education and experience. We use a step scale to determine teacher salary. Additional stipends are available for coaching, certain club sponsorship and significant commitments outside of the classroom. Benefits include health insurance with a generous employer contribution to medical, dental and vision; life and disability insurance; 403b retirement savings with an employer match and non-elective contribution; employee assistance program, tuition remission for eligible children; professional development opportunities; paid parental leave after one year of employment; paid sick and personal days; and lunch is provided on school days.   Application Details To be considered for this position, candidates must submit a cover letter, resume, statement of educational philosophy, and the names of three references. Fri, 10 Apr 2026 18:16:01 -0400 https://careercenter.zerotothree.org/jobs/rss/22189007/lower-school-instructor-kindergarten https://careercenter.zerotothree.org/jobs/rss/22189007/lower-school-instructor-kindergarten CHARLOTTE, North Carolina, CHARLOTTE COUNTRY DAY SCHOOL     POSITION TITLE:        Lower School Instructor, Kindergarten DEPARTMENT:             Lower School REPORTS TO:               Head of Lower School FLSA:                           Exempt TERM:                         10 Months   Charlotte Country Day School, an independent coeducational day school located in Charlotte, NC, is currently recruiting for a Lower School Instructor.   POSITION SUMMARY:   The Lower School Instructor’s primary responsibility is in the classroom as they work to meet individual student and family needs. The working relationship between the lead teacher, assistant teacher and the school families is critical for the success of the students; therefore, open, honest communication is required.   ESSENTIAL FUNCTIONS: Teaching Role Implement small and whole group instruction in math, social studies, language arts and social-emotional learning Assess and report on student learning, including ongoing assessments, report cards and conferences Build strong partnerships with families and communicate regularly about student learning and classroom events through Seesaw and other forums Communicate with and support the admissions team Collaborate and communicate with the assistant teacher to support student learning Attend all faculty and grade level meetings. Attend all required after school events as stated in the Lower School Handbook Commitment to innovative forward-thinking pedagogy   Supervisory Role Monitor children to provide for their safety at all times Perform carpool duties as assigned for your particular role Support assistant teacher with information for classroom instruction and duties Interact and respond to parents and faculty regarding phone calls and emails as appropriate Prepare for daily instruction   REQUIREMENTS AND QUALIFICATIONS: Early Childhood or Elementary education degree and experience preferred Comfortable with technology as a teaching and learning tool Commitment to diversity, equity, inclusion and belonging work Passion for children and an understanding of child development Strong communication and time management skills   PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT: May work at a desk and computer for extended periods May have extended times of standing and or walking around campus Work primarily in a traditional climate-controlled classroom environment Work intermittently in outside weather conditions, including extreme heat and cold     It is the policy of Charlotte Country Day School not to discriminate against any employee or applicant for employment on the basis of race, color, religion, national origin, age, sex, gender identity or expression, sexual orientation, disability, veteran status, or any other basis protected by applicable law.  Country Day will make reasonable accommodations for qualified individuals with known disabilities unless doing so would result in an undue hardship.  This policy extends to recruitment, employment, promotion, demotion, transfer, layoff, termination, compensation, training, benefits and all other terms and conditions of employment.   Thu, 09 Apr 2026 15:03:08 -0400 https://careercenter.zerotothree.org/jobs/rss/22188963/technician-learning-commons-junior-school https://careercenter.zerotothree.org/jobs/rss/22188963/technician-learning-commons-junior-school British Columbia, Canada, Technician, Learning Commons, Junior School Continuing Contract Crofton House School offers a girl-centred learning environment for students from Junior Kindergarten to Grade 12. Here, students are motivated to strive for their best selves, embracing academic challenge and diverse experiences, guided by staff who know them and believe in them. Crofton House School fosters a strong sense of community among educators, staff, students, and families. Here, everyone can contribute to the strength of our school– including you.  We offer extensive professional development opportunities, competitive compensation and a comprehensive benefits package. Our 10-acre campus provides modern facilities, as well as beautiful outdoor spaces and a daily connection to nature.  We are seeking a full-time Library Technician to join our school on a continuing contract. This role is ideal for an individual who is passionate about creating engaging learning environments and supporting students both during and beyond the school day. Guided by the BC Ministry of Education curriculum, our program is rooted in a student-centred, inquiry-based, and collaborative approach to learning. As a key member of our community, the successful candidate will play an integral role in fostering a welcoming and dynamic Learning Commons that supports curiosity, literacy, and a love of learning. In addition to supporting the day-to-day operations of the library, this role includes leading our After School Care program, creating a safe, structured, and engaging environment for students at the end of the school day. You will join a vibrant and innovative school community that is deeply committed to personal excellence, whole-child development, and student well-being. Key Accountabilities/Responsibilities: Create a positive, welcoming, and inclusive environment for students and staff in our Learning Commons  Act as a support role during class visits to the library under the direction of the teacher librarian Promote library materials and programs to encourage interest among learners in consultation with the teacher librarian Support with the coordination of activities and programs to support library services  Ensure the library space is organized  Reshelf reading print material in a timely manner Order supplies for the Library Assist librarian with displays and projects Organize teacher professional resource areas   Manage collection and weed as appropriate Lead the After School Care program  daily from 3:30-5:30 pm, managing attendance, guiding routines, and fostering a welcoming, well?supervised space Connect and collaborate with other teams as needed, including  maintenance and IT  Perform other related duties as required Skills/Attributes: Highly motivated self-starter  Ability to work methodically, paying attention to detail  Possess strong organizational and communication skills  Team player, with good interpersonal skills Open and flexible  Ability to problem solve Ability to positively interact with elementary students  in providing direct services to students  Strong classroom management skills that would transfer to a library and after school program setting Experience leading an after-school program with elementary school students an asset  Minimum Qualifications: Library Technician diploma or equivalent  Experience with Destiny ILS, Google Apps for Education, and other technologies preferred Experience working in a school library an asset Knowledge of age appropriate fiction and non-fiction literature an asset Experience working with elementary age students preferred Employment and Application Details:  Classes begin in September 2026 following orientation in late August 2026.  Annual Compensation: $47,000 - $50,000 based on experience. Please include the following with your application: A cover letter and current resume that outlines exact dates of employment, the organization, job title and responsibilities.  If you have gaps in your employment history, please advise as to why.   Please clearly identify your educational background and history of professional development related to this position. Apply online at  www.croftonhouse.ca/careers .    We thank all candidates in advance. We will, however, contact only those selected for an interview. No phone calls, please. About Crofton House School Established in 1898, Crofton House has a long history of girl-centred education. Today, the School has over 900 students and almost 200 staff members learning, working and playing on our 10-acre campus in Vancouver.  Our approach supports the whole girl in her social, emotional, physical and intellectual development. Here, girls can discover and pursue their own paths, developing the confidence and capacity to thrive and positively influence the world around them. Thu, 09 Apr 2026 13:38:01 -0400 https://careercenter.zerotothree.org/jobs/rss/22189127/early-childhood-education-teacher https://careercenter.zerotothree.org/jobs/rss/22189127/early-childhood-education-teacher Los Angeles, California, The Douglas Family Early Childhood Center of Sinai Akiba Academy is looking for experienced, dedicated early childhood educators to join our dynamic teaching team. This role involves working with a supportive and talented team of diverse faculty in a fun, warm, and nurturing learning environment for children aged 18 months to 5 years old. DFECC teachers embrace developmental and play-based pedagogy, working closely with a classroom teaching team to facilitate learning experiences aligned with the school's mission and values. We seek exceptional early childhood teachers with a sound understanding of best practices in play-based teaching and child development to begin in August 2026. Sinai Akiba Academy is a preeminent private Jewish day school in Los Angeles, serving students in Early Childhood through Grade 8. Sinai Akiba Academy is undergirded by our school mission to engage students in the joy and discipline of learning, and nurture a community of ethical, critical thinkers who, shaped by our evolving Jewish tradition, walk through the world with confidence and humility. Sinai Akiba Academy offers a competitive salary in a collaborative and engaging teaching community.  Our core values of Kehillah Kedoshah (Sacred Community); Talmud Torah (Academic Excellence); Derech Eretz (Kindness, Empathy, & Respect); Tzedek, Tzedek Tirdof (Ethical Responsibility); Avodat Halev (Soulful Intention), and Ahavat Yisrael (Love for Israel) serve as a commitment with the students, families and community members that we serve to energize the present, explore the past, and embrace the future. ESSENTIAL ROLES AND RESPONSIBILITIES General Responsibilities Design and facilitate play-based, inquiry-driven learning experiences grounded in observation and child development Create nurturing, predictable environments that support wellness, emotional regulation, independence, and belonging Adapt activities and the learning environment to meet the interests, needs, and abilities of individual children and the group as a whole Observe, document, and reflect on student learning to inform instruction and communicate growth Collaborate with colleagues to ensure coherence across classrooms and contribute to shared professional practices Model and directly teach positive social skills, emotional regulation, and conflict resolution techniques appropriate for the age group Maintain regular, open, and respectful communication with parents/guardians regarding their child's learning and the DFECC program Engage in ongoing professional learning aligned with the science of learning and early childhood research Judaic Studies As a DFECC teacher, core responsibilities include, but are not limited to the following, as detailed in the “ECC Jewish Education Curriculum Guide”: Teach the meaning behind each Jewish Holiday and ensure students experience the Jewish Holiday atmosphere through all their senses (touch, taste, smell, see and hear) Understand and be able to teach Jewish Holidays and rituals as appropriate to the developmental stage being taught, according to Sinai Akiba Academy’s mission and Conservative Judaic values and practices (i.e., Rosh Hashanah, Yom Kippur, Sukkot, Simcha Torah, Hanukkah, Purim, Passover, Shavuot, Yom Ha’atzmaut) Instill Ahavat Israel (Love of Israel): Love for the people and Land of Israel through ensuring that Jewish and Israeli symbols are displayed and referred to, including, but not limited to, Singing HaTikvah (Israeli national anthem), celebrating Yom Ha’atzmaut (Israel Independence Day) Jewish Music: Learn and sing along Judaic songs with students PHYSICAL REQUIREMENTS Ability to lift and move objects of up to 30 pounds. Substantial time spent standing, kneeling, walking, bending, stooping, squatting, and moving up and down stairs. Responsibilities include moving quickly with children. The position also requires being able to set up and move classroom equipment, including large items such as children's desks and chairs may require setting and resetting. QUALIFICATIONS AND EDUCATION REQUIREMENTS Bachelor's degree in Early Childhood Education or relevant field or a minimum of 12 ECC units Proven and outstanding experience in early childhood education Ability to work on campus Monday - Friday 7:45AM - 3:30PM Strong physical fitness and enthusiasm for engaging in classroom and outdoor activities Demonstrated ability to create a safe, nurturing, and stimulating learning environment Excellent communication and interpersonal skills, with the ability to engage with children, parents, and colleagues positively and effectively Knowledge of safety regulations and risk management practices in outdoor environments COMPENSATION AND BENEFITS Annual Salary Range: $38,000 - $70,000 Excellent benefit package with a portion of medical paid by SAA Generous paid time off and holidays 403b and employer funded retirement plans Professional development opportunities In the spirit of pay transparency we share the base annual salary range for this position: $38,000 - $70,000. Annual base salary is exclusive of fringe benefits, retirement plan employer contributions or potential stipends (for eligible employees). Pay ranges at SAA are reasonable estimates of what the School anticipates paying for a role but are not guaranteed. If hired at SAA, your final annual base salary will be determined by factors such as skills, education, experience, job level, part-time status and number of months of work per academic year. In addition to those factors, we believe in the importance of pay equity and consider internal equity with our current employees as a part of any final offer. Please keep in mind that the range mentioned above is the full annual base salary range for the role. Hiring at the maximum of the range is not typical for SAA in order to allow for future and continued salary growth. Applicants may submit their cover letter and resume for consideration at  https://sinaiakiba.bamboohr.co...  or to Jen Cavalieri, Associate Director of DFECC, at jcavalieri@sinaiakiba.org. Sinai Akiba Academy provides equal employment opportunities to all applicants and employees and strictly prohibits any type of harassment or discrimination in regards to race, religion, age, color, sex, disability status, national origin, genetics, sexual orientation, protected veteran status, gender expression, gender identity, or any other characteristic protected under federal, state, and/or local laws. Thu, 09 Apr 2026 20:18:23 -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/22188811/elementary-school-teacher-anticipated https://careercenter.zerotothree.org/jobs/rss/22188811/elementary-school-teacher-anticipated Charlottesville, Virginia, School Overview Seven Rivers Country Day School is a K–7 independent school operated by the Miller School of Albemarle in Crozet, Virginia. Rooted in the belief that childhood is a time for exploration, curiosity, and joyful learning, Seven Rivers integrates academic rigor with hands-on experiences in nature, play, and farm-based education. Our mission centers on building, learning, and playing. Students spend significant time outdoors each day, engage deeply with the natural world, and develop strong foundations in literacy, numeracy, creativity, and community. Seven Rivers operates as a division of the Miller School of Albemarle and is guided by the shared philosophy of educating the hands, hearts, and minds of students. Position Summary The Lower Elementary Teacher is responsible for creating a nurturing, joyful, and developmentally appropriate classroom environment that supports early learners in building foundational academic and social-emotional skills. The teacher designs and implements an integrated curriculum that emphasizes early literacy, numeracy, inquiry-based learning, outdoor exploration, and play. This role requires a strong commitment to experiential education, relationship-centered teaching, and honoring the developmental needs of young children in a technologically light environment.  Key Responsibilities Classroom Teaching Design and deliver an engaging multi-age curriculum that supports foundational literacy, mathematics, and inquiry learning. Implement developmentally appropriate instruction that balances direct teaching, project-based learning, and play-based exploration. Foster a classroom culture built on curiosity, kindness, independence, and collaboration. Differentiate instruction to meet the needs of diverse learners. Experiential and Outdoor Learning Integrate outdoor learning experiences into the daily curriculum. Utilize the school’s farm, trails, woods, and natural spaces as learning environments. Social-Emotional Development Support students’ growth in self-regulation, empathy, and resilience. Teach conflict resolution, cooperation, and emotional awareness. Create a classroom culture where students feel known, valued, and safe. Collaboration Work closely with colleagues across grade levels to support a cohesive school culture. Partner with specialists and support staff to meet individual student needs. Participate actively in faculty meetings, professional development, and school events.   Equal Opportunity Statement Seven Rivers Country Day School and the Miller School of Albemarle are equal-opportunity employers and seek to build a diverse community of educators and learners. Cover Letter and Resume should be sent to info@sevenriversschool.org Qualifications Required Bachelor’s degree in Education, Early Childhood Education, or a related field Experience teaching early elementary or primary grades Strong understanding of child development and developmentally appropriate practice Excellent communication and collaboration skills This position is not eligible for immigration sponsorship Preferred Master’s degree in Education or related field Experience in multi-age classrooms Experience with play-based or project-based learning Desired Personal Qualities Seven Rivers seeks educators who: Believe deeply in the importance of preserving childhood Value play, creativity, and time outdoors Are warm, energetic, and relationship-centered Demonstrate flexibility, initiative, and a collaborative spirit Enjoy working in a small, mission-driven school community Work Environment Seven Rivers teachers regularly teach outdoors and lead students in active learning environments, including gardens, woods, fields, and farm spaces. The position requires comfort working in varied weather conditions and supporting students in hands-on activities. Tue, 14 Apr 2026 11:01:35 -0400 https://careercenter.zerotothree.org/jobs/rss/22188995/kindergarten-homeroom-teacher https://careercenter.zerotothree.org/jobs/rss/22188995/kindergarten-homeroom-teacher Annapolis, Maryland, St. Anne’s School is a two-year-old through Eighth Grade, co-educational, private Episcopal school located in scenic Annapolis, Maryland. Annapolis is a lively, historic seaport city within close proximity to Washington, D.C. and Baltimore. Our school is distinguished as a leader in progressive, inquiry-based academic education rooted in an intentional social-emotional learning program. Our program typically draws energetic and flexible lifelong learners who are reflective about their teaching practices and find great value in collaborating and growing as teachers, mentors, and leaders. We are celebrated for our dynamic sense of community, our ability to be responsive and nimble as education itself transforms in this century, and our commitment to cutting-edge practices in teaching and learning.   The strength of the school’s challenging academic program is based on our intentional social-emotional learning program, which is recognized as central to our work and key understanding of child development and brain development. We employ the tenets of Responsive Classroom and Developmental Designs holistically. Our core curriculum is based on central-subject studies, project based learning, a Reggio-inspired approach to learning, a structured literacy approach based in the Science of Reading, robust world language instruction, and a rigorous, conceptual mathematics program. We are committed to vibrant arts, lab based science and engineering, thoughtful use of technology, and the relevance of mindful physical, nature-based, and outdoor education. We enjoy a strong commitment to service learning. As an Episcopal school, we promote and explore inclusive perspectives and embrace a commitment to anti-bias curriculum and diversity education in our teaching and learning practices.   St. Anne’s School of Annapolis is hiring a Kindergarten Homeroom Teacher to instruct, guide, and supervise children in a warm, nurturing environment that is student centered and supports differentiated instruction. With the support of the Lower School Program Head, this teacher will establish a safe and caring classroom community in which each child’s strengths, opinions, actions, and thoughts are valued. St. Anne’s School seeks life-long learners who possess the positive professionalism, community-mindedness, openness, engagement, and warmth that characterizes our entire staff.  Duties and Responsibilities: Develop assessments, evaluate, and track student progress Differentiate instruction to meet the diverse learning needs of students Maintain proactive communication with parents about student progress, including through parent-teacher conferences, report cards, and portfolio conferences Lead morning meeting using a Responsive Classroom approach Work collaboratively and support team teachers in the other departments Participate in faculty meetings, professional development opportunities, and school events outside the life of the classroom Chaperone field trips, including possible overnight trips C omplete lunch, recess, and other duties as assigned Work closely and collaboratively with colleagues and administrators to ensure each child’s success  Teach homeroom-based classes, including language arts, mathematics, social studies, and SEL (Social and Emotional Learning) Embrace the St. Anne’s School mission and educational philosophy Minimum Requirements 3+ years teaching elementary students, preferably in an independent school setting Bachelor’s Degree required; Master’s Degree preferred Excellent communication, collaboration, and classroom management skills Experience teaching language arts utilizing the Science of Reading and Readers and Writers Workshop model; Orton-Gillingham training a plus Experience teaching math that promotes conceptual understanding, factual knowledge, and procedural fluency Knowledge of current research and best practices in brain-based teaching and learning Experience with Project Based Learning a plus Thu, 09 Apr 2026 14:27:08 -0400 https://careercenter.zerotothree.org/jobs/rss/22186058/lower-school-teacher-researcher https://careercenter.zerotothree.org/jobs/rss/22186058/lower-school-teacher-researcher Richmond, Virginia, Location:  Richmond, VA Job Category:    Full-time, Faculty and Instructional Staff Classification: Exempt Department: Lower School POSITION DESCRIPTION Sabot School, a progressive preschool–Grade 8 school in Richmond and a leader in the Reggio Emilia Approach®, seeks a Lower School Co-Teacher-Researcher. This role supports instruction in a classroom, grades K–4 as applicable, through a collaborative, inquiry-based, and Reggio Emilia-inspired approach. Working as a co-teaching team, the Teacher-Researchers collaborate to facilitate a safe, inclusive, and engaging learning environment focused on the whole child. Instruction is delivered through an inquiry-based, social-constructivist, and Reggio Emilia Approach as well as direct instruction and co-teaching modalities.  As a Teacher-Researcher, this position offers an opportunity to work in a deeply collaborative environment where teaching is viewed as an ongoing process of research, reflection, and relationship-building. ESSENTIAL TASKS Teaches classes, performs duties, and completes reports and tasks as assigned in a timely manner, while providing effective and professional instruction, assessment, and management consistent with the mission values, standards, and policies established by the school;  Collaborates with their Co-Teacher-Researcher and Atelieristas to guide inquiry-driven projects with a focus on fostering student curiosity and joy of learning;  Collaborates with their Co-Teacher-Researcher to use a variety of methods to teach Sabot’s standards-based grade-level curriculum with an emphasis on outdoor learning, and connection to student inquiry; Guides students’ exploration, supporting the development of metacognition, critical thinking, and problem-solving skills; Collaborates with Teacher-Researcher Team, the Program Director, School Counselor, and Co-Teacher-Researcher to support individual student needs by implementing accommodations, designing and adapting curriculum and instruction aligned with school standards, and using a variety of materials and strategies to address diverse learning needs; Works collaboratively to document each student’s learning as expressed and demonstrated using various methods, including but not limited to: observations, photographs, formative and summative assessments, projects, papers, collaborative work, classwork, presentations, class discussions, one-on-one conferences, portfolios, and self-reflection on the student’s part that follows the child’s journey at the school; Builds and maintains positive, collaborative relationships with students, families, colleagues, and community partners, promoting equity, inclusion, and a strong sense of belonging; Collaborates with the Co-Teacher-Researcher to assess student learning, evaluate strengths and challenges against grade-level proficiencies, and use insights to guide instruction while fostering students’ confidence, independence, and accountability; Supports classroom management and student well-being through supervision, proactive engagement, clear expectations, and respectful communication that promotes a safe and healthy environment and school experience indoors and outdoors; Engages in ongoing professional growth and action research by reflecting on practice, generating questions, documenting learning, collaborating with colleagues, and implementing feedback to improve instruction; Participates in school-wide service responsibilities, including conferences, meetings, events, field trips, and admissions activities and events, including occasional evening or weekend commitments. QUALIFICATIONS EDUCATION & EXPERIENCE Education: Bachelor’s degree from an accredited college or university in Education or a related field. Experience: Prior experience working with elementary-age children, ideally within a classroom or school-based setting—and preferably in a progressive or Reggio Emilia-inspired environment. Preferred Qualifications: Strong background or specialized training in early reading instruction, literacy development, or reading intervention strategies. SPECIAL REQUIREMENTS Must be able to successfully pass a background check. SPECIFIC TO THIS POSITION Demonstrated understanding of the Reggio Emilia Approach or an eagerness to learn about the approach.  Ability to co-teach in a respectful, collaborative partnership with a Co-Teacher-Researcher. Experience supporting emergent curriculum and student-centered learning. Familiarity with child development and supporting children’s social-emotional growth. Willingness to engage in ongoing professional reflection and growth. Capacity to support a diverse community of learners with cultural responsiveness and humility. General Knowledge, Skills, And Abilities: Willingness to participate fully in a dynamic day school environment in Richmond, Virginia. Demonstrates professionalism and serves as a role model by modeling honesty, accountability, understanding, tolerance, respect, love, and kindness for students. Develops and maintains professional, collaborative, and collegial relationships with faculty, staff, and community partners for the benefit of students and classes. Demonstrates professionalism, engagement, and kindness toward all children and families, regardless of race, religion, nationality, abilities, familial status, gender identity, or gender expression. Exhibits excellent communication skills, both oral and written. Establishes effective communication and relationships with students and parents. Displays curiosity, a positive attitude, flexibility, and a good sense of humor. Demonstrates creativity and flexibility in teaching practices, with a growth mindset toward professional goals and development. Guides students in discovery and understanding, fostering the development of reflective thinking and problem-solving skills. Exhibits excellent time management skills, completing reports and tasks in a timely and professional manner. Multi-tasks effectively, remains calm under pressure, and treats everyone with respect. Remains responsible for the supervision of students during classes and at all times while on or off campus. Learns new technology and systems as required by the program level. Adheres to all policies and procedures outlined in the Employee Handbook and Community Guide. 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. TO APPLY: Interested candidates should click the link on the right to submit the following materials. Be sure to list the position in the "position applying for" field. Letter of interest Resume Contact information for three professional references Sabot offers competitive benefits including: Group Health, Dental, Vision, and Life Insurance Short and Long Term Disability Insurance Retirement Flex Spending Plan Tuition Remission Mon, 13 Apr 2026 13:10:20 -0400 https://careercenter.zerotothree.org/jobs/rss/22185913/middle-school-physical-education-coach https://careercenter.zerotothree.org/jobs/rss/22185913/middle-school-physical-education-coach Atlanta, Georgia, POSITION OVERVIEW The Middle School Physical Education Teacher & Coach is responsible for delivering a comprehensive physical education program that supports the development of students’ physical literacy, teamwork, and overall well-being. In addition to classroom instruction, this position includes coaching responsibilities within Westminster’s athletics program, including serving as an Assistant Varsity Football Coach and coaching at least one additional sport based on program needs and candidate experience. This role contributes to students' educational and co-curricular experience by promoting skill development, sportsmanship, and character in both the classroom and athletics. Supervisor : Director of Athletics; Head of Middle School;  Supervisory Responsibilities : None Position Status :  Salaried, exempt, full-time, 10-month Work Hours : Typical hours are 7:30 a.m. to 4:00 p.m., Monday through Friday. Some weekend and evening work may be required.    REQUIREMENTS AND QUALIFICATIONS The requirements below outline the knowledge, skills, and abilities expected of a successful candidate. A strong academic background in Middle School Physical Education and/or related field(s) A general undergraduate degree Demonstrated success in coaching football and working with athletic teams and staff Deep understanding of the developmental and learning needs of Middle School children Commitment to 21st-century instructional strategies and familiarity with National Standards for K-12 Physical Education Experience developing classrooms and curricula that further Westminster’s commitment to equity and inclusion Proficiency with a range of technologies and the ability to use them to enhance teaching and learning The desire to continue learning by reading and implementing ideas from professional journals, attending workshops and conferences, taking courses, and collaborating with colleagues Strong communication and organization skills Preferred Qualifications Advanced degree in Physical Education or related discipline Two or more years of Middle School teaching experience Experience in an independent school environment Ability to contribute to multiple athletic programs Additionally, successful candidates will demonstrate: a love of working with Middle School students an engaging teaching style the ability to build partnerships with parents and colleagues the ability to create and promote an inclusive learning environment enthusiasm, curiosity, flexibility, and a cooperative spirit   ESSENTIAL RESPONSIBILITIES Instruction & Curriculum Development Designs and implements a developmentally appropriate physical education curriculum aligned with school standards Teaches four sections of Middle School PE classes of boys and girls with a team of twelve other physical educators across three divisions Co-teaches a 2-week immersive, interdisciplinary class during MayATL Promotes physical fitness, teamwork, and lifelong wellness habits Fosters a love of movement, teamwork, and lifelong fitness in young learners. Utilizes various teaching methods and instructional strategies to engage students with diverse learning styles and abilities. Assesses and monitors student progress, providing feedback to students and parents as needed. Integrates character education, leadership, and sportsmanship into daily lessons. Classroom & Student Management Creates a positive, inclusive, and safe learning environment for all students. Establishes and maintains clear expectations for student behavior and participation. Ensures proper supervision of students at all times to promote safety and well-being. Coaching Responsibilities Serves as Assistant Varsity Football Coach, supporting all aspects of Westminster’s robust athletic program Coaches at least one additional sport (non-Fall Season), as assigned Plans and conducts practices, prepares for competitions, and supports athlete development Promotes sportsmanship, teamwork, and student-athlete well-being Collaborates with Head Coaches and Athletics staff to support program goals Supervises student-athletes during practices, competitions, and team activities Supports school-wide physical activities, including field days, after-school programs, and special events. Collaboration & Community Engagement Works closely with fellow PE teachers, classroom teachers, and school staff to support interdisciplinary learning. Communicates effectively with parents and caregivers regarding student progress and physical education programming. Serves as a coach or sponsor for extracurricular athletics or wellness programs as needed. Actively participates in faculty meetings, committees, and school events to support the broader community. Engages in professional development opportunities to remain current in best practices in physical education and child development. Program Operations Responsibilities Maintains accurate records of student performance and participation. Ensures equipment and facilities are properly maintained and comply with safety standards. Contributes to the broader school community Follows all school policies and procedures regarding student health, wellness, and emergency preparedness. Perform other duties as assigned   PHYSICAL DEMANDS AND WORK ENVIRONMENT While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle, and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch, and crawl; talk and hear; engage in moderately strenuous physical activity both indoors and out. The employee may occasionally lift or move up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The ability to become certified in CPR, AED, and First Aid is required. While performing the duties of this position, the employee is occasionally exposed to outdoor weather conditions and frequently walks on slippery or uneven surfaces.  The noise level in the work environment is often loud. Westminster is a drug-free, smoke/vape-free campus.   TRAVEL Travel is primarily local during the regular business day.  Overnight and out-of-area travel may also be required and is associated mainly with planned events, conferences, and professional development opportunities. Driving a Westminster vehicle may be required for this position. REQUIREMENTS AND QUALIFICATIONS The requirements below outline the knowledge, skills, and abilities expected of a successful candidate. A strong academic background in Middle School Physical Education and/or related field(s) A general undergraduate degree Demonstrated success in coaching football and working with athletic teams and staff Deep understanding of the developmental and learning needs of Middle School children Commitment to 21st-century instructional strategies and familiarity with National Standards for K-12 Physical Education Experience developing classrooms and curricula that further Westminster’s commitment to equity and inclusion Proficiency with a range of technologies and the ability to use them to enhance teaching and learning The desire to continue learning by reading and implementing ideas from professional journals, attending workshops and conferences, taking courses, and collaborating with colleagues Strong communication and organization skills Preferred Qualifications Advanced degree in Physical Education or related discipline Two or more years of Middle School teaching experience Experience in an independent school environment Ability to contribute to multiple athletic programs Additionally, successful candidates will demonstrate: a love of working with Middle School students an engaging teaching style the ability to build partnerships with parents and colleagues the ability to create and promote an inclusive learning environment enthusiasm, curiosity, flexibility, and a cooperative spirit Wed, 08 Apr 2026 09:11:14 -0400 https://careercenter.zerotothree.org/jobs/rss/22185907/lower-school-design-thinking https://careercenter.zerotothree.org/jobs/rss/22185907/lower-school-design-thinking Atlanta, Georgia, The Lower School Design Thinking Teacher joins a caring and innovative community dedicated to building the foundation for lifelong learning. Rooted in Westminster’s mission to develop the whole person for college and for life, this role creates a joyful, engaging environment where students cultivate curiosity, creativity, confidence, and problem-solving skills. This role advances Westminster’s vision for an innovation ecosystem where students imagine, design, and build solutions to meaningful challenges, developing the creative confidence to shape the world around them. This position focuses on integrating design thinking principles—empathy, ideation, prototyping, and iteration—into age-appropriate learning experiences. The teacher empowers students to think critically, collaborate effectively, and approach challenges with creativity and resilience. The Design Thinking Teacher partners closely with three other Design Thinking Teachers as well as grade-level teams and specialists to support interdisciplinary learning and enhance innovation across the Lower School curriculum. Supervisor : Head of Lower School Supervisory Responsibilities :  None Position Status :  Salaried, exempt, full-time, 10-month Hours of Work : Typical hours are 7:30 a.m. to 4:00 p.m., Monday through Friday.  Some weekend and evening work may be required.      REQUIREMENTS AND QUALIFICATIONS The requirements below outline the knowledge, skills, and abilities expected of a successful candidate. Bachelor’s degree in Education, Design, Engineering, or a related field required; advanced degree preferred Experience working with elementary-aged students Demonstrated understanding of design thinking, maker education, or project-based learning, and Constructivist theory, as well as Reggio Knowledge of child development and best practices in elementary education Strong communication, collaboration, and organizational skills Ability to create an engaging, student-centered learning environment Commitment to innovation, creativity, and continuous improvement  Preferred Qualifications Experience in a maker space, STEM lab, or innovation program Familiarity with tools such as fabrication equipment, coding platforms, and design software Experience integrating interdisciplinary curriculum and experiential learning Additionally, successful candidates will: Demonstrate a love of working with Lower School students Create and promote an inclusive learning environment with enthusiasm, flexibility, and a cooperative spirit   ESSENTIAL RESPONSIBILITIES Instruction & Curriculum: Designs and delivers a dynamic, hands-on curriculum grounded in design thinking methodologies Facilitates project-based learning experiences that promote creativity, innovation, and real-world problem solving Guides students through the design process: empathy, ideation, prototyping, testing, and reflection Integrates design thinking across disciplines in collaboration with homeroom teachers and specialists Utilizes technology, materials, and maker-centered resources to enhance learning Differentiates instruction to support diverse learners and learning styles   Student Development & Support: Fosters an inclusive and engaging learning environment where all students feel valued Encourages curiosity, independence, and a growth mindset Supports social-emotional development through collaborative and reflective practices Provides timely, constructive feedback to support student growth Ensures student safety, including supervising recess, lunch, transitions between classrooms, and carpool duty Provides feedback on and evaluation of students during the admission process   Collaboration & Professional Growth: Partners with faculty to embed design thinking into core academic areas Participates in the Innovation Committee and ongoing curriculum development Engages in continuous professional growth, particularly in innovation, creativity, and instructional best practices Contributes to the evolution of Westminster’s design thinking and innovation programming   Community Engagement: Assumes the leadership role in planning the annual Innovation Fair Builds strong relationships with students, parents, and colleagues Communicates effectively with families regarding student progress and experiences Contributes to the broader Lower School community through events, initiatives, and extracurricular involvement Models Westminster’s values of inclusivity, service, and excellence And perform other duties as assigned.    PHYSICAL DEMANDS AND WORK ENVIRONMENT While performing the duties of this position, the employee is required to sit; stand; walk; use hands to finger, handle, and feel objects, tools, or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch and crawl; talk and hear; engage in moderately strenuous physical activity both indoors and out; and smell. The employee may occasionally lift or move up to 25 pounds. Specific vision abilities required by this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The ability to become certified in CPR, AED, and First Aid is required. While performing the duties of this position, the employee is occasionally exposed to outdoor weather conditions and frequently walks on slippery or uneven surfaces.  The noise level in the work environment is often loud. Westminster is a drug-free, smoke/vape-free campus.   TRAVEL Travel is primarily local during the regular business day.  Overnight and out-of-area travel may also be required and is associated mainly with planned events, conferences, and professional development opportunities. Driving a Westminster vehicle may be required for this position.   EQUAL EMPLOYMENT OPPORTUNITY STATEMENT Westminster is committed to the principle of equal opportunity in employment.  It is Westminster’s policy to provide equal employment opportunities and administer terms and conditions of employment without regard to race, color, religion, sex, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran under applicable federal, state, and local laws.  EOE/M/F/D/V. REQUIREMENTS AND QUALIFICATIONS The requirements below outline the knowledge, skills, and abilities expected of a successful candidate. Bachelor’s degree in Education, Design, Engineering, or a related field required; advanced degree preferred Experience working with elementary-aged students Demonstrated understanding of design thinking, maker education, or project-based learning, and Constructivist theory, as well as Reggio Knowledge of child development and best practices in elementary education Strong communication, collaboration, and organizational skills Ability to create an engaging, student-centered learning environment Commitment to innovation, creativity, and continuous improvement  Preferred Qualifications Experience in a maker space, STEM lab, or innovation program Familiarity with tools such as fabrication equipment, coding platforms, and design software Experience integrating interdisciplinary curriculum and experiential learning Additionally, successful candidates will: Demonstrate a love of working with Lower School students Create and promote an inclusive learning environment with enthusiasm, flexibility, and a cooperative spirit Wed, 08 Apr 2026 09:06:42 -0400 https://careercenter.zerotothree.org/jobs/rss/22186266/two-year-olds-lead-teacher https://careercenter.zerotothree.org/jobs/rss/22186266/two-year-olds-lead-teacher Annapolis, Maryland, About Us St. Anne's School of Annapolis offers an exceptional Reggio Emilia-informed, project-based learning experience for students from two years old through eighth grade. Through inquiry and research, students are actively engaged in projects and topics that are relevant and meaningful to them. Our Program for Young Children serves Two Year Olds, Preschool (three year olds), and Prekindergarten (four year olds). Early literacy, mathematics, science, and social studies are designed to be learned in an interdisciplinary way that honors how young children naturally explore and make sense of their world. Social-emotional learning and development, along with the values of inclusion and diversity, are hallmarks of our school. This constructivist, Reggio Emilia-informed educational environment enables students to forge their own learning paths. Program Structure Each grade level consists of two classes ranging in size from 12 students (Twos) to 16 students (Prekindergarten). Two highly qualified teachers - one lead and one assistant - work collaboratively in each classroom and are joined by support staff each afternoon for two hours Essential Qualities  Deep commitment to students' academic and social-emotional growth Collaborative mindset and ability to work effectively with a teaching partner and team of 12 PYC teachers Strong relationship-building skills with children, families, and colleagues Respectful, collegial approach that fosters a healthy, positive school culture Gentle, nurturing interaction style that creates a safe and supportive environment for young learners Growth mindset and willingness to engage in ongoing professional development Authentic communication skills and ability to navigate challenges with grace and professionalism What We Offer A collaborative, intellectually vibrant community of educators Ongoing professional development in Reggio Emilia practices and early childhood education Supportive leadership and mentorship The opportunity to work in a beautiful, well-resourced learning environment A commitment to your growth as an educator Lead Teacher Requirements: Bachelor's or Master's degree in Early Childhood Education Minimum of three years of teaching experience with young children Sound understanding of developmentally appropriate practices and child development Experience in Reggio Emilia-inspired programs required Experience working with two year olds highly valued Wed, 08 Apr 2026 23:14:50 -0400 https://careercenter.zerotothree.org/jobs/rss/22186255/class-teacher-general https://careercenter.zerotothree.org/jobs/rss/22186255/class-teacher-general Nashville, Tennessee, Position: Class Teacher Status: Full-time, Salaried Primary Function: Linden Waldorf School is seeking a qualified and motivated individual to serve as class teacher in the elementary grades. Candidates must possess a commitment to personal and professional development and an enthusiasm for collegial work. We offer mentoring, opportunities for professional development, and a workplace supportive of pursuing Waldorf certification. This position reports directly to the Director of Education. This person will work as a part of a committed team of teachers and be an active member of our school community. Waldorf class teachers have a unique relationship to their class because of their opportunity to know their students across years and across disciplines. Teachers make a significant commitment to their classes, both in endeavoring to know their individual students well and in bringing a rich and solidly academic curriculum to the class as a whole. This relationship involves creating a productive working relationship with the parents, as well as a cooperative relationship with colleagues. All employees are subject to the requirements of the Employee Handbook. In addition, all teachers are required to teach the curriculum outlined in their grade-specific Scope and Sequence, available upon request. Classroom Responsibilities and Duties: All aspects of preparing and teaching lessons. Develop and maintain a safe, inclusive and harmonious environment that supports social-emotional development and learning. Document and record student progress and grades according to agreed upon standards. Conduct class parent meetings on a routine basis. Prepare a yearly class play or presentation as indicated by the curriculum. Plan and carry out a yearly class trip as indicated in the curriculum. Create and maintain a grade-appropriate, aesthetically pleasing, and orderly classroom space.   Additional Responsibilities: Maintaining and striving for an openness to understand Waldorf Education and child development. Attendance and participation in weekly faculty meetings and inservice workshops. Attendance and participation in weekly section meetings. Service on at least one (1) faculty committee. First year teachers may be exempt from this requirement. Attendance/assistance at major all-school activities. Attendance at all-school meetings as indicated by administration. Willingness to participate in the enrollment process of new students, particularly in discussions of student placement. Participation in the design and execution of an individualized plan for professional development. Attendance at Waldorf education summer training as identified as appropriate by the Director of Education. Other duties as assigned. Requirements Required Qualifications: Bachelor’s degree from an accredited university in Education or a related field 1 – 2 years previous classroom experience Interest in and appreciation for Waldorf Education   Preferred Qualifications: Master’s Degree from an accredited university in Education of a related field 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.   Wed, 08 Apr 2026 19:02:45 -0400 https://careercenter.zerotothree.org/jobs/rss/22186237/early-learning-center-teacher https://careercenter.zerotothree.org/jobs/rss/22186237/early-learning-center-teacher Carpinteria, California, Department:  Early Learning Center Status: Non-Exempt (Hourly), Full-time position Reports To:  Early Learning Center C0-Directors Pay Scale: $21.00-$28.00 depending on experience Location:  Carpinteria, CA To apply: Please submit your cover letter, resume and a list of all previous school or educational institution employers, including city and state, in accordance with CA SB 848 through  this link . About our program The Cate Early Learning Center is guided by a developmentally appropriate curriculum and practices in an indoor and outdoor setting. Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in research that promotes young children’s optimal learning and development. DAP involves teachers meeting young children where they are by stage of development, both as individuals and as part of a group, and helping each child meet challenging and achievable learning goals. We believe children learn through play. While engaged in play, children are not only expressing their creative nature, they are also making discoveries in their environment and attaching meaning to their experiences. They are associating words with objects, building on their vocabulary, and stimulating cognitive growth. Our program enhances children’s play and learning experiences by providing routine and structure throughout the day, allowing children to organize and feel in control of their day. We provide a balance of teacher-supported activities with plenty of child-directed choices. Our Infant and Toddler program is heavily influenced by the RIE philosophy. RIE encourages respectful interactions through caregiving routines while following the cues of each child. At Cate School, we pride ourselves on fostering a community where our employees truly thrive. As a member of our team, you’ll enjoy full access to our premium campus facilities, including our library, gym, pool, and athletic track. We also provide complimentary meals in our campus dining hall during the academic year. Tucked away in the foothills, our campus offers breathtaking mountain views and serene walking trails—perfect for a peaceful break or an outdoor adventure with students. Position Overview As an ELC Teacher, you will be responsible for creating a safe, nurturing, and engaging learning environment for a small group of children. This role requires a genuine passion for outdoor education, a deep understanding of early childhood development, and the ability to inspire a sense of curiosity, creativity, and a positive attitude towards learning. We want to create a group of lifelong learners through holistic development, cognitive ability, and self-care. Health and safety Supervise children closely to ensure their safety and well-being in any setting and weather conditions. Administer first aid and respond to emergencies, documenting all incidents accurately. Teach children about risk management while encouraging them to take age-appropriate risks. Model and enforce personal hygiene practices, including proper hand-washing. Maintain a precise headcount of students at all times. Ensuring each child is signed in and out each day. Interactions with children Strive to create a language-rich program, encouraging positive and respectful interactions. Treat each child with dignity and respect. Help each child to become aware of his/her role as an integral member of the group. Help each child to become comfortable with him/herself. Encourage active involvement in problem solving in the environment. Encourage children to be responsible for their actions to support the development of their roles as effective decision makers. Parent and community relations Communicate effectively and professionally with families, sharing observations about their child’s development through conversations, emails, and a parent portal.  Represent the program’s philosophy and core values at community and school events. Collaborate with co-teachers and staff to support the program’s goal. Administrative functions Complete all assigned paperwork (daily information sheets/daily attendance, shopping lists, child injury reports, lesson plans, etc.) in a timely manner. Professional development Maintain current certifications, including CPR and first aid. Attend staff meetings and professional development opportunities. Engage in regular self reflection and seek to grow as a teacher of young children. Qualifications Experience: A minimum of 2 years experience working with young children in a preschool setting. Education: At least 12 of the core ECE units, an Associate’s degree in Early Childhood Education (ECE) or a related field or a Bachelor degree is preferred. Successful completion of the finger printing process Successful completion of background check. Skills and abilities Excellent communication skills both written and verbal. Creativity and flexibility in curriculum planning. Ability to work collaboratively and maintain a positive attitude. Strong problem solving and observational skills. Continually able to observe and respond to children’s needs, emergencies, and/or conflicts that might occur during the day. Able to work with age groups 3 months-5 years. Physical requirements Continually able to kneel to maintain eye contact at child’s level. Continually able to sit on the floor to work with children.  Continually able to react to a child that is 20-30 feet away within 30 seconds. Continually able to carry a child (1-50 lbs), up to 50-100 feet. Continually able to respond to the children’s first aid needs (inside and outside), which may include cuts, bruises, blood/bodily fluids. Continually able to communicate clearly and calmly to children, parents, and co-workers. Continually able to deal effectively with the stress involved in working closely with children, parents, and co-workers.  Continually able to do fine and medium hand manipulation. Job Benefits: This role includes a generous benefits package with Health, Dental, and Life insurance, Retirement and PTO plans, plus meals enjoyed on campus as part of our school community. Employee Conduct: It is the responsibility of every employee to contribute to a positive work environment through cooperative and professional interactions with co-workers, children, and parents. All Cate Employees live up to the following Essential Expectations: Overtly support and act according to the school’s mission and values. Foster a safe, predictable, and supportive environment for employees and students. Interact with colleagues in a respectful and collegial manner that fosters a healthy culture for living, learning, and working together. Demonstrate commitment and courage in service of building our school culture where diversity is affirmed and supported. Demonstrate appropriate planning and preparation to meet the complex and evolving needs of your role. Uphold professional standards of predictable presence, reliable responses, and relational trust. Appropriately steward strategic and special projects associated with role or team. Honor the confidentiality of School, student, and family information. Comply with policies and procedures as articulated in the School’s Employee Handbook. Authentically engage in self-reflection in service to professional growth and adapting to the evolving needs of the school. At Cate, we often talk about the deep sense of community that attends the “spirit of this place.” While the “spirit” manifests in many ways, it is rooted in the full recognition of the dignity of each person. We encourage all members of the Cate community to share their background, interests, identities, and beliefs so that we can collectively work to broaden our perspectives, deepen our capacity for empathy, and strengthen our resilience. In doing so, we can continue the daily work of creating and building community. Equal Employment Opportunity Policy Cate School is an equal opportunity employer. Qualified applicants will receive consideration for employment without regard to race, color, sex, pregnancy, childbirth, marital status, age, national origin, ancestry, physical or mental disability, medical condition including genetic characteristics, sexual orientation, veteran status, gender, gender identity, genetic information or any other category protected under federal or local law. Wed, 08 Apr 2026 17:19:36 -0400 https://careercenter.zerotothree.org/jobs/rss/22182493/lower-school-teacher https://careercenter.zerotothree.org/jobs/rss/22182493/lower-school-teacher New York, New York, Job Title: Lower School Teacher Department: Lower School FLSA Status: Exempt The Hewitt School - New York, NY ABOUT HEWITT Established in 1920 and located in New York City, The Hewitt School is an independent K-12 girls’ school whose mission is to inspire girls and young women to become game changers and ethical leaders who forge an equitable, sustainable, and joyous future. Hewitt empowers and expects our community members to embrace multiple points of view, to engage others with empathy and integrity, and to champion equity and justice in all areas of our lives. As a community, Hewitt is fully committed to a culturally diverse faculty, staff, and student body. POSITION SUMMARY The Hewitt School is seeking candidates for a lower school head teacher for the 2026-2027 school year. The head teacher is responsible for the education and support of students in a homeroom. ESSENTIAL FUNCTIONS/RESPONSIBILITIES Plan and implement a cohesive and integrated lower school curriculum in math, reading, writing, word study, social studies, and social-emotional learning  Collaborate with peers and the academic team to develop inter- and transdisciplinary curricula utilizing backward design, standards-based learning, and performance-based assessment Integrate latest research on girls into the academic program in alignment with Hewitt’s mission and strategic vision Mentor an associate teacher Monitor and document academic, social, and emotional progress of students Communicate student progress in written reports and during conferences with parents and guardians Serve as the homeroom’s lead storyteller by participating in admissions events and crafting weekly newsletters or email blasts to families Assist with supervisory duties as assigned QUALIFICATIONS REQUIRED Demonstrated commitment to anti-bias education and social justice Commitment to girls’ education Experience teaching in early childhood and/or elementary settings with a strong track record of learning outcomes Master’s degree in education Strong pedagogy, deep understanding of child development, and repertoire of differentiated instructional practices to meet the needs of a diverse student population Experience with lower school social-emotional learning and a deep appreciation for student-centered, inquiry-based, and culturally responsive teaching practices Demonstrated ability to utilize backwards design and learning standards in curriculum development Experience with workshop methodology Excellent verbal and written communication skills Collaborative, team-focused approach to teaching and learning High emotional intelligence and a sense of humor QUALIFICATIONS DESIRED Inquiry-based pedagogy with an understanding of computational thinking and familiarity with STEM-related frameworks Culturally responsive approach to teaching Fluency in multiple student-centered instructional approaches Proficient with Mac platforms; comfortable with technology or demonstrated ability to learn quickly Commitment to student life Proven dedication to professional growth and purpose-driven practice Professional practice and ability to model contemplation as part of intellectual exploration SALARY RANGE Starting Salary Range:  $65,000 to $95,000 (salary based upon, but not limited to, relevant experience and expertise) TO APPLY: Please submit a resumé, cover letter, and examples of previous relevant work via our applicant tracking portal . Cover letters should reflect a careful reading of The Hewitt School’s website, including the School’s academic philosophy. No phone calls, please. Recruitment will remain open until the position is filled; applicants should apply as soon as possible for consideration. IMPORTANT INFORMATION The Hewitt School is an Equal Opportunity Employer. It has been and will continue to be a fundamental policy of the School not to discriminate on the basis of any category prohibited by applicable federal, New York State and/or New York City laws/regulations. This policy applies to all aspects of the employment process, including hiring, promotion, demotion, compensation/benefits, performance evaluations, disciplinary actions, training, working conditions, layoff, and termination. QUALIFICATIONS REQUIRED Demonstrated commitment to anti-bias education and social justice Commitment to girls’ education Experience teaching in early childhood and/or elementary settings with a strong track record of learning outcomes Master’s degree in education Strong pedagogy, deep understanding of child development, and repertoire of differentiated instructional practices to meet the needs of a diverse student population Experience with lower school social-emotional learning and a deep appreciation for student-centered, inquiry-based, and culturally responsive teaching practices Demonstrated ability to utilize backwards design and learning standards in curriculum development Experience with workshop methodology Excellent verbal and written communication skills Collaborative, team-focused approach to teaching and learning High emotional intelligence and a sense of humor QUALIFICATIONS DESIRED Inquiry-based pedagogy with an understanding of computational thinking and familiarity with STEM-related frameworks Culturally responsive approach to teaching Fluency in multiple student-centered instructional approaches Proficient with Mac platforms; comfortable with technology or demonstrated ability to learn quickly Commitment to student life Proven dedication to professional growth and purpose-driven practice Professional practice and ability to model contemplation as part of intellectual exploration Tue, 07 Apr 2026 13:18:07 -0400 https://careercenter.zerotothree.org/jobs/rss/22182167/intervention-specialist-division-6-8 https://careercenter.zerotothree.org/jobs/rss/22182167/intervention-specialist-division-6-8 Los Angeles, California, OUR MISSION Our School, founded on Jewish values, is about who our children can become and how they can help others become who they might be. Because the world our children will create tomorrow is born in the School we build today, our mission is to educate our children so they can surpass us. POSITION OVERVIEW The Learning Specialist uses research-based programs to deliver targeted reading, math, and writing interventions to students in small-group settings. The Learning Specialist guides students in developing compensatory strategies, including proficiency in assistive technology. The Learning Specialist provides support to students in developing executive functioning skills.  The Learning Specialist collaborates closely with teachers to scaffold and differentiate the curriculum. The Learning Specialist reviews student assessment results, monitors progress, and adapts instruction accordingly. The Learning Specialist collaborates closely with teachers, administrators, and student service specialists, including literacy specialists, academic support directors, and counselors. The Learning Specialist reports directly to the Head of Student Services. RESPONSIBILITIES Proctor assessments, including make-up exams, reassessments, and other evaluations as assigned. Implement and monitor approved testing accommodations accurately and confidentially, in alignment with school policies and student learning plans. Ensure the testing environment is quiet, orderly, and compliant with assessment protocols. Maintain vigilance during testing to uphold academic honesty and address any irregularities promptly and professionally. Manage and maintain a detailed testing schedule Track completed assessments and communicate testing status as needed with relevant faculty and staff. Communicate clearly and professionally with teachers regarding assessment logistics, expectations, and completion timelines. Collaborate with counselors, learning specialists, and administrators to support students requiring accommodations. Maintain confidentiality when handling student information and assessment materials. Respond to student questions or concerns about testing procedures in a consistent, professional manner. QUALIFICATIONS Strong sense of commitment to the Milken Community School Mission. Masters Degree in Special Education, Educational Therapy or a closely related field, and a minimum of five years of classroom teaching experience. Highly knowledgeable of child development with an expertise in needs unique to middle school-age students. Training in reading and writing intervention programs such as Lindamood Bell Reading Systems, Orton Gillingham, Jane Schaffer Writing Systems and Writing Revolution..  Highly knowledgeable in best practices of curriculum development, instruction, differentiation and assessment. Excellent communication and interpersonal skills. Inspires collaboration among colleagues and is inclusive. Organized, flexible, able to contend with complexity and nuance. Proficient with educational technology platforms. Able to provide leadership and expertise in interpreting and disseminating data and psycho-educational assessment results. Effective in communicating with parents, administration, faculty, outside service providers, and the extended educational community. Efficient with time management, organizational skills, and meeting deadlines Is professional, timely, and compassionate in responding to all constituents. Committed to professional development in all areas related to learning, curriculum and leadership.   Standard On-Campus Hours Start: M - F by 7:45 AM End: M - Th 5:30 PM, F 2:45 PM *All schedules are subject to change.   For a complete overview of our benefits, please visit the Employment page on our website. Milken strives to be a nurturing, diverse and inclusive community.  It is a vibrant academic home, drawing faculty and staff from the spectrum of faith, social and cultural backgrounds. Relocation costs are fixed and based on location. Tue, 07 Apr 2026 12:57:37 -0400 https://careercenter.zerotothree.org/jobs/rss/22182502/apprentice-teacher-elementary https://careercenter.zerotothree.org/jobs/rss/22182502/apprentice-teacher-elementary Park City, Utah, Title: Apprentice Teacher, Elementary    Position Overview: Park City Day School, a small, independent PS-Grade 8 school located in Park City, UT, seeks a passionate, creative, and energetic educator to join our team for the 2026-27 school year as an Apprentice Teacher in an elementary classroom.    Essential Duties and Responsibilities: Secondary Classroom Instructor Assist a Lead Teacher with all aspects of a Lower School classroom;  Instruct small groups in Fundations Literacy and Eureka Squared Math lessons.  Support the development of weekly lesson plans including instructional objectives, learning activities, collaborative integration with specialist teachers, assessment, and use of resources Support the lead teacher when implementing effective classroom management procedures aligned with the PCDS “Strive for Five” values to create a classroom environment that promotes learning, nurtures age-appropriate development of social-emotional skills, and establishes a welcoming classroom culture consistent with our school’s mission; Support students by attending specialist classes Ability and willingness to be flexible and work in variety of scenarios, including outside play, rest/quiet time, leading the classroom when necessary, participating in Specialist classes in the arts and wellness; Participate in the school community including collaboration meetings, weekly faculty meetings, professional development sessions, and special events; Adhere to Park City Day School policies and procedures as a professional educator.   Submit resume, cover letter, and three references to:  jobs@parkcitydayschool.org Requirements: Knowledge, Skills, and Abilities Experience working with groups of children in an organized setting.  Demonstrated understanding of child development. Demonstrated willingness to be creative and bring in new activities for the group. Evidence of strong organizational skills, oral communication, and interpersonal skills. Personal and professional qualities: The successful candidate should possess the following personal qualities:  Educational Expertise : PCDS teachers evidence a successful academic background and a mindset for lifelong learning and continuous professional improvement. Rapport with Children : PCDS teachers instruct in a broad range of curricular and co-curricular areas; however, the true subject of a PCDS education is children.  PCDS teachers’ ability to connect, both individually and collectively, with children is critical to their success. Collegiality : Although the self-confidence and autonomy to plan and lead classes is essential, PCDS teachers collaborate with colleagues and share ideas to ensure that the whole is more than the sum of its parts.  In peer groups, successful Park City Day School teachers serve both as contributing followers and respectful leaders. Engagement : As invested citizens of a school community and world network, PCDS teachers model the active intellectual and moral engagement necessary for a successful, sustainable society. Adaptability : To set a high standard in a world characterized by constant and rapid changes, PCDS teachers adapt creatively.  "Strive for Five" School Values : Our teachers daily model our five School Values - Integrity, Responsibility, Respect, Teamwork, and Compassion - and actively integrate them into the fabric of our school community through reflective opportunities and other daily “teachable moments.”   General Qualifications: A college bachelor’s degree is preferred. Three years of experience working with children is strongly preferred. Desire to pursue a career in education Tue, 07 Apr 2026 13:28:56 -0400 https://careercenter.zerotothree.org/jobs/rss/22182584/primary-school-french-teacher-assistant https://careercenter.zerotothree.org/jobs/rss/22182584/primary-school-french-teacher-assistant Washington, D.C., Job Summary   Reporting to the Primary School Principal and Assistant Principals, the PS French Teacher Assistant assists in the carrying out of French instruction class activities and student supervision, under the direction of the classroom teacher in Preschool, Pre-Kindergarten, Kindergarten or Grade 1.   Duties and Responsibilities   Contribute to the WIS Mission and Values. Contribute to a climate of respect and understanding amongst faculty and staff, students, and parents. Support the classroom teacher with lesson plans and lesson preparedness. Model French at a native level, both orally and in writing, with excellent communication skills. Reinforce learning in French at the direction of the classroom teacher by working with individual students and small groups of students. Assist with the documentation of student progress. Provide supervision of students to maintain safe and positive interactions throughout the day, including lunch, recess, single subject classes, in restrooms, and in the hallway. Show compassionate, supportive approaches to teaching in line with a strong understanding of child development. Maintain a positive attitude and professional demeanor, demonstrating attributes that are supportive of building school communities. Help to maintain a clean and organized classroom environment, including assistance with classroom displays. Attend parent conferences, back to school nights, and other grade level and school events, as needed. Assist in the execution of distance education when directed and needed to include alternative teaching and learning delivery methods: assist in the development of online courses, assist in the provision of student support to include alternative assignments and assessments, collaborate with colleagues, supervisors, and students online to build a connected and positive learning environment. Participate in ongoing professional development. In case of (short term) absence of the lead teacher, assume responsibility for the class. Perform other duties as needed. Qualifications 2+ years relevant experience working with ages 3-7 year-old children College degree  Preferred Early Childhood Education (ECE) certification Knowledge/experience of PYP preferred French mother tongue speaker Tue, 07 Apr 2026 15:05:55 -0400