https://jobs.socialstudies.org Latest NCSS Career Center Jobs Fri, 15 May 2026 12:52:24 Z https://jobs.socialstudies.org/jobs/rss/22279721/history-teacher https://jobs.socialstudies.org/jobs/rss/22279721/history-teacher Atlanta, Georgia, The New School (TNS) , an independent four-year high school in Atlanta, offers an innovative curriculum which blends traditional academic study and community engaged learning. Located in the heart of Atlanta, we treat the city as an essential classroom where learning is fueled by students’ curiosity. TNS students apply their classroom learning in the city through major interdisciplinary projects, an entrepreneurship program, and internships, and in the process develop portfolios of exceptional work and experiences. The New School is a community of about 90 students in grades 9-12 with 15 faculty members. To learn more, please visit www.tnsatlanta.org. Position Description The New School seeks a full-time History teacher who will implement a blend of traditional classroom instruction and project-based-learning to create a classroom environment that develops in each student an awareness and appreciation of the role of history in everyday life and the workplace.  This position is a great fit for a passionate and innovative history instructor who enjoys collaboration with other faculty and the freedom to explore relevant projects and community-engagement opportunities. Essential Job Functions Below are some of the tasks required of this position: Teaching Develop curriculum in collaboration with TNS Humanities faculty and teach the following high school classes (one section each): US History (10 th grade) AP US History (10 th grade) World History (12 th grade) Community Engaged Projects (team taught with other TNS teachers): 9 th /10 th grade Document all syllabi, lesson plans, assignments, and other curricular materials Make use of community partners, speakers, mentors, trips, projects and workshops to bring curriculum to life through real-world experiences Use detailed data analysis of student performance to inform best practices Faculty Collaboration and Planning Attend scheduled faculty meetings and workdays to allow for collaboration, professional development Participate in and attend all recruitment events (e.g., Information Sessions and Open Houses) Participate in planning and attend all Exhibitions, Curriculum Nights, Parent Events   Parent/Student support Serve as an advisor for 8-10 students Communicate effectively and maintain strong relationships with students, families and colleagues through regular email and virtual or in person conferences All teachers are expected to embody the following New School values: The belief that students should be architects of their own learning A commitment to knowing students well and serving as their guide A passion for innovation, collaboration and participation in a community of learning Commitment to the school culture of continuous reflection and growth Other qualifications: Undergraduate degree in History or related field At least two years of high school teaching preferred Fri, 15 May 2026 10:44:07 -0400 https://jobs.socialstudies.org/jobs/rss/22275299/middle-school-mathematics-teacher https://jobs.socialstudies.org/jobs/rss/22275299/middle-school-mathematics-teacher Grosse Pointe Farms, Michigan, The Grosse Pointe Academy is an independent day school serving students ages 2.5 through Grade 8 whose mission is to nurture, challenge, and inspire the intellectual, creative, and personal potential in each and every child. The Academy curriculum prepares confident lifelong learners in a joyful and challenging learning environment, encouraging intellectual curiosity, empathy, leadership, independence, global citizenship, active listening, critical thinking and effective communication. Located in Grosse Pointe Farms, Michigan, The Grosse Pointe Academy is situated on a historic 20-acre campus with centuries-old architecture overlooking Lake St. Clair. For more information, visit www.gpacademy.org Under the direction of the Head of School and Assistant Head of School, the Middle School Mathematics Teacher is responsible for the design, delivery, and continuous improvement of a comprehensive Grades 6–8 Mathematics program, including advanced sections of Algebra I and potentially Geometry. The Grosse Pointe Academy seeks a dynamic, energetic educator who fosters a learning environment that challenges, supports, and inspires students to reach their academic and analytical potential. This role calls for an instructor who can engage students in rigorous problem solving, abstract reasoning, and the mastery of mathematical concepts and language, preparing them for the academic demands of high school and beyond. The ideal candidate will build strong relationships with students, collaborate closely with colleagues, and contribute positively to the vibrant life of the school community. Essential Duties and Responsibilities Curriculum & Instruction Program Implementation: Plan, develop, and implement a cohesive, standards-aligned mathematics curriculum for Grades 6–8, focusing on arithmetic fluency, proportional reasoning, pre-algebra, and high-school-level Algebra I and Geometry. Instructional Delivery: Design and deliver engaging learning experiences that facilitate active participation, inquiry-based learning, and a deep appreciation for the logic and beauty of mathematics. Mathematical Modeling: Provide consistent, high-quality feedback on student work, guiding them through the process of modeling real-world scenarios and communicating their mathematical thinking clearly. Technology Integration: Effectively utilize relevant educational technology and digital platforms (e.g., Desmos, GeoGebra, graphing calculators) to support visualization, data analysis, and 21st-century STEM skills. Student Evaluation: Develop and implement a variety of formative and summative assessments to measure student growth in procedural fluency, conceptual understanding, and strategic competence. Student Records: Maintain accurate, up-to-date records of student progress in Blackbaud and provide timely, constructive feedback to students, families, and administrators. Communication: Maintain clear, consistent, and professional communication with families regarding academic progress, classroom expectations, and mathematical development. Student Life & Advisory Advisory: Serve as a Middle School advisor, supporting the social, emotional, and organizational development of a small cohort of students. Middle School Support & Electives: Assist with Middle School programming and student support initiatives, with the potential to develop and teach a Middle School elective aligned with individual strengths and interests. Supervision: Participate in the "whole life" of the school, including supervising lunch, dismissal, and chaperoning class trips or student dances. Cross-Curricular Collaboration: Work closely with colleagues to develop interdisciplinary projects that connect Mathematics to Science, History, and the Arts (e.g., architectural geometry or statistical analysis of historical data). Knowledge, Skills, and Abilities Content Expertise: Deep knowledge of middle-level math, including linear and quadratic functions, coordinate geometry, proofs, and statistical probability. Developmental Understanding: A nuanced understanding of the social and emotional needs of middle school students and the ability to set high expectations within a supportive environment. Analytical Reasoning: Skill in guiding students through evidence-based reasoning, helping them move from concrete operations to abstract algebraic thinking. Communication Skills: Superior written and verbal communication skills, with the ability to translate complex mathematical concepts into accessible language. Adaptability: Flexibility to adjust instruction based on student needs, interests, and emerging opportunities for deeper inquiry. Professionalism: A demeanor that is reflective of the School’s values, receiving students, parents, and faculty in a friendly and courteous manner. Required Qualifications Education: Advanced degree (Master’s) in Education, Mathematics, or a related field preferred. Experience: Previous middle school mathematics classroom teaching experience is required; experience teaching Algebra I and Geometry is highly desirable. Certification: Valid state teaching credential with a Middle School Mathematics endorsement. Background Check: Successful completion of a criminal records background check. Position Type: Full-Time, 8:00 am - 4:00 pm. This is a 10-month position, typically beginning at the end of August and ending in mid-June. Application Process: Please submit a letter of interest, resume, and references to hr@gpacademy.org. Thu, 14 May 2026 09:20:05 -0400 https://jobs.socialstudies.org/jobs/rss/22275502/elar-lower-school-teacher https://jobs.socialstudies.org/jobs/rss/22275502/elar-lower-school-teacher Houston, Texas, First Baptist Academy, serving students infant through eighth grade, is seeking a Lower School Teacher.  FBA teachers exemplify specific characteristics of professional excellence to support FBA’s vision, mission, core values, and strategic goals. This position reports to the Lower School Principal. Mission Statement: Our mission is to equip students with the Truth of God’s Word while developing their character, intellect, and potential to Explore, Create, Challenge, and Lead. Required Qualifications: Faithful Integrity – Model Biblical values, principles, and desired behaviors for student guidance while demonstrating a desire to work in a Christian environment. Moral and Ethical Standards – Uphold high moral and ethical standards within the classroom and greater school community. Servant Heart – Demonstrate humility, servant leadership, and a willingness to serve others in a Christ-like manner. Bachelor’s degree from an accredited school with current teacher certification At least two years of full-time teaching experience Key Responsibilities: Creative Empowerment – Create classroom learning environments that foster a secure and supportive atmosphere, encouraging students to embrace challenges, redefine failure, and advocate for themselves. Work diligently in curriculum planning, implementing instruction, and executing effective classroom management techniques for elementary-aged students. Comprehensive Personalization – Provide diverse learning opportunities tailored to the unique strengths, interests, and challenges of students. Utilize effective small group instruction and literacy/math workstations and integrate technology applications. Collective Collaboration – Engage in collective efforts with team members to attain shared goals for the benefit of the students. Ensure that all students make academic and social progress in accordance with FBA’s mission and core values. Communicate with parents during the school year through regular correspondence, electronic gradebooks, and maintaining class pages on FBA’s portal system. Supportive Guidance – Assist students in recognizing their talents and guiding them in utilizing these gifts to serve others and discover God’s desired path for their lives. Continuous Professional Growth – Pursue professional development opportunities to incorporate optimal teaching methodologies in our classrooms. Benefits: Salary is commensurate with qualifications and experience Group medical insurance coverage for employee Dental and vision insurance available Life Insurance, AD&D and Long-term disability coverage for employee 403(b) matching Paid time off Tuition Discount Fitness Center Discount Background Check Statement : FBA conducts pre-employment screening for all positions which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications. First Baptist Academy is a Christian school dedicated to the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals in an environment that is academically rigorous-enriched with the truth of scripture and a relevant Biblical Worldview.    It is the policy of First Baptist Academy not to discriminate on the basis of race, color, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law except those exclusions specifically provided to Religious Organizations. Thu, 14 May 2026 14:39:08 -0400 https://jobs.socialstudies.org/jobs/rss/22275446/social-studies-teacher https://jobs.socialstudies.org/jobs/rss/22275446/social-studies-teacher Kensington, Maryland, The Academy of the Holy Cross is accepting resumes for an experienced and passionate Social Studies teacher with expertise in teaching World History and Advanced Placement (AP) History courses and a deep enthusiasm for engaging students in the study of history and social studies. The Academy of the Holy Cross, a Catholic college preparatory school sponsored by the Sisters of the Holy Cross since 1868, is dedicated to educating young women in a Christ-centered community which values diversity.  The Academy is committed to developing women of courage, compassion and scholarship who responsibly embrace the social, spiritual and intellectual challenges of the world. All faculty and staff must demonstrate a commitment to the Core Values of the Academy: community, Catholic identity, academic excellence, educating the whole person, tradition, diversity, leadership, single-sex education, environment and communication. PRINCIPAL RESPONSIBILITIES: Teach World History and possibly Advanced Placement (AP) History courses, with potential opportunities to teach additional courses and electives. Demonstrate effective classroom management skills to create a student-centered and engaging learning environment. Develop and implement lesson plans aligned with departmental curriculum and objectives. Use diverse instructional strategies to support students of varying ability levels. Evaluate student progress through assessments, maintain accurate records, and provide constructive feedback. Collaborate closely with colleagues to align course pacing, major assessments, and curricular development. Incorporate appropriate educational technology into the teaching environment Maintain professional competence through professional development and in-service activities Contribute to departmental initiatives and participate in school-wide academic review processes Serve as an advisor and engage in additional school-related duties as needed Potential opportunities to supervise after-school activities based on interest and institutional needs. Thu, 14 May 2026 13:13:30 -0400 https://jobs.socialstudies.org/jobs/rss/22273292/high-school-english-social-sciences https://jobs.socialstudies.org/jobs/rss/22273292/high-school-english-social-sciences Cary, North Carolina, We are seeking an accomplished, imaginative, team-oriented and equity-minded educator to teach a combination of English and World History courses in our Upper School.  The individual holding this teaching position is part of a larger faculty team dedicated to working together with students in a highly interactive and collaborative learning environment that inspires inquiry and an enduring love of learning.  Cary Academy teachers are expected to share a passion for their content area(s) in engaging and meaningful ways and to challenge students to relate their learning to other disciplines and to the world in which they live. CORE RESPONSIBILITIES As a member of the Teaching Faculty: Teach a standard load of classes (typically 4 sections), including curriculum design, materials development, assessment, and feedback to students. Lead and support a group of student advisees, providing academic guidance, nurturing social-emotional connection, and facilitating advisory programming in collaboration with a grade-level advisor team. Develop and facilitate experiential learning opportunities in support of the work of the Center for Community Engagement. Participate in the community life of our school by attending student events and sponsoring clubs and/or other student activities.   As a Cary Academy Employee: Engage actively in the school’s diversity, inclusion, and anti-racism work in all aspects of your professional responsibilities and interactions in furtherance of Cary Academy’s commitment to equity and justice. Attend and actively participate in all required school professional development activities in areas to include, but not limited to, safety and security; diversity, equity, and inclusion; student learning and support; technology; and school operations. Engage authentically in processes of self-reflection and improvement of practice, including full participation in the school’s Professional Growth and Renewal Program . Complete all required administrative and operational tasks and comply with all applicable regulatory requirements and school policies and procedures as articulated in handbooks, operating guides and other school policy and procedure communications and documentation in a responsive and timely manner. Use designated technology assets and platforms as directed by school policies and procedures to allow for secure, effective, and collaborative school operations. Work collaboratively with the Information Services team to research, implement and evaluate technology resources related to position responsibilities. Perform other projects and duties as assigned in support of both divisional and school operations and initiatives.   Wed, 13 May 2026 15:15:13 -0400 https://jobs.socialstudies.org/jobs/rss/22273108/upper-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22273108/upper-school-history-teacher Worcester, Massachusetts, SUMMARY DESCRIPTION We are looking for a teacher who is committed to the ideals and joys of teaching Upper School students and who can inspire a love of learning in their students through the development and application of thoughtful, meaningful learning experiences for students. Students work both independently and collaboratively to think, reason, and communicate their thinking orally and in writing. The successful teacher in this role also will understand the value of working cooperatively and collaboratively with adults in a team-based setting as well as have the ability to work independently. We are looking for an educator who embraces a growth mindset for their own professional development and who can help students to do the same.   ESSENTIAL FUNCTIONS AND KEY OBJECTIVES - Teach four sections of History. - Develop units and lessons that support the goals of the Department and the Upper School program. - Support student learning through project-based, multi-modal approaches to teaching and learning. - Maintain discipline in accordance with the student handbook plus team and division agreements. - Provide appropriate feedback on student work and in term reports. - Complete grading, comments, and progress reports in a timely manner. - Serve as the academic and developmental advisor to a small group of upper school students. - Earn 7-13 activity points. - Attend required meetings (team, faculty, department, parent).   ADDITIONAL RESPONSIBILITIES - Maintain classroom and shared spaces as conducive to teaching, learning, and working. - Maintain daily student attendance and adhere to tardiness procedures. - Attend and participate in school trips. - Maintain mature and age-appropriate judgment and boundaries. - Demonstrate a commitment to professional development and integration of new learning into practice. - Follow accident & illness procedures. - Participate in all safety drills, including fire, lockdown, and evacuation. - Represent the school and what it stands for positively at public events, admissions events, community events, development events, etc., some of which take place outside of the regular school day and calendar. - Develop and sustain relationships with colleagues that benefit their students and further one another’s professional growth.  - Special consideration will be given to applicants who are also interested in coaching. EDUCATION - Minimum: Bachelor’s degree in History. - Preferred: Master’s degree in History or in Education (or both).   EXPERIENCE - At least 2-3 years’ experience in teaching History in an academic setting at the Upper School level. - Scaffolding and differentiation of content and skills, including executive functions. - Classroom organization and management. - Innovative and project-based curriculum design and pedagogy. - Multicultural curriculum design and pedagogy.  - Collaborate with colleagues.    KNOWLEDGE, SKILLS AND ABILITIES - Demonstrated ability to prepare cohesive teaching units and daily lesson plans. - Knowledge of best practices in multicultural curriculum and pedagogy. - Demonstrated skill in working with students and colleagues from diverse backgrounds. - Ability to apply best practices for integrating technology into curriculum and pedagogy. - Ability to implement problem-based learning and assessment. - An understanding of the value of working cooperatively and collaboratively with adults in a team-based setting and the ability to do so. - Ability to work independently. - Ability to communicate tactfully, thoughtfully, and in modes appropriate to the audience. - Flexibility.   SUPERVISION RECEIVED - Upper School faculty are supervised in curriculum and pedagogy through the partnership of the Department Chair and the Head of the Upper School. - Upper School faculty are supervised in the execution of critical duties by the Head of the Upper School.   PHYSICAL DEMANDS - Work full-time and maintain regular and predictable attendance. - Ability to move throughout the campus during all weather conditions. - Ability to effectively communicate in person and digitally with faculty, staff, parents, students and external contacts. Wed, 13 May 2026 10:08:40 -0400 https://jobs.socialstudies.org/jobs/rss/22273312/high-school-mpx-humanities-teacher https://jobs.socialstudies.org/jobs/rss/22273312/high-school-mpx-humanities-teacher Honolulu, Hawaii, Salary Range : $54,630 – $114,862 annually based on degree and student contact hours JOB SUMMARY Requires an experienced, student-centered, and innovative Humanities teacher for project-based instruction both within and outside the Mid-Pacific Exploratory Program (MPX).  Teachers are responsible for covering core concepts from two traditional disciplines during one longer, double-scheduled period through a problem/project-based learning approach. Specific teaching assignments will include teaching MPX Humanities ( which encompasses both Language Arts and Social Studies) courses and various high school courses, depending on experience. Essential to this role is the ability to utilize all resources available to establish a cooperative relationship with parents, colleagues, administrators, and community members to support each student's opportunity to learn and grow in educational and life experiences. This position includes active participation in the school's operation to support our unwavering commitment to the principles of deeper learning. This position reports to the Middle and High School Assistant Principal for Academics.   ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.  Design authentic, experiential, and interdisciplinary experiences for students, including project- and/or challenge-based learning strategies. Formulate questions that motivate students to learn independently and in collaborative groups. Work with community organizations to leverage student learning and create real-world applications and audiences for student work. Incorporate educational technology into lesson design to enhance student learning. Teach competencies and skills using standards set by the MPX department, school, and external examining bodies. Incorporate differentiation and varied strategies to meet the needs of a range of learners. Instruct students using a wide range of student-centered strategies, aligning with the vision and mission of the school. Collaborate with other members of the department in developing and updating the MPX curriculum and assessment practices. Prepare and administer formative and summative assessments of students’ deeper learning according to the Mid-Pacific Assessment Guidelines . Record and post student grades electronically in a timely manner. Maintain effective classroom management, liaising with deans and parents as necessary. Participate in faculty and departmental meetings and attend professional development workshops and educational conferences. Maintain effective and prompt communication with parents and guardians as needed. Carry out all homeroom / advisory responsibilities. Determine budget needs and purchase equipment and materials for courses taught. Regular and predictable attendance at work. Other duties may be assigned. QUALIFICATIONS AND EXPERIENCE Requires a Bachelor’s degree in Language Arts, History, or a related Humanities field from an accredited university or college, and at least two years of teaching experience.  Experience in student-centered curriculum design, incorporating project-based learning is preferred. Wed, 13 May 2026 15:48:25 -0400 https://jobs.socialstudies.org/jobs/rss/22273177/english-history-teacher https://jobs.socialstudies.org/jobs/rss/22273177/english-history-teacher St. George, Virginia, The Opportunity Blue Ridge School is an all-boys, all-boarding college-preparatory school serving 180 students on a 751-acre campus situated along the eastern slope of the Blue Ridge Mountains. Just 20 miles from Charlottesville, Virginia, Blue Ridge School is innovative in its approach to educating young men. Passionate teachers, small classes, strong relationships, and abundant opportunities in athletics and co-curricular activities—paired with a rigorous yet supportive college preparatory curriculum—empower Blue Ridge graduates to thrive in college and beyond. With an average class size of 11 students and a high degree of teacher autonomy, faculty members are able to help each student discover the most effective ways to master course material while challenging them to exceed self-imposed limits and realize their full potential. For the academic year 2026–2027, Blue Ridge School seeks a History/English Teacher to join a collaborative and dynamic faculty. This full-time, 9-month position includes teaching a combination of courses across both the History and English departments. The teaching load will consist of four sections, with specific assignments based on departmental needs and the candidate’s background. Strong preference will be given to candidates with a background in U.S. History or Modern World History and the ability to contribute to both analytical writing instruction and historical inquiry. Opportunities to teach advanced or elective courses in either discipline may be available based on experience and interest. The Ideal Candidate The ideal candidate is a student-centered educator who is collaborative, flexible, and eager to contribute meaningfully to both academic departments and the broader school community. This individual values interdisciplinary teaching and sees the natural connections between historical study and strong reading and writing instruction. Candidates should have: A Bachelor’s degree or higher in History, English, Humanities, or a related field A strong background in U.S. History or Modern World History (preferred) Experience teaching or a demonstrated interest in both history and English instruction A commitment to working with students of diverse academic backgrounds and learning profiles Flexibility, creativity, and a willingness to engage fully in boarding school life Proficiency in integrating technology effectively into the classroom Excellent communication skills with students, families, and colleagues Strong organizational, planning, and critical thinking skills Essential Duties and Responsibilities Teach a combination of History and English courses, including U.S. History or Modern World History and writing-intensive classes Plan, prepare, and deliver engaging, student-centered instruction Develop course syllabi and lesson plans aligned with departmental goals in both disciplines Foster critical thinking, analytical reading, and effective writing across subject areas Guide students in historical inquiry, including analysis of primary and secondary sources Support the development of writing skills in both formal academic and creative formats Establish clear objectives and maintain an organized, supportive classroom environment Use a variety of instructional strategies and resources to meet diverse learning needs Integrate relevant technology to enhance learning Assess student work regularly, providing timely and constructive feedback Track and communicate student progress with students, parents, and colleagues Serve as an advisor, supporting students’ academic and personal growth Maintain classroom discipline in alignment with school expectations Participate in faculty meetings, parent communication, and school-wide initiatives Engage in ongoing professional development Community Responsibilities Participate actively in weekday and weekend duty rotations as part of residential school life Contribute to two seasons of co-curricular programming (athletics or other student activities) Attend and support key campus events, including Registration, Parents Weekend, Alumni Weekend, and other community gatherings Engage in the School’s experiential learning programs, including a willingness to participate in occasional travel and multi-day, off-campus experiences (such as ROPES trips), which may include overnight supervision of students Embrace the expectations of a boarding school environment, including flexibility and a commitment to the full life of the community both on and off campus Why Work at Blue Ridge School? A career at Blue Ridge School offers meaningful work in a stunning natural setting, where faculty play a vital role in shaping the lives of young men from diverse backgrounds. The school fosters a culture of collaboration, innovation, and strong community. Eighty percent of faculty live on campus, with housing provided for many positions. Additional benefits include: Access to fitness facilities and wilderness trails Meals in the dining hall for faculty and their families A comprehensive and competitive benefits package Generous support for professional development and continuing education Structured mentorship and a collegial, growth-oriented faculty culture Qualifications Teaching certification preferred but not required Physical Demands and Working Conditions The role includes a mix of sitting, standing, and movement throughout the day, along with occasional physical activity such as lifting or navigating campus terrain. Work is performed in a school environment with minimal temperature variation and some exposure to typical school-related risks.   Wed, 13 May 2026 11:25:18 -0400 https://jobs.socialstudies.org/jobs/rss/22273113/learning-resources-specialist-math https://jobs.socialstudies.org/jobs/rss/22273113/learning-resources-specialist-math Washington, D.C., JOB SUMMARY Beauvoir, the National Cathedral Elementary School seeks an expert in elementary mathematics and teaching diverse learners to serve as a Learning Resource Specialist. Learning Resource Specialists at Beauvoir provide one-on-one, small group, and whole class support for students in kindergarten through third grade. Learning Resource Specialists collaborate with partner teachers, grade level teams, the learning resource team, specialists, administrators, and outside providers to support the unique learning needs of every student and provide differentiated instruction and learning strategies to support every child in meeting their full potential. The School has identified a need for a learning resource specialist with experience in the assessment, identification, and intervention of learning differences and specific learning disabilities. The Learning Resource Specialist will be responsible for supporting students in their investigation of elementary mathematics, demonstrating best practices in early childhood education and teaching of diverse learners, and fulfilling the roles of teacher and member of the learning resource team. This is a 10-month, full-time position, open until filled. Direct supervision is managed by the Director of Learning Resources while ultimate reporting is overseen by the Head of School. Salary Range: of $67,000 – $95,000 depending on education and experience. DUTIES AND RESPONSIBILITIES OF THIS POSITION As a teacher , the Learning Resource Specialist will: Demonstrate a joy for learning and teaching Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning Develop schemes of work, lesson plans, and projects that demonstrate a distinguished knowledge of content and pedagogy appropriate for early childhood students Develop and implement differentiated plans for individual students using the curriculum program Use technologies in the teaching/learning process to support and enhance instruction and learning Encourage and monitor the progress of individual students and use information to adjust teaching strategies Observe and assess student performance and development Maintain accurate and complete records of students' progress and development, including anecdotal notes and written reports Prepare required written formal and informal reports on student progress and development Communicate necessary information regularly to students, colleagues, and families regarding student progress and needs Manage student behavior and classroom routines by establishing and upholding values and procedures aligned with the Responsive Classroom best practices and Beauvoir’s social curriculum Demonstrate preparation and skill in working with students from diverse cultural, economic, and ability backgrounds As a member of the learning resource team, the Learning Resource Specialist will: Demonstrate enthusiasm for the mission of the school and for working collaboratively with fellow faculty members to fulfill and support the strategic initiatives and vision of the school Exemplify collaboration that supports an authentic and inclusive school community, and collaboration that supports colleagues in a positive manner Maintain a professional relationship with colleagues, students, families, and community members Participate in the admissions process to ensure incoming students can be accommodated by our program Attend and participate in faculty meetings and serve on committees Stay current in the fields of elementary mathematics and teaching diverse learners; maintaining professional connections and engaging in professional development Demonstrate a commitment to lifelong learning by enhancing their skills and embracing innovative technologies and creative thinking Facilitate and encourage professional development for teachers related to differentiation and diverse learners Demonstrate mature judgement and discretion; maintain confidentiality and composure under pressure and in situations with students, parents, and colleagues, and demonstrate behavior that is professional, ethical, and responsible Exhibit a strong ability to organize work, set and adjust priorities, meet deadlines, and execute multiple concurrent tasks; anticipate needs and respond accordingly, and to perform with an appropriate degree of initiative REQUIREMENTS Advanced degree in learning disabilities, differentiated instruction, special education, or math required At least three years of demonstrated experience in teaching Coursework and or professional training in early childhood development and in methods to support students with a variety of learning profiles, or mathematics Strong written and verbal communication skills Embodiment of the Beauvoir Life Rules in all aspects of employment and interactions with school stakeholders Demonstrated ability to support, uphold, and promote the Beauvoir core values of childhood, creativity, curiosity, and courage Joy in leading, teaching, learning, and working with children Ability to be flexible and to perform other duties as assigned by the Head of School GENERAL REQUIREMENTS Background Checks and Screening : Successful completion of periodic background checks, including an FBI background check, and, at the discretion of the school, drug and alcohol screening. Interpersonal Skills : Excellent communication skills, a courteous demeanor, and commitment to fostering a positive school environment. Technical Proficiency : Proficiency with common computer applications, including word processing and shared calendars. Professionalism : Sound judgment, discretion, and the ability to maintain confidentiality and composure under pressure. Reliability : Consistent and punctual attendance; able to prioritize and manage multiple tasks efficiently. Compliance : Adherence to all policies and procedures outlined in the Beauvoir Faculty & Staff Handbook. Flexibility : Willingness to adapt to changing circumstances and work hours, as needed. Cultural Competence : Respect for diverse cultures and backgrounds. Child Protection : Commitment to child safety and well-being. WORKING CONDITIONS (SCHEDULE, PHYSICAL DEMANDS, AND WORK ENVIRONMENT) Physical Demands : Prolonged periods of sitting, standing, walking, climbing stairs, reaching, twisting, turning, kneeling, bending, and stooping. Manual Dexterity : Frequent grasping, repetitive hand movements, and fine motor skills. Physical Strength : Lifting, carrying, pushing, or pulling objects weighing up to 25 pounds.   HOW TO APPLY   Interested candidates should submit a cover letter, resume, and personal statement of educational philosophy addressing math education and differentiation to Anne Marie Desaulniers, Director of Learning Resources, bvrteachingjobs@bvrschool.org . Beauvoir the National Cathedral Elementary School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. Nothing in this Job Description restricts the School’s right to assign or reassign duties and responsibilities to this position at any time.  This position is at will, which means that either the employee or the School may terminate the relationship at any time, with or without notice and for any reason or no reason. Wed, 13 May 2026 10:14:31 -0400 https://jobs.socialstudies.org/jobs/rss/22273291/middle-school-social-sciences-teacher https://jobs.socialstudies.org/jobs/rss/22273291/middle-school-social-sciences-teacher Cary, North Carolina, The individual holding this teaching position is part of a larger faculty team dedicated to working together with students in a highly interactive and collaborative learning environment that inspires inquiry and an enduring love of learning.  Cary Academy teachers are expected to share a passion for their content area(s) in engaging and meaningful ways and to challenge students to relate their learning to other disciplines and to the world in which they live.  They also serve as advisors, contribute to the school’s rich experiential and extracurricular programming, and participate actively in the life of our learning community. CORE RESPONSIBILITIES As a member of the Teaching Faculty: Teach a standard load of classes (typically 4 sections), including curriculum design, materials development, assessment, and feedback to students. Lead and support a group of student advisees, providing academic guidance, nurturing social-emotional connection, and facilitating advisory programming in collaboration with a grade-level advisor team. Develop and facilitate experiential learning opportunities in support of the work of the Center for Community Engagement. Participate in the community life of our school by attending student events and sponsoring clubs and/or other student activities.   As a Cary Academy Employee: Engage actively in the school’s diversity, inclusion, and anti-racism work in all aspects of your professional responsibilities and interactions in furtherance of Cary Academy’s commitment to equity and justice. Attend and actively participate in all required school professional development activities in areas to include, but not limited to, safety and security; diversity, equity, and inclusion; student learning and support; technology; and school operations. Engage authentically in processes of self-reflection and improvement of practice, including full participation in the school’s Professional Growth and Renewal Program . Complete all required administrative and operational tasks and comply with all applicable regulatory requirements and school policies and procedures as articulated in handbooks, operating guides and other school policy and procedure communications and documentation in a responsive and timely manner. Use designated technology assets and platforms as directed by school policies and procedures to allow for secure, effective, and collaborative school operations. Work collaboratively with the Information Services team to research, implement and evaluate technology resources related to position responsibilities. Perform other projects and duties as assigned in support of both divisional and school operations and initiatives.   Wed, 13 May 2026 15:12:40 -0400 https://jobs.socialstudies.org/jobs/rss/22273294/science-teacher-engineering-and-physics https://jobs.socialstudies.org/jobs/rss/22273294/science-teacher-engineering-and-physics South Hamilton , Massachusetts, Pingree School is a dynamic and aspirational, independent, all-gender day school on the North Shore of Boston, located on a beautiful 100-acre campus in South Hamilton, where approximately 385 students in grades 9 through 12 solve problems, build community, and learn how to learn. Pingree School empowers every community member to pursue knowledge with courage and imagination, thrive in joy and challenge, and create a more just and equitable world. Committed to developing global citizens, Pingree actively seeks faculty, staff and students of character and intelligence from varied social, ethnic, and socio-economic backgrounds. Pingree School seeks an experienced physics and engineering teacher to serve as a member of the science department beginning with the 2026-2027 academic year.  Primary responsibilities include: Teaching four sections of science to include standard level physics, APEX (advanced) Engineering, and single trimester engineering electives.   The ideal candidate will have engineering experience either as a teacher or professional engineer and be excited to design APEX Engineering curriculum that challenges and engages students at the most advanced level of the program. Participating in science department meetings and contributing to departmental projects and initiatives, while demonstrating a strong willingness to collaborate with colleagues and engage in curriculum development. Coaching and and/or supervising two seasons in our cocurricular program. While not a requirement of the role, experience with robotics will be an advantage.  Serving as an advisor and participating in the life of the school community. We seek educators who will build upon Pingree’s forward looking curriculum design, emphasis on the practical application of the sciences, and commitment to making connections to civic engagement and social justice.  The successful candidate will have knowledge of and passion for science and a strong foundational background in physics and engineering coupled with an appreciation for problem-based, student centered pedagogy that emphasizes the development of young people to be global stewards and scientific thinkers. In a small department such as Pingree’s, the successful candidate will have a wide range of teaching abilities, experiences and enthusiasm for current trends in the field and a strong willingness to collaborate with other members of the department and engage in curriculum development. They will be committed to and enjoy working with adolescents in all areas of school life, be open to exploring collaborative, experiential and interdisciplinary teaching opportunities, possess excellent written and verbal communication skills, and demonstrate a commitment to equity and inclusion. We seek candidates who will extend student learning to our maker space and who will be forward thinking about connecting science to other disciplines. The successful candidate should have experience at the secondary level or equivalent in a related area or field.  A bachelor degree is required and a master’s degree and some teaching experience is preferred.  The salary range for this position is $65,000 - $110,000 annually. An individual’s placement within this range is based on work experience, education credentials, and cocurricular responsibilities. To apply for the position, please submit a cover letter, resume, and contact information for two professional references to Careers@pingree.org . Pingree School is proud to be an Equal Opportunity Employer.  The school does not discriminate against applicants or employees on the basis of their race, sex, pregnancy or pregnancy-related condition, color, religion, national origin, age, ancestry, sexual orientation, disability, gender identity or expression, veteran or active military status, genetics or any other category protected by state, federal or local law. Wed, 13 May 2026 15:24:26 -0400 https://jobs.socialstudies.org/jobs/rss/22273057/ms-hs-history-teacher https://jobs.socialstudies.org/jobs/rss/22273057/ms-hs-history-teacher Washington, D.C., JOB SUMMARY:    Edmund Burke School, located in Washington DC, seeks a creative, organized, and energetic History teacher who loves working with young people to serve as a member of its faculty beginning in August 2026. This full-time position would include middle and/or high school classes, and advising 6-8 students in the middle or high school. Depending on the skills and interest of the candidate, there may be the possibility for additional responsibilities which would qualify for stipends. The ideal candidate would have teaching experience, a degree in the field, and be committed to ongoing professional development. We are particularly interested in candidates who teach history through a social justice/civic engagement lens. A progressive co-educational day school for grades 6-12, Edmund Burke School emphasizes a student-centered, constructivist approach to education. Committed to building a diverse, multicultural faculty, the school values open-mindedness and collegiality. We expect teachers to run equitable and energetic classes, use innovative, developmentally-appropriate classroom activities and assignments designed to engage a diverse student population, and employ appropriate technology in the classroom. Burke values the ability to use or include multicultural perspectives in classroom instruction, and expects teachers to show patience and foster a respectful, caring community. Candidates should enjoy building curriculum through collaboration with colleagues and take pleasure in the company of adolescents. Teachers at Burke join a lively, dedicated and cooperative school community. In addition, we look for teachers who can enrich Burke’s community outside the classroom, especially by coaching. ESSENTIAL DUTIES AND RESPONSIBILITIES  Teach the equivalent of four full year courses that are intellectually challenging and engaging: for 2026-2027: History 8 (2 sections of Topics in US History); History 10 (2 sections of Modern World History) Provide clear curricular expectations and create assessments that hold students accountable for their learning, and grade students' work fairly and efficiently Serve as a student advisor Chaperone bonding trips and field trips Regularly attend department meetings, team meetings and faculty and staff meetings Respond in a timely and informative way to phone calls and emails, generally within 48 hours Engage in continuing professional development Participate in the duty schedule for teachers Other duties as assigned MINIMUM REQUIREMENTS Education/Experience:  BA in History or a related field; master’s degree preferred Knowledge, Skills, and Abilities:  Excellent communication skills, sound judgment and emotional maturity An affinity for working with adolescents A willingness to learn and improve professionally Personal and professional interest in and knowledge of the discipline being taught Interest in extra-curricular involvement with student A demonstrative commitment to equity and inclusion Familiarity with independent schools and the progressive philosophy *COMPENSATION  The School follows a faculty compensation system based on years of teaching experience. A beginning teacher entering their first year of teaching is slated to earn approximately $62,000 in 2026-27 with each additional year of experience of an incoming teacher equating to roughly $1,000 - $1,500 in additional base compensation. This does not include annual percentage increases approved by the Board of Trustees. Faculty have the opportunity to earn additional stipends for athletic coaching and other co-curricular duties. In addition, all full time employees are eligible for a range of benefits. Part Time teachers earn a pro-rated salary based on this full time calculation. COMMITMENT TO EQUITY AND INCLUSION At Edmund Burke School, we have a longstanding commitment to equity and inclusion. We are dedicated to hiring people of diverse backgrounds and perspectives, and we honor the dignity and worth of all people. We do not discriminate on the basis of race, sex, physical  abilities, sexual orientation, age, religion, national origin, or veteran status. We expect the values and work of prospective candidates to align with our mission on equity and inclusion. The culture of the Edmund Burke School aims to embrace differences, develop sensitivity to the perspectives of others, and prevent isolation of any one group of individuals. Candidates should send a cover letter and resume to employment@burkeschool.org A beginning teacher entering their first year of teaching is slated to earn approximately $60,000 in 2026-27 with each additional year of experience of an incoming teacher equating to roughly $1,000 - $1,500 in additional base compensation. Wed, 13 May 2026 06:38:01 -0400 https://jobs.socialstudies.org/jobs/rss/22270815/middle-school-science-teacher https://jobs.socialstudies.org/jobs/rss/22270815/middle-school-science-teacher St. Louis, Missouri, The Whitfield School, an innovative educational institution for students in grades 6-12, announces an opening for a Middle School Science Teacher. We are seeking individuals who actively engage with—and learn from—colleagues on a daily basis, are energized by the opportunity to co-create an equitable and inclusive environment for a diverse student body, and consistently apply research-based best practices in their classrooms. This position will begin in August 2026.  The Whitfield School Science Department develops the scientific literacy of all students by focusing on laboratory experiences, skills development, project-based learning, and authentic problem-solving.  Typical responsibilities include the following:  Teach a full load of Middle School Integrated Science (earth, life, chemical and physical science). Specific courses to be determined based on experience and expertise of candidates. Additional background in sustainability, engineering, or computer science is a plus. Advise students as part of the Middle School Advisory Program Meet with students during “Academic Lab” time to provide additional support, individualized feedback, and opportunities for extension Serve as an advisor to student-led clubs and activities Collaborate with departmental peers on curricular design, project-based learning experiences, and experiential education Collaborate with grade level team to foster a community of kindness, trust, and belonging Work professionally and cooperatively within the department, the School, and the broader Whitfield community   In addition to demonstrating a passion for this work, ideal candidates will have the following qualifications: Bachelor’s or Master’s degree in Science Education, Biology, Physics, Chemistry, Environmental Science, Engineering, or related field Two to three years of experience helping middle or upper school students build essential skills as experiential learners, problem solvers, and young scientists Pedagogical alignment with Whitfield’s approach to experiential learning Experience in designing and developing science curricula that creates hands-on opportunities for learning Background in and commitment to supporting the cognitive and social-emotional growth of adolescents  Background in and commitment to culturally responsive teaching Strong interpersonal, organizational, and communication (oral and written) abilities Demonstrated ability to collaborate with colleagues A strong desire to participate in the whole life of the school Proficient computer skills, including familiarity with Google suite and Microsoft Office suite Interested candidates should submit the Whitfield Application for Employment form ( click here ) which includes submitting two PDF files through the application:  Cover letter as introduction to search committee Resume detailing experiences and qualifications Questions about the position can be directed to the Director of Middle School, Dr. Trevon R. Jones, trevon.jones@whitfieldschool.org. Whitfield actively seeks to forward the equity and diversity of our community in our admissions, programming, policies, and hiring. We do not discriminate on the basis of race or color, religion, age, nationality, ethnicity, economic background, disability status, protected veteran status, sex, gender identity or expression, or sexual orientation. The Whitfield School is an equal opportunity employer and we encourage all candidates to apply. Tue, 12 May 2026 16:41:58 -0400 https://jobs.socialstudies.org/jobs/rss/22270548/associate-teacher-ethical-culture https://jobs.socialstudies.org/jobs/rss/22270548/associate-teacher-ethical-culture New York , New York, Who we are? Ethical Culture Fieldston School is a progressive PreK-12 independent school that has been serving students from throughout New York City and the surrounding suburbs since 1878. ECFS offers a rich curriculum in the arts, sciences, and humanities. A co-ed, nonsectarian school, it serves an inclusive community of about 1,700 students on two campuses -- one in the Riverdale section of the Bronx and the other in Manhattan. Ethical Culture School, located on the Upper West Side at 63rd Street and Central Park West, is comprised of approximately 450 students Pre-K through 5th Grade and 80 faculty members. What is essential about working at our school? The Ethical Culture Fieldston School has a long history of inclusion and belonging deeply rooted in our mission and the educational philosophy of our founder, Felix Adler. We embrace all aspects of an individual, including their ancestry, family, identity, culture, and beliefs. We affirm both our differences and commonalities and strive to balance individuality and community. In keeping with our progressive tradition, we are dedicated to increasing our students’ cultural literacy to help them understand multiple perspectives and see the world beyond the self.  We expect members of our community to engage in open dialogue about living and learning in an inclusive environment inside and outside the classroom. We see this work, with its creative tensions, as a catalyst for individual and collective growth. On a daily basis, we are committed to making this vision of a democratic, pluralistic, and progressive school a reality.  Position Summary Ethical Culture Fieldston School is looking for Associate Teachers to work at our Ethical Culture division in Manhattan in 1st through 3rd grade classrooms. Employment as an Associate Teacher is limited to a three-year program that provides current Master’s degree candidates and recent Master’s program graduates the opportunity to learn under a seasoned classroom teacher and gain some hands-on experience in the classroom. Throughout an associate teacher’s time at ECFS, they will receive mentoring and experiences to prepare them for the work of a head teacher. We are seeking Associate Teachers for the 26/27 school year, which begins September 1, 2026. The hiring salary for this position is $60,209. Please note that this is an onsite role and not performed remotely. Ethical Culture Fieldston School retains its right to modify job duties in accordance with changing operational needs. Responsibilities Specific responsibilities of  the Associate Teacher will include: Being responsible for teaching language arts, math, and social studies under the direction of the head teacher; Having a collaborative approach with other colleagues, including sharing resources and communicating about curriculum and students; Preparing for and communicating details about student performance and growth with parents and/or guardians at scheduled conference as needed; Appropriately addressing student behavioral issues and other challenges that may arise in the classroom in order to maintain a safe environment and a sense of calm in such situations; Maintaining accurate student record keeping including grades and attendance; Providing encouragement to students to help support their social and emotional growth;  Ensuring confidentiality of student information as necessary; Attending all departmental, divisional, and school-wide meetings; Maintaining compliance with all school policies, state regulations, and educational standards; and Assisting with recess supervision, bus duty and transitioning students between classes; Performing other related projects and duties as needed and assigned.   Position Requirements The successful incumbent will possess: A Bachelor's Degree, currently pursuing a Master’s in Education; A demonstrated commitment to social justice education and a passion for working with young children; A passion for teaching with a pleasant and positive demeanor toward all forms of teaching and learning; The ability to collaborate and build strong relationships with faculty, administrators, students, parents, and the overall community;  An understanding and commitment to cultural competency and fostering an inclusive environment that supports students of all backgrounds; Excellent verbal, written, and oral communication skills;  A positive attitude and the ability to listen effectively and be receptive to feedback;  The ability to manage time effectively, stay organized, and prioritize required tasks;  A commitment to engaging in ongoing professional development and proficiency in utilizing and learning new technologies ( i.e. , Google Workspace tools);  Reliability, punctuality, and consistent attendance; and The ability to cultivate a welcoming culture in which all members of our community feel valued and appreciated. To Apply All candidates should visit our employment page at www.ecfs.org to apply. Please send a resume, and contact information for three references. EEO ECFS is an equal opportunity employer. We seek to be a welcoming community of professionals that broadly reflects the people of the metropolitan New York City area, our students, and families. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion or religious practices, sex, gender identity or expression, sexual orientation, citizenship status, national origin, age, ability status, military status, unemployment status or any other category protected by applicable local, state, or federal laws. We are committed to hiring practices that ensure all candidates are given fair consideration in alignment with our institutional mission and goals.  Tue, 12 May 2026 10:25:56 -0400 https://jobs.socialstudies.org/jobs/rss/22270586/upper-school-spanish-language-teacher https://jobs.socialstudies.org/jobs/rss/22270586/upper-school-spanish-language-teacher Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a Spanish Language Teacher to work with Upper School Spanish Language students in 9th-12th grade for the 2026-2027 academic year. Depending on the teaching load, the Upper School teacher may also teach Level II Spanish courses in Middle School. The Upper School Spanish Language Teacher is an integral part of the Upper School and Global and Social Studies Department, a community of teachers who embrace the whole-child educational philosophy and who help students develop a greater global perspective and understanding of other cultures. This position is a ten-month full-time position beginning July 31st, 2026 with an annual renewal.  Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals, includes grades PreK-3 through 12 that embraces the whole-child educational philosophy. As an Episcopal school, Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”  Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach Spanish language classes to upper-school-aged students with a focus on developing listening, reading, writing, and speaking Spanish language skills and an appreciation for and understanding of Hispanophone cultures. Provide engaging and effective instruction that is student-centered, meets students where they are, and incorporates a variety of instructional methods including project-based learning and the incorporation of educational technology. Evaluate student learning through a variety of assessments and communicate student progress to administrators, students, and families. Collaborate with other members of the Global and Social Studies Department to ensure proper vertical alignment in the Spanish curriculum and evolve the Spanish language program. Collaborate with other Upper School faculty to develop cross-curricular connections. Attend scheduled faculty/division/department meetings Participate in professional development  Perform additional faculty duties assigned including, but not limited to supervising students during carpool, lunch, advisory, recess, and so forth.   Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs which prepare our graduates for college and for purposeful lives.   Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816. Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation or military service. Personal and Professional Characteristics and Experiences A Bachelor’s or Master’s Degree in Spanish Language, certification to teach Spanish at the secondary level, or a native speaker with a Bachelor’s degree is required. Ability to meet the learning needs of students through differentiated instruction. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods. Appreciation for and understanding of upper school-aged children and an ability to develop positive relationships with students. Excellent classroom management skills that promote a positive classroom environment. Familiarity with technology or ability and desire to learn about technology for delivering and grading assignments, lesson design, lesson implementation, and recording student progress. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues. Collaborative spirit when working with colleagues within the same department across grade levels and within the same grade level across departments. Strong organizational skills. Embraces the whole-child educational philosophy and seeks to help students develop in all aspects. Tue, 12 May 2026 11:17:29 -0400 https://jobs.socialstudies.org/jobs/rss/22270490/director-of-mission https://jobs.socialstudies.org/jobs/rss/22270490/director-of-mission Wilmington, Delaware, Department:                Administration Supervisor:                  President Status:                          Full-Time, 12 months POSITION OVERVEW Ursuline Academy’s Director of Mission serves to honor the school’s legacy by fully integrating the mission, identity, core values, and heritage across our campus and curriculum while fostering global connections, and advancing strategic initiatives. Serves as a member of the Academy’s Leadership Team. SPECIFIC DUTIES:  Collaborates across all departments to make the school’s Catholic, Ursuline mission a lived reality Leads the design and implementation of a comprehensive program of mission-focused formation for all members of the the school community Implements activities and events related to the school’s Catholic, Ursuline identity, mission, and heritage Oversees the Assistant Director of Mission and Global Education in developing programming for students, faculty, and staff (liturgies, student retreats, service learning, opportunities for prayer and faith formation) Participates actively in the Ursuline Education Foundation mission integration gatherings, with Ursuline Education Network activities and events, and The Ursuline Sisters of the Eastern and Central Provinces Works with the President and key leadership team members to lead the Ursuline Identity Assessment and accreditation processes in preparing required reports and documents Serves as the Staff liaison to the Board of Trustees Heritage and Mission committee Acts as a resource for the school, Alumnae, Board of Trustees, Parent Association, and others as needed regarding information on St. Angela Merici, St. Ursula, the Ursulines of the Roman Union, Catholic Church teachings, Ursuline Academy Wilmington school history and the Ursuline Education Foundation Designs and facilitates orientation of the Academy’s Ursuline identity for employees new to Ursuline Provides spiritual counseling to students, faculty, and staff and offers a supportive presence and pastoral care in times of need Coordinates resources a develops the Ursuline Archives to further highlight the Ursuline history and heritage across multiple platforms; including a focus on telling the Ursuline story through social and print media Acts as Ursuline’s liaison to the Diocese of Wilmington Partners with the Assistant Director of Mission and Global Education to build and strengthen Ursuline’s global education programming including the management of domestic and international connectedness to other Ursuline network schools Increases student and faculty knowledge on issues of multiculturalism through the lens of the Ursuline Global Network Expands opportunities for domestic and international travel by developing and cultivating strong relationships with Ursuline sister schools around the world, including overseeing host and study abroad programs, creating and managing itineraries, recruiting students, etc. Identifies areas of curriculum and instructional activities that can be infused with a global perspective, including arranging workshops and speakers for the benefit of students and the wider community Teaches, advises, or moderates classes or clubs relating to mission and global education as needed Coordinates the global education diploma and Capstone program in conjunction with the Dean of Studies, Counseling Department and Assistant Director of Heritage and Mission Accepts additional responsibilities as directed by the President QUALIFICATIONS: Practicing Roman Catholic with a strong knowledge of Church theology and an appreciation and understanding of Ursuline spirituality and mission Bachelor’s degree in Education, Theology, or related field; Master’s degree preferred 7-10 years of related experience Understanding and commitment to the principles of Catholic social teaching Experience with or passion for global education Strong interpersonal and communication skills, including presentation, listening and observational skills  Excellent organizational, prioritization, and time management skills including the ability to plan and manage projects  Strong analytical and problem-solving skills Ability to work effectively with students, teachers, parents, volunteers and school administration from diverse backgrounds  Ability to navigate challenging situations with discretion and diplomacy Ability to work independently as well as collaboratively in a team environment  Passion for bettering the lives of students  Willingness to be an active, enthusiastic member of the Ursuline community Ability to maintain confidentiality at all times regarding the Ursuline community Tue, 12 May 2026 08:43:14 -0400 https://jobs.socialstudies.org/jobs/rss/22270754/history-faculty-position https://jobs.socialstudies.org/jobs/rss/22270754/history-faculty-position West Roxbury, Massachusetts, Catholic Memorial is looking for an experienced and skilled secondary school educator who has a passion about History Experience and skills in curriculum development, classroom management, and pedagogy are a must. Faculty members must have sufficient energy, enthusiasm, and commitment to excel in this fast-paced school setting. Value is placed on a faculty member with the desire and skill to use best practices in educating boys. Catholic Memorial encourages faculty members to engage in the larger school community by overseeing clubs and activities, attending school retreats, leading solidarity and immersion trips, and coaching athletic teams. Faculty members are encouraged to engage in all aspects of the school community. Responsibilities include: Teach five sections of History Oversee and manage a daily homeroom Guide and mentor young men in their academic, social, spiritual, and social dimensions of their life All Catholic Memorial Educators: Are Mission Driven They: demonstrate a commitment to the mission of Catholic display a passion for educating adolescent boys and taking seriously the formative and transformative nature of working with this age group. are mindful of the privilege to serve in a faith-based integrating with intention the Essential Elements of a Christian Brothers demonstrate their service exhibit their overt pride in being a member of Catholic Are Professional by: exhibiting a personal and communal understanding of their role and responsibilities exhibiting effective time management skills related to a range of activities from being on time to prompt return of student work valuing collegiality participating actively in department, grade level, and other faculty meetings welcoming interdisciplinary discussion seeking collaborative opportunities actively both within and across disciplines exhibiting a high degree of common sense demonstrating self-reflection and critical practice accepting professional criticism as encouraging professional growth and development demonstrating dependability and accountability demonstrating flexibility and adaptability demonstrating effective communication skills demonstrating empathy Engage in Scholarship by: displaying a genuine love for his or her vocation modeling intellectual depth through professional development opportunities, continuing education, and pursuit of personal int teaching with intellectual depth and providing gateways for students into deeper levels of thinking demonstrating passion for his or her subject matter Are Pedagogically Skillful by: approaching teaching as a craft making effective use of course and student management systems (e.g., syllabi, grade books, etc.) demonstrating a willingness to take positive and creative risks with an emphasis on KBL being open to student voice’s influence on pedagogy showing a concern for the “whole student” and the development of young boys into good men using strategies that meet students where they are using strategies to spark student interest and draw out student talent\ expressing a personal touch to engage students investing time in learning and experimenting with new pedagogical techniques and strategies supporting the needs of a diverse student body monitoring struggling students and working with guidance to support them making themselves available for extra help holding students accountable for behavior Tue, 12 May 2026 15:29:52 -0400 https://jobs.socialstudies.org/jobs/rss/22270585/middle-and-upper-school-dance-teacher-and-director-of-dance https://jobs.socialstudies.org/jobs/rss/22270585/middle-and-upper-school-dance-teacher-and-director-of-dance Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a teacher for Middle and Upper School Dance courses and to choreograph the Middle and Upper School musical productions for the 2026-2027 academic year. The Middle and Upper School Dance Teacher and Director of Dance is an integral part of the Middle and Upper Schools and the Visual and Performing Arts Department, a community of teachers who embrace the whole-child educational philosophy and who help students develop confidence and skills in performance in a safe and supportive environment. This position is a ten-month full-time position with an annual renewal. The position begins on July 31st, 2026 Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals that embraces the whole-child educational philosophy, includes grades PreK-3 through 12. As an Episcopal school, Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”  Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach Middle School and Upper School dance courses, including an after-school course for advanced Upper School dancers. Choreograph and assist with an after-school Middle School musical in the fall and an after-school Upper School musical in the spring. Direct and produce one Middle and Upper School dance performance per year. Evaluate student learning through a variety of assessments in courses and communicate student progress to administrators, students, and families. Collaborate with other members of the Visual and Performing Arts department to ensure proper vertical alignment in the curriculum. Collaborate with other Upper School and Middle School faculty to develop cross-curricular connections and participate in grade-level teams to support whole-child development. Attend scheduled faculty/division/department meetings. Participate in professional development. Perform additional faculty duties assigned, including but not limited to supervising students during carpool, lunch, advisory, recess, and so forth.   Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs which prepare our graduates for college and for purposeful lives. Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose, and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and a copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816. Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation or military service.   Personal and Professional Characteristics and Experiences A Bachelor’s or Master’s Degree in dance or dance education, and/or certification to teach dance at the secondary school level. An artist-teacher with demonstrated experience in choreographing and directing middle school and upper school-aged students. Ability to meet the learning needs of students with various skill levels through differentiated instruction. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods. Appreciation for and understanding of middle and upper school-aged children and an ability to develop positive relationships with students. Excellent classroom management skills that foster a positive classroom environment, where students support one another as performers. Familiarity with technology or the ability and desire to learn about technology for delivering and grading assignments, lesson design, lesson implementation, and recording student progress. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues. Dedication to creating a welcoming and inclusive Episcopal school community. Collaborative spirit when working with colleagues within the same department and across departments. Strong organizational skills. Embraces the whole-child educational philosophy and seeks to help students develop in all aspects. Tue, 12 May 2026 11:15:25 -0400 https://jobs.socialstudies.org/jobs/rss/22270564/middle-school-creative-applied-technologies-teacher-grades-6-8 https://jobs.socialstudies.org/jobs/rss/22270564/middle-school-creative-applied-technologies-teacher-grades-6-8 Greenwich, Connecticut,       ? ?   ? ? ?       The Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12, and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The High School (9-12,) established in 2019, is located less than two miles away on the Stanwich Road campus. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment that helps to fund competitive salaries and benefits, a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds. Greenwich Country Day School seeks a Computer Science Teacher, Grades 6-8, to start in August 2026. The Creative Applied Technologies Teacher is a dynamic, student-centered educator responsible for cultivating a culture of creative, interdisciplinary, and purpose-driven learning through computer science and technology education for students in grades 6–8. This role centers on helping students use technology as a tool for innovation, design, problem-solving, storytelling, collaboration, and social impact. The ideal candidate is a creative technologist, facilitator, and mentor who brings both structure and playfulness to the classroom. They foster student agency while supporting the developmental needs of middle school learners, helping students move from passive users of technology to intentional creators, computational thinkers, collaborators, innovators, and changemakers. The successful candidate will join a collaborative, forward-thinking team committed to authentic, project-based learning. Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply. GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews. Responsibilities Include: Teach software programming and hardware courses while demonstrating the importance of writing efficient and effective code Teach technical and ethical dimensions of computer science and its applications Support students in fulfilling their maximum potential in mastering course content and assessing student achievement Provide a consistent critique of the efficacy of the existing curriculum as well as an awareness of the changing needs of the industry Maintain competency  in programming languages and computer technologies Pursue professional development in the computer science education field Provide significant office hours availability to students Attend staff and departmental meetings Communication with parents, students, and colleagues Collaborative work with colleagues on grade level, subject area, and interdisciplinary faculty teams Contribution toward athletic or co-curricular programming in addition to classroom role Instructional Leadership & Curriculum Design Design and deliver a computer science and applied technology curriculum for grades 6–8 that emphasizes creativity, inquiry, innovation, and real-world application Teach foundational and applied computer science concepts through engaging, project-based learning experiences Develop interdisciplinary projects in partnership with Science, Math, Humanities, Arts, and Maker faculty that connect technology skills to authentic problems and creative expression Create learning experiences that encourage students to identify community needs, empathize with users, and design innovative solutions through a lens of social entrepreneurship and responsible innovation Facilitate learning experiences involving areas such as: Coding and computational thinking Robotics and automation Digital design and media creation Game design and interactive storytelling Artificial intelligence and emerging technologies Data literacy and systems thinking Emphasize processes of ideation, prototyping, testing, debugging, iteration, reflection, and presentation Create opportunities for students to: Take intellectual and creative risks Troubleshoot and adapt ideas Collaborate and communicate effectively Connect projects to personal interests and real-world issues Develop solutions that demonstrate empathy, ethical thinking, and innovation Scaffold projects appropriately for middle school learners, balancing open-ended exploration with clear structures and expectations Support students in documenting, presenting, and reflecting on their learning and growth Technology Learning Environment Maintain a flexible, organized, and student-centered technology learning environment Manage classroom technology, devices, software, and digital tools Troubleshoot technical issues and support students in developing independence and confidence with technology Teach and model responsible digital citizenship, ethical technology use, online safety, and respect for intellectual property Foster classroom systems that balance creativity, collaboration, accountability, and productive risk-taking Student Learning & Engagement Foster a culture of initiative and ownership where students pursue ideas, experiment, and adapt based on feedback Cultivate collaboration and peer learning, encouraging students to teach, support, and inspire one another Encourage creativity, exploration, and self-expression through technology-rich experiences Guide students through iterative problem-solving and debugging processes Support students in building conceptual understanding by applying computational thinking across disciplines and contexts Help students see themselves as innovators and changemakers who can use technology to positively impact their communities Build strong relationships with students, creating a classroom culture that is engaging, inclusive, and responsive to a wide range of developmental needs Community & Program Development Lead extracurricular opportunities such as coding clubs, robotics teams, esports, entrepreneurship challenges, hackathons, or technology showcases Organize exhibitions and demonstrations of student work that highlight creativity, innovation, collaboration, and growth Collaborate with colleagues to strengthen interdisciplinary and experiential learning opportunities across the school Build partnerships with local organizations, businesses, entrepreneurs, or community groups when appropriate to create authentic learning opportunities Communicate effectively with families about student growth in both technical skills and learning dispositions Contribute to the ongoing development of a cohesive K–12 technology and innovation program Required Qualifications Bachelor’s degree in Computer Science, Education, Instructional Technology, Digital Media, Engineering, or a related field Minimum of 3 years teaching experience, preferably middle school Experience teaching computer science, coding, robotics, digital media, or related technology fields Strong ability to design engaging, interdisciplinary, project-based learning experiences Excellent communication, collaboration, and classroom management skills Preferred Qualifications Experience with programming languages and platforms appropriate for middle school learners (e.g., Scratch, Python, JavaScript, robotics platforms, web design tools) Experience with design thinking, project-based learning, entrepreneurship education, or innovation-focused instruction Teaching certification and/or relevant technical certifications Background in creative technology, innovation education, digital arts, entrepreneurship, or emerging technologies Core Competencies Facilitation of Learning: Guides student-driven inquiry, experimentation, and reflection Creative Technology Integration: Uses technology as a medium for creativity, innovation, and communication Interdisciplinary Design: Connects computer science to real-world contexts and other academic disciplines Project-Based Instruction: Designs authentic learning experiences that emphasize collaboration, iteration, and impact Innovation & Entrepreneurial Thinking: Encourages students to identify problems, develop ideas, and create meaningful solutions Learning-Centered Mindset: Values growth, experimentation, and curiosity over perfection Inclusive Community Building: Creates a classroom culture where all students feel empowered to contribute and create Mindset & Dispositions Demonstrates an inexhaustible sense of humor, patience, and flexibility—essential for working with middle school learners Brings energy, warmth, and enthusiasm to the classroom while maintaining clear expectations Embraces a growth mindset and models resilience, curiosity, and adaptability for students Thrives in a fast-paced, creative, and collaborative environment Believes all students can become confident creators, innovators, and problem-solvers through technology Values empathy, ethical thinking, and community impact alongside technical skill development Team-oriented and eager to contribute to a growing and evolving program   Interested candidates are invited to use the link provided to send a cover letter and resume to: Raquel Salcedo, Director of Recruiting & Talent ? Wed, 13 May 2026 12:45:18 -0400 https://jobs.socialstudies.org/jobs/rss/22270590/lower-school-teacher-3rd-grade https://jobs.socialstudies.org/jobs/rss/22270590/lower-school-teacher-3rd-grade Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a caring and innovative Lower School Teacher for the 2026-2027 academic year to work with third-grade students. Episcopal’s Lower School is a community of teachers who embrace the whole-child educational philosophy, helping students develop a deeper understanding of the world around them, as well as academic skills, physical, social, and emotional skills, and an understanding of their responsibility to their community through a variety of instructional methods. This position is a full-time, ten-month position with an annual renewal beginning on July 31st, 2026. Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals, includes grades PreK-3 through 12 that embraces the whole-child educational philosophy. As an Episcopal school, Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”  Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach third-grade classes; develop and lead effective, creative, and developmentally appropriate lessons that are student-centered, meet students where they are, and incorporate a variety of instructional methods, including project-based learning.  Work collaboratively with other teachers within the same grade level to plan and implement lessons and with administrators and Lower School faculty to ensure proper vertical alignment of content and skills. Evaluate student learning through a variety of assessments and communicate student progress to administrators, students, and families. Attend scheduled faculty/division/department meetings. Participate in professional development.  Perform additional faculty duties assigned, including, but not limited to, supervising students during carpool, lunch, recess, and so forth. Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs that prepare our graduates for college and for purposeful lives.   Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose, and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and a copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816.   Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation, or military service. Personal and Professional Characteristics and Experiences A Bachelor’s or Master’s Degree in Elementary Education and/or certification in Elementary Education is required.  Appreciation for and understanding of the developmental characteristics of this age group. Understands the importance of nurturing social-emotional development in young children. Dedication to creating a welcoming and inclusive Episcopal school community. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods, including project-based learning. Experience with Singapore Math, Reading and Writing Workshop, and project-based learning is preferred. Collaborative spirit when working with colleagues within the same grade level and across grade levels. Excellent classroom management skills that promote a positive classroom environment. Familiarity with Responsive Classroom is a plus. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues Strong organizational skills, ability to juggle many responsibilities, and adaptability to change. Familiarity with technology or the ability and desire to learn about technology for lesson design, lesson implementation, and recording student progress.  Embraces the whole-child educational philosophy and puts students third. Tue, 12 May 2026 11:25:33 -0400 https://jobs.socialstudies.org/jobs/rss/22267781/upper-school-mathematics-teacher https://jobs.socialstudies.org/jobs/rss/22267781/upper-school-mathematics-teacher Baton Rouge, Louisiana, The Episcopal School of Baton Rouge seeks a creative and engaging Upper School Math Teacher for the 2026-2027 academic year to work with 9th-12th-grade students. The Upper School Math Teacher is an integral part of the Upper School and the Math Department, a team of educators that embraces the whole-child educational philosophy and seeks to help students develop the conceptual understanding and procedural fluency necessary to excel in mathematics and to apply math in other fields. The Upper School Math Teacher will likely teach Algebra I and Algebra II, but assigned courses may change depending on the candidate's experience and skills, and may include teaching Geometry, Precalculus, and/or higher-level math courses and electives. This position is a ten-month full-time position with an annual renewal. The position begins on July 31st, 2026. Description of School Episcopal School of Baton Rouge, a college preparatory educational community of approximately 950 students and approximately 170 professionals, includes grades PreK-3 through 12 that embraces the whole-child educational philosophy. As an Episcopal school, the Episcopal School of Baton Rouge was created to be a diverse institution of educational and human development for all persons, regardless of origin, background, ability, or religion. Episcopal is known for its academic performance, for its attention to the spiritual lives of its students, and for offering a wide range of opportunities for student education and development. Opportunities to excel in academics, arts, athletics, service, and community leadership characterize the school’s program. General Duties Teach math courses to 9th-12th grade students with a focus on helping students develop a strong conceptual and procedural understanding of the topics, as well as critical thinking and analytical skills. Provide engaging and effective instruction that is student-centered, meets students where they are, and incorporates a variety of instructional methods. Develop lessons that make effective use of longer class periods, incorporating multiple learning activities in each lesson. Evaluate student learning through a variety of assessments, including formative assessments, to be in tune with students’ progress and communicate that progress to administrators, students, and families. Collaborate with other members of the Math Department to ensure proper vertical and horizontal alignment and to meet current and future student needs. Collaborate with other Upper School faculty to develop cross-curricular connections. Attend scheduled faculty/division/department meetings. Participate in professional development.  Perform additional faculty duties assigned, including, but not limited to, supervising students during carpool, being an Upper School advisor, and so forth.   Our School Mission As a ministry of the Episcopal Diocese of Louisiana, Episcopal School of Baton Rouge nurtures and develops the whole child -- spiritually, intellectually, morally, physically, and artistically -- through challenging academic and co-curricular programs which prepare our graduates for college and for purposeful lives.   Our Episcopal Identity Episcopal schools are Christian communities whose missions integrate spiritual formation into all aspects of the educational experience in a graceful and inclusive way. Even the most diverse of Episcopal schools are created to be communities that honor, celebrate and worship God as the center of life. We are created to be models of God’s love and grace. We are created to serve God in Christ in all persons, regardless of origin, background, ability, or religion. We are created to “strive for justice and peace among all people and [to] respect the dignity of every human being.”    Episcopal schools have been established, however, not solely as communities for Christians, like a parish church, but as diverse institutions of educational and human development for people of all faiths and backgrounds. Episcopal schools are populated by a rich variety of human beings, from increasingly diverse religious, cultural, and economic backgrounds. By weaving the principles of meaningful school worship, rich community life, foundational religious education, and striving for social justice into the very fabric of the school’s overall life, Episcopal schools ensure that we challenge all who attend our schools to build lives of genuine meaning, purpose, and service in the world they will inherit.   Submission Information Episcopal will offer a competitive salary and benefits for this position. Digital applications are preferred and welcomed at https://www.episcopalbr.org/discover-episcopal/careers or can be emailed to steeles@ehsbr.org . Please include an employment application , cover letter, resume, and copy of transcripts. Application materials can also be sent to Attn: Employment, Episcopal School of Baton Rouge, 3200 Woodland Ridge Blvd., Baton Rouge, LA 70816. Episcopal School of Baton Rouge is an equal opportunity employer dedicated to a policy of nondiscrimination in employment upon any basis, including race, color, religion, sex, gender identity, sexual orientation, pregnancy, status as a parent, national origin, age, disability, genetic information, political affiliation or military service. Personal and Professional Characteristics and Experiences A Bachelor’s Degree in Mathematics, Mathematics Education, or a related field, or certification to teach Mathematics at the secondary level is required.  At least three years of experience teaching Upper School Mathematics is preferred. Ability to meet the learning needs of students through differentiated instruction. Creativity in lesson design that balances content, skill, and student self-direction through the use of a variety of instructional methods. Appreciation for and understanding of Upper School-aged students. Excellent classroom management skills that promote a positive classroom environment. Familiarity with technology or the ability and desire to learn about technology for lesson design, lesson implementation, and recording student progress.  Familiarity with the TI-series calculators and an ability to instruct students on their use. An ability to communicate clearly and with appropriate empathy to students, parents, and colleagues. Collaborative spirit when working with colleagues. Strong organizational skills. Embraces the whole-child educational philosophy and seeks to help students develop in all aspects. Mon, 11 May 2026 13:36:17 -0400 https://jobs.socialstudies.org/jobs/rss/22267547/social-studies https://jobs.socialstudies.org/jobs/rss/22267547/social-studies Lake Wales, Florida, The Vanguard School seeks a talented and knowledgeable social studies teacher who is eager to support the school’s mission and committed to private education in a neurodiverse boarding environment. This is a 10-month, full-time position. We are seeking a full-time, dynamic social studies teacher who can engage students. The teacher is responsible for creating a classroom environment that develops in each student an appreciation of world perspectives and cultural heritages, and that motivates each pupil to understand and exercise the rights, privileges, and responsibilities of citizenship.   The ideal candidate will be highly collaborative, exhibit strong interpersonal skills, and lead the social studies program at The Vanguard School. The successful candidate will be charged with developing and leading the curriculum, vertical alignment, and pedagogy.  The ideal candidate will be able to incorporate multiple teaching styles and use varied approaches with students and the material. This person must have a desire to work with students in a boarding school environment and should possess strong interpersonal and written communication skills.   Essential Duties Teaches courses in Geography, World History, Government, Economics, and US History.  Develops a balanced social studies program. Provides individualized and small-group instruction to adapt the curriculum to meet each student's needs. Explores and integrates a range of resources, including technology, to engage, enhance, and extend learning goals. Understands the role of social, emotional, and physical well-being in the teaching and learning process and encourages the development of lifelong healthy behaviors. Encourages students to think independently and express ideas. Serves as the faculty advisor to a small group of students. Facilitates ongoing communication with parents regarding student progress, including formal written reports, in accordance with the school calendar. Participates in the school’s pre-service/in-service training and mentoring program. Contributes to the boarding student life program. Contributes to other aspects of the school. Applications should be directed to Mr. L. Shannon Graves, Head of School. Please include a letter of introduction, a résumé, and at least three professional references. We will begin reviewing applications immediately and will close the application period when the position is filled.  Information may be emailed to: shannon.graves@vanguardschool.org     Minimum Qualifications include: B.A. degree and relevant teaching experience in a non-profit independent school. Demonstrated ability to effectively work independently and in a group. Ability to communicate and work effectively with parents, students, faculty, and staff. Ability to motivate and manage students. Strong work ethic, adaptability, generous spirit, and confident working with students. Commitment to and alignment with the School's mission and vision  Housing Mon, 11 May 2026 07:56:34 -0400 https://jobs.socialstudies.org/jobs/rss/22267961/history-teacher-and-speech-debate-coach https://jobs.socialstudies.org/jobs/rss/22267961/history-teacher-and-speech-debate-coach Los Angeles, California, The Archer School for Girls seeks a History and Speech/Debate Coach for the 2026-2027 school year. Responsibilities include, but are not limited to, teaching three classes of History, coaching the Middle School and Upper School debate teams, and serving as a mentor. Archer Speech and Debate is an established and growing program with strong student interest and competitive success at the local and national levels. The coach plays a central role in both sustaining and expanding the program. History teaching responsibilities include: Teach three sections of History Design and facilitate engaging, inquiry-based lessons grounded in discipline-specific content and skills Participate in Archer’s Professional Learning and teaching evaluation, led by the relevant Department Chair Collaborate with department members on curriculum development and instructional practices Assess and provide timely, meaningful feedback to support student growth Maintain clear communication with students and families regarding academic progress and expectations Speech and Debate coaching responsibilities include: Lead Upper and Middle School Speech and Debate programming, including after-school practices and weekend competitions Prepare students for competition, including research, case writing, and performance development Travel to weekend tournaments and coordinate team participation Coordinate judges for competitions Chaperone and organize travel for select invitational tournaments, including occasional overnight trips Partner with student leaders to build program culture and expand participation Our Ideal Candidate Has prior experience coaching a Speech/Debate team Holds a bachelor’s degree within the discipline being taught; a master’s degree and/or teaching credential is preferred Is mission aligned and student-focused Possesses strong pedagogy and content knowledge Maintains excellent written and verbal communication skills Collaborates well with colleagues Is proficient with technology and integrating digital tools with purpose Is organized, responsive, and flexible Exhibits strong professional judgment with healthy, appropriate boundaries The Archer School for Girls is an educational community that supports and challenges young women to discover their passions and realize their true potential. Serving 500 girls in grades 6-12, Archer faculty are nationally recognized for their excellence in teaching and learning. Our professional culture is fueled by ongoing professional development, a spirit of innovation, and an abiding belief in the capacity of every student in our care. Beyond competitive pay and benefits, faculty enjoy working in a collegial, growth-oriented, and joyful culture. Salary Range: $2,997.67 to $5,332.50 per semi-monthly pay period (depending on qualifications and experience). To apply, please click on the link below: http://www.archer.org/careers No phone calls, please. More information on Archer can be found at www.archer.org. The Archer School for Girls is an Equal Opportunity Employer.   Has prior experience coaching a Speech/Debate team Holds a bachelor’s degree within the discipline being taught; a master’s degree and/or teaching credential is preferred Is mission aligned and student-focused Possesses strong pedagogy and content knowledge Maintains excellent written and verbal communication skills Collaborates well with colleagues Is proficient with technology and integrating digital tools with purpose Is organized, responsive, and flexible Exhibits strong professional judgment with healthy, appropriate boundaries Salary Range: $2,997.67 to $5,332.50 per semi-monthly pay period (depending on qualifications and experience). Mon, 11 May 2026 18:44:22 -0400 https://jobs.socialstudies.org/jobs/rss/22267796/eighth-grade-humanities-teacher https://jobs.socialstudies.org/jobs/rss/22267796/eighth-grade-humanities-teacher Dallas, Texas, St. Mark’s School of Texas seeks an experienced educator to join our middle school faculty beginning in the 2026-2027 school year.  A strong candidate will be a compassionate teacher with knowledge and understanding of the development of adolescent boys.  Experience should include the background to teach necessary language arts skills, including literary analysis, grammar, syntax, and writing, along with content knowledge specific to United States History.  The Humanities course is interdisciplinary in structure, so the teacher instructs both English and history topics in a single classroom.  Candidates should have excellent written and oral communication skills, be organized, and be positive team players. St. Mark’s is a vibrant learning community, and successful candidates will be generative in their thinking about teaching and learning, will enjoy working with middle school boys, and will seek to collaborate with colleagues, share teaching resources, and contribute to the wider school community in a myriad of ways, including coaching and participation in the St. Mark’s outdoor education program.  Additionally, teaching character and leadership education to all boys reflects a deep commitment to our mission at St. Mark’s.  We have a well-developed program that spans grades one through twelve.  Successful candidates will share an interest in this aspect of the School’s program and will place equal priority on both the character and intellectual development of students. Responsibilities Teach two sections of eighth grade humanities Serve as an advisor to a small group of eighth grade students Communicate regularly with parents about student progress Contributing to the broader community by participating in the wilderness program or athletics program Work with the eighth grade team to organize and orchestrate field trip(s) that correlate with curriculum Participate in the character and leadership education program Experience / Qualifications & Skills A mission-guided approach to teaching that aligns with St. Mark’s Statement of Purpose A collaborative, genuine enthusiasm for teaching and working in partnership with colleagues across the campus An understanding of the values of St. Mark’s and a desire to contribute to the community in ways that make the School the best version of itself A Bachelor’s degree is required, a Master’s degree is preferred Five or more years teaching experience at the middle school level preferred; independent school experience is a plus Experience that contributes to the co-curricular program such as coaching or outdoor education Knowledge of varied teaching strategies to differentiate learning Fluency with a variety of technology tools to advance learning Passion and patience for working with middle school children The ability and the desire to collaborate with colleagues Qualified candidates should visit our website to complete an online application including a letter of interest, a resume, and a statement of teaching philosophy. Mon, 11 May 2026 13:57:03 -0400 https://jobs.socialstudies.org/jobs/rss/22267676/middle-school-humanities-teacher-fall-2026 https://jobs.socialstudies.org/jobs/rss/22267676/middle-school-humanities-teacher-fall-2026 Brooklyn, New York, The Senesh School, an open and inclusive, independent K-8 Jewish school in Carroll Gardens, Brooklyn, is hiring a middle school humanities teacher to join our 2026-27 faculty. The Humanities program includes English and Social Studies instruction in an interdisciplinary model. Successful applicants will be creative, nurturing, and reflective educators who are interested in the life of the school outside of their classroom. Competitive salary and benefits. The salary for this position is $70,000-$80,000 commensurate with experience. Interested applicants should submit a cover letter and resume to Tracey Schreier, Middle School Director, Hannah Senesh Community Day School at tschreier@hannahsenesh.org . About the School The Senesh School is an open and inclusive Jewish day school where students grow into curious, kind, and confident people. Senesh cultivates intellectual curiosity in a rigorous and joyful academic environment that teaches the whole child. Students are guided by Jewish values and challenged to be agents of change toward a more just world. Students, parents, and staff together create a welcoming and vibrant home at Senesh, offering a place of belonging for diverse Jewish families. To learn more about the school visit our website at www.hannahsenesh.org. Responsibilities include: Creating a warm, inclusive, and supportive classroom environment Teaching English and Social Studies Differentiating instruction and materials to meet the diverse needs of learners Supporting students’ social-emotional growth and competencies Maintaining accurate documentation of curriculum, assessment, and student progress Collaborating with grade-level colleagues on community programs and student support Serving as a grade-level advisor and leading a club or elective Attending weekly faculty and department meetings, as well as professional development opportunities Participating in an overnight trip with students Building strong partnerships with parents to support student learning and progress Qualifications and Dispositions: MA degree in education Three or more years of experience as a lead teacher in a middle school Strong content knowledge in English/language arts and Social Studies, including literature, writing, and history Experience designing and teaching rigorous, developmentally appropriate humanities curriculum for middle school students Experience differentiating instruction to meet diverse learner needs Commitment to a “whole child” approach that fosters academic, social, and emotional growth Experience supporting adolescent learners’ critical thinking, inquiry, and discussion skills Collaborative, collegial approach to working as part of a team of educators Excellent written and verbal communication skills Cultural competency and a commitment to diversity and belonging Hannah Senesh Community Day School is an Equal Opportunity Employer and welcomes candidates who will add to the diversity of our school community including, but not limited to staff of any race, color, nationality, ethnic origin, religion, gender, gender identity, and sexual orientation.   Mon, 11 May 2026 10:49:15 -0400 https://jobs.socialstudies.org/jobs/rss/22262353/second-grade-teacher https://jobs.socialstudies.org/jobs/rss/22262353/second-grade-teacher Washington, D.C., Capitol Hill Day School seeks a full-time Second Grade teacher for the 2026-2027 academic year. At Capitol Hill Day School, learning is challenging, engaging, playful, and relevant to the real world. Students learn across subjects with an experiential curriculum that integrates academic subjects and the arts, physical education, service learning, and technology. Through an extensive field education program, students take part in experiences beyond the classroom related to topics of study. Teachers collaborate in developing, planning, and implementing curriculum; school-wide, they create a spirit of camaraderie through their interactions with students, parents, and other members of the staff. Also essential to the School’s program is its commitment to diversity, ensuring that students from varying backgrounds, cultures, and learning styles learn from and with each other. Emphasis is placed on building a classroom community that respects each individual while teaching children how to become caring, engaged members of the group.   Elementary teachers create integrated thematic units of study that draw out children’s natural curiosity and sense of wonder while helping them to develop schema and skills to understand their world. The elementary curriculum promotes inquiry and is rooted in progressive practice. More explicit instruction in areas of math, science, social studies, and language arts is balanced with project-based learning. This role is a co-teaching position with teachers collaborating in planning and implementing curriculum along with reflecting on their practice. Requirements Master’s degree and/or extensive teaching experience at the elementary grade level; understanding of child development and experience working with a range of needs and abilities; interest in creating curriculum that balances socio-emotional, cognitive, and physical development; experience with Responsive Classroom, instructional methods aligned with the Science of Reading, math curriculum development and pedagogy along with project-based learning is a plus.  Differences in religion, socio-economic status, racial and cultural heritage, sexual orientation, and gender identity and expression create the opportunity for people to learn from each other as they learn with each other. As such, Capitol Hill Day School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, termination, compensation, and training.   Salary range for this position is $66,000-$95,000 annually, based on experience and qualifications. Fri, 08 May 2026 15:41:48 -0400 https://jobs.socialstudies.org/jobs/rss/22262038/social-studies-teacher https://jobs.socialstudies.org/jobs/rss/22262038/social-studies-teacher South Burlington, Vermont, Job Title: Full-Time Social Studies Teacher Location: Rice Memorial High School, South Burlington, VT About Rice Memorial High School: Rice Memorial High School is a vibrant and inclusive Catholic secondary school dedicated to fostering academic excellence, spiritual growth, and community engagement. Located in South Burlington, VT, Rice Memorial provides a dynamic learning environment where students are empowered to excel academically, explore their passions, and become compassionate leaders in their communities. Position Overview: Rice Memorial High School is seeking a dedicated and passionate full-time Social Studies Teacher to join our faculty. The ideal candidate will have a strong background in social studies education, a commitment to fostering critical thinking skills, and a passion for engaging students in the exploration of history, civics, geography, and global issues. Courses are likely to include Honors and AP World History 10, and Honors Current Events. Key Responsibilities: Develop and implement engaging and rigorous lesson plans that align with the school's curriculum and educational standards. Create a supportive and inclusive classroom environment where all students feel valued, respected, and motivated to learn. Utilize a variety of instructional strategies, resources, and technology to enhance student learning and facilitate active participation in class discussions and activities. Assess student progress through a variety of formative and summative assessments, providing timely feedback to students and parents/guardians. Differentiate instruction to meet the diverse learning needs and interests of students, including those with varying academic abilities and cultural backgrounds. Integrate real-world connections and interdisciplinary perspectives into the social studies curriculum to enhance relevance and promote critical thinking skills. Foster students' civic engagement, social responsibility, and appreciation for diverse perspectives through the study of history, government, economics, and global issues. Collaborate with colleagues, parents/guardians, and community partners to support student learning and development both inside and outside the classroom. Participate in professional development opportunities to stay current with best practices in social studies education and pedagogy. Support and promote the values and mission of the Diocese of Burlington and Rice Memorial High School.   Qualifications: Bachelor's degree in Education, Social Studies, History, or a related field (Master's degree preferred). Valid teaching license/certification in Social Studies or Secondary Education (or eligibility for licensure/certification). Previous relevant teaching experience at the secondary level Deep knowledge of social studies content areas, including American history, world history, civics/government, geography, and economics. Strong pedagogical skills and a demonstrated ability to design and deliver effective instruction to diverse student populations. Excellent communication, collaboration, and interpersonal skills. Commitment to the mission and values of Rice Memorial High School, including a dedication to fostering academic excellence, spiritual growth, and community service. Application: Please send a current resume, cover letter, and three letters of recommendation/references to Associate Principal Dan Routhier at Routhier@rmhsvt.org Fri, 08 May 2026 07:38:05 -0400 https://jobs.socialstudies.org/jobs/rss/22262165/secondary-chemistry-and-general-science-teacher https://jobs.socialstudies.org/jobs/rss/22262165/secondary-chemistry-and-general-science-teacher Austin, Texas, SECONDARY CHEMISTRY AND GENERAL SCIENCE TEACHER    School Year: 2026 - 2027 Classification: Exempt Reports To: Head of Secondary School Location: Austin, TX, USA Job Closing Date: Open Until Filled   JOB DESCRIPTION   Summary/Objective Magellan International School (MIS) in Austin, Texas, has an opening for a Secondary School Chemistry and General Science Teacher. The teacher will create a progressive learning environment where students demonstrate critical thinking and uphold the attributes of the International Baccalaureate (IB) learner profile. The teacher will support students’ academic and personal development while contributing to extracurricular and community activities.   Essential Functions Plans and teaches high school Chemistry and middle school Science aligned with the IB Middle Years Program (MYP) and Diploma Program (DP) curriculum, differentiating to meet individual student needs.  Guides students through inquiry-based exploration of scientific concepts, fostering critical thinking & problem-solving. Prepares students for IB MYP & DP assessments, ensuring mastery of content and laboratory skills. Attends staff and faculty meetings, supports colleagues, and collaborates with the MYP and/or DP Coordinator on curriculum planning and program effectiveness.  Collaborates with faculty to plan activities, interdisciplinary projects, and disciplinary units. Utilizes a variety of instructional strategies and technology to enhance learning. Participates in curriculum planning and student progress meetings. Maintains up-to-date records of student progress, attendance, grades, and assessments. Provides elective classes each semester. Serves as an advisor to a group of students, supporting their academic and social-emotional development. Maintains high standards for academic performance and behavior. Encourages student improvement and goal-setting. Fosters an engaging learning environment that promotes critical thinking, problem-solving, and creativity. Organizes educational field trips to support the curriculum. Supervises students during carline, breaks, and lunch. Prepares documentation for IB external assessments. Communicates effectively with parents regarding student progress. Participates in community engagement efforts and school initiatives to support the school’s growth. Other Duties Performs other duties as assigned, which may change at any time with or without notice.   Qualifications Bachelor’s Degree in Science, Chemistry or related field; or a Bachelor’s Degree in an unrelated field with Secondary Teacher Certification. Minimum of three years of Secondary School classroom experience. IB MYP and/or DP experience preferred. Communicates effectively in English, both orally and in writing. Three years of experience focused on project-based learning preferred. Experience integrating information technology (IT) into teaching.  Experience with Google Workspace, Toddle, and Apple Mac platforms preferred. Knowledge of curriculum development, program evaluation, instructional strategies, classroom management, and learning assessments. Personal Attributes and Skills Dynamic and empathetic communicator Student-focused, warm, caring, and supportive Passionate about teaching and learning Flexible and willing to work collaboratively with teams Committed to the school's vision and mission Salary and Benefits A competitive salary package commensurate with experience, including medical and supplemental benefits, tuition remission for dependent children, retirement offerings, and paid time off.   Work Environment This job operates in a classroom environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, and filing cabinets. This role requires lifting, bending, standing, and stooping. Work is performed indoors and outdoors.   Position Type and Expected Hours of Work “Core” work hours: 8:15 am to 4:15 pm from Tuesdays to Fridays and 8:15 am to 5:30 pm on Mondays. Availability during occasional nights and weekend events.   Travel Some out-of-area travel may be expected, but is not common.   Additional Eligibility Qualifications A criminal history background check will be required for finalist(s) under consideration for this position. If hired, you will be required to complete the federal Employment Eligibility Verification form, I-9. You will be required to present acceptable and original documents to prove your identity and authorization to work in the United States.   Equal Opportunity Employer MIS provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity, disability, genetic information, veteran status, or any other protected characteristic in accordance with applicable law.    Fri, 08 May 2026 11:36:09 -0400 https://jobs.socialstudies.org/jobs/rss/22262461/lower-school-art-teacher https://jobs.socialstudies.org/jobs/rss/22262461/lower-school-art-teacher Santa Barbara, California, Crane Country Day School seeks an enthusiastic and innovative art educator who thrives in a collaborative environment alongside the Upper School Art Teacher and the entire Lower School team. Art is a foundational pillar of a Crane education; we view the studio as a laboratory for experiential discovery and personal growth. Candidates should possess a passion for creative expression, art history, and diverse cultural perspectives. The ideal candidate demonstrates a genuine affinity for elementary school-aged children and a deep understanding of developmental art education. The Lower School Art Teacher plays a central role in fostering creative confidence, visual literacy, and a sense of identity through artistic expression. Essential Duties and Responsibilities Instruction & Curriculum Design Design and implement a developmentally appropriate visual arts curriculum that aligns with Crane’s mission of experiential discovery. Direct classroom activities, including whole-group, small-group, and individualized instruction, to support a diverse range of artistic abilities and learning styles. Facilitate experiential learning that fosters authentic artistic expression and connects classroom work to real-world contexts. Encourage student voice, choice, and ownership in the creative process. Integrate diverse artists, cultures, and perspectives into the curriculum to reflect and affirm student identities. Incorporate a range of media, including digital tools, when appropriate. Create a classroom environment that supports risk-taking, resilience, and creative confidence. Student Growth & Assessment Assess student progress in artistic skill and creative thinking through regular, grade-appropriate evaluations. Maintain transparent communication regarding student growth through the learning management system, conferences, and direct outreach to families. Support students in reflecting on their creative process, perseverance, and growth. Manage a dynamic studio environment rooted in risk-taking, respect for materials, and a culture of diversity, equity, inclusion, and belonging. Social-Emotional Well-Being Foster creative confidence, resilience, and a willingness to take artistic risks. Support students in expressing identity and emotions through art. Build a studio culture grounded in empathy, collaboration, and respect. Reinforce Crane’s values through artistic exploration and reflection. Collaboration & Professional Responsiveness Partner with Upper School Art instructor to create a cohesive and intentional K-8 art program for Crane. Organize exhibitions, showcases, and field trips that celebrate student work. Partner with faculty and staff "Staffulty" on curriculum planning and student support initiatives to ensure a cohesive student experience. Collaborate with homeroom teachers to integrate art with classroom units when appropriate. Continually seek professional development opportunities to refine instructional practices and artistic knowledge. Coordinate potential art opportunities in the Santa Barbara community. Some examples are showcasing student artwork in locations around town or leading a group to participate in an art-related activity outside of school. Participate in co-curricular opportunities, staff meetings, and other campus duties (recess, lunch, assemblies, and class trips) as assigned by the Head of Lower School. Requirements and Qualifications A bachelor’s degree in a relevant subject matter required. An advanced degree or teaching credential/certificate preferred. A minimum of three years or more of teaching experience. Demonstrated ability to build strong, positive relationships with students. Commitment to ongoing reflection and growth as an educator and as an active artist. A candidate with fluency in a language other than English, preferably Spanish is desirable but not required. Physical and Other Requirements Prolonged periods of standing and walking in the classroom and throughout campus. Occasionally lift 15-45 pounds. Regularly sit and stand on the floor throughout the day, and bend, kneel, or squat to be at eye level with children. Work in person on-site. Background investigation required via Live Scan. TB assessment required for employment in CA schools. Work Environment Crane Country Day School is an equal-opportunity employer. We strongly encourage applications from people of color, LGBTQ+ educators, and educators from historically underrepresented communities in independent schools. Crane is committed to sustaining a diverse and inclusive community where each member is respected and valued. depending on experience Fri, 08 May 2026 19:52:55 -0400 https://jobs.socialstudies.org/jobs/rss/22259384/26-27-upper-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22259384/26-27-upper-school-history-teacher Richmond, Virginia, POSITION DESCRIPTION St. Catherine's School is an Episcopal day school in Richmond, Virginia, founded in 1890 enrolling roughly 950 girls age 3 through grade 12.  Located on a 16-acre campus in the western part of the city, St. Catherine's core values include pursuing academic excellence, developing character, nurturing spiritual growth, celebrating individuals, and building community.  St. Catherine's School provides a rigorous education that prepares girls with diverse perspectives for a lifetime of learning, leadership, and service in a global community. POSITION OVERVIEW St. Catherine’s School seeks a committed, enthusiastic, and innovative Upper School History Teacher to begin work for the 2026-2027 school term.The Upper School History curriculum focuses on helping students develop historical thinking skills, the ability to analyze primary and secondary sources, an understanding of how to express historical arguments in writing, and an appreciation for how the social sciences enable a more nuanced understanding of both past and present and inform citizenship in a global society.    Supervisor : Head of Upper School; History Department Chair Supervisory Responsibilities :  N/A Position Status :  Salaried, exempt, full-time, regular, 9-month Hours of Work:   Standard work week.  Occasional evening chaperoning and travel supervision.   ESSENTIAL RESPONSIBILITIES Create a classroom community based on the School's core values Develop and implement the History curriculum, including a focus on skill development Teach a variety of courses in the History Department at more than one grade level and be willing to design senior electives Work collaboratively with and align with colleagues teaching same-level courses Implement and uphold the School’s access, equity, and belonging initiatives Serve as an Upper School academic advisor Sponsor extracurricular activities Lead a cohort in the Upper School’s Saints Explore experiential learning program Serve on School life committees when requested Find joy in working with students and the wider School community both in teaching and taking part in the broader life of the School   PHYSICAL DEMANDS AND WORK ENVIRONMENT St. Catherine’s School does not discriminate on the basis of race, gender, sexual orientation, or national and ethnic origin in the administration of its hiring practices. St. Catherine’s School is committed to providing an inclusive educational environment. We actively engage students, families, faculty and staff from diverse backgrounds and experiences. St. Catherine’s values diversity and expects everyone in the school community to show respect for the dignity of every individual. For more information about the school’s Access, Equity and Belonging please follow this link . TRAVEL Occasional overnight and out-of-area travel may be required for special events.   EQUAL EMPLOYMENT OPPORTUNITY STATEMENT St. Catherine’s School does not discriminate on the basis of race, gender, sexual orientation, or national and ethnic origin in the administration of its hiring practices. St. Catherine’s School is committed to providing an inclusive educational environment. We actively engage students, families, faculty and staff from diverse backgrounds and experiences. Our School community respects the differences in ethnicity, race, religion, sexual orientation and socioeconomic status. Consistent with the School’s mission, St. Catherine’s fosters in our students, and experts from all others, respect for the dignity and wholeness of every person. For more information about the school’s Access, Equity and Belonging please follow this link  .   CONDITIONAL OFFERS An offer of employment for this position is contingent upon the applicant’s right to work in the United States, authorization for and completion of successful background checks as may be requested by the school or required by law.   Note:  This position description has been designed to indicate the general nature and level of work to be performed by employees within this classification.  This position description should not be interpreted as a comprehensive inventory of all duties and responsibilities required or assigned to an employee in this position.  Nothing contained in this position description restricts St. Catherine’s School’s right to assign or reassign duties and responsibilities to this position at any time. REQUIREMENTS AND QUALIFICATIONS Bachelor’s degree in History (Master’s preferred) Experience in and passion for teaching History at the Upper School level Demonstrated creative and energetic teaching Strong classroom management skills Conversant in current trends in History education and proven history of implementation of these trends Exceptional interpersonal and communication skills, both oral and written Facility with and strong implementation of educational technologies Ability to coach a sport is desired Ability to uphold the high standards of the School’s established program  Thu, 07 May 2026 11:02:27 -0400 https://jobs.socialstudies.org/jobs/rss/22259677/middle-school-co-teacher https://jobs.socialstudies.org/jobs/rss/22259677/middle-school-co-teacher Media, Pennsylvania, Role:  Middle School Co-Teacher Reports to:  Head of Middle School Department:  Middle School Job Status:  Full Time Monday-Friday 7:45 a.m.-3:15 p.m. Position Start Date: August 28, 2026 Job Description: The Co-Teacher will deliver instruction informed by Benchmark's research-based teaching principles, tailored to the unique learning needs of students with learning differences. This role requires close collaboration with the middle school team, including the Head Teacher, Instructional Coach, and Child and Family Support Services, to foster students' academic and social-emotional growth. A successful Co-Teacher is dedicated to continuous professional development, actively seeking opportunities for growth within and beyond the school's provided offerings. Responsibilities: Instruction Deliver instruction aligned with Benchmark School's research-based principles. Collaborate with the Head Teacher to plan and deliver engaging lessons (small-group and whole-class). Serve as a Head Teacher in a content area class (math, science, or social studies) and/or co-teach multiple math classes. Assume Head Teacher responsibilities as needed, including serving as a substitute teacher in another class when necessary. Student Support Mentor and support assigned students, providing coaching on learning strategies and executive function skills. Provide individualized coaching and support to students to promote academic growth. Effectively scaffold student work to facilitate academic growth. Monitor student engagement and performance, providing timely feedback and interventions. Communication and Reporting Communicate effectively with families regarding student progress in a professional and timely manner. Prepare academic reports for assigned students. Plan and conduct student conferences in language arts and other classes as needed. Maintain consistent and effective communication with the teaching team (Head Teacher, Division Head/Department Head, Child and Family Support Services, etc.). Professional Responsibilities & Community Participate in collaborative planning and meetings. Engage in ongoing professional development and contribute to school-wide initiatives. Be available and open to working with a Head Teacher, an instructional coach, the Division Head/Department Head/Department Head, and others to continuously improve instruction and other aspects of being a professional educator. Perform essential administrative tasks, including updating records in the school's student information and other platforms promptly. Perform additional duties before, during, or after school as needed, such as recess or lunchroom duty. Contribute to a positive and inclusive school community through participation in school events, committees/task forces, and activities. Complete other duties as assigned by the Head of School. Qualifications: Bachelor's degree required Knowledge of middle school language arts and effective literacy instruction Knowledge of and ability to teach basic computation and pre-algebra concepts. (Desired) Application & Writing Response Please apply via the link below, and provide the following: A current resume Three professional references, including names, telephone numbers, and email addresses In addition to a standard cover letter, please respond to the following questions in no more than 500 words. Applications that do not include these responses will not be considered. Give an example when you've worked across difference. What was the nature of the experience, and what did you learn about yourself as an educator and person? Which cutting-edge approaches, research, or tools in education interest you right now and why?     Benchmark School is committed to providing a safe and drug-free workplace for all employees. In order to maintain a safe and healthy work environment, we require all employees to undergo a background check and drug screening as a condition of employment. Background Check Disclosure: As part of our hiring process, we conduct a thorough background check on all potential employees. This background check may include, but is not limited to, verification of your employment history, education, criminal records, credit history, and driving records. By signing this disclosure, you authorize Benchmark School to obtain and use this information in our hiring decision. Drug Screening Disclosure: In addition to the background check, we may also require all employees to undergo a drug screening. The drug screening will be conducted in a professional and confidential manner. If the drug screening comes back positive, Benchmark School reserves the right to rescind the job offer or terminate employment. By signing the disclosure, you acknowledge and agree to the background check and drug screening requirements as a condition of employment at Benchmark School. You also certify that all information provided on your job application, resume, or in any interview is true and complete to the best of your knowledge. Thank you for your interest in employment with Benchmark School. If you have any questions or concerns regarding this disclosure, please feel free to contact our human resources department at HR@Benchmarkschool.org. For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website. https://benchmarkschool.isolvedhire.com/jobs/1766708-645243.html Thu, 07 May 2026 17:53:42 -0400 https://jobs.socialstudies.org/jobs/rss/22259619/middle-school-humanities-teacher https://jobs.socialstudies.org/jobs/rss/22259619/middle-school-humanities-teacher Moraga, California, The Saklan School is seeking a Middle School Humanities teacher. This teacher will teach Humanities, a combination of Language Arts and History, to students in grades 6-8. The ideal candidate will be an engaging, thoughtful, and student-centered educator who can help middle school students grow as readers, writers, thinkers, researchers, and community members. Candidates should have experience with or a strong interest in project-based learning, integrated curriculum, and progressive education. We are seeking someone reliable, adaptable, collaborative, and able to build strong relationships with middle school students. Primary Responsibilities: Teach Middle School Humanities, integrating Language Arts, History, research, writing, discussion, and project-based learning. Design meaningful learning experiences that help students think critically, write clearly, read deeply, and make connections between history, literature, current events, and their own lives. Develop and implement both long-range and short-range plans for the Middle School Humanities program. Create an engaging classroom environment where students feel known, supported, challenged, and willing to take academic risks. Use a variety of instructional approaches to meet the needs of different learners, including direct instruction, discussion, collaboration, independent work, projects, and fieldwork. Support students in developing strong writing skills across genres, including analytical, creative, reflective, and research-based writing. Help students develop the skills of historical thinking, including asking meaningful questions, analyzing sources, understanding multiple perspectives, and making evidence-based arguments. Build project-based learning experiences that culminate in authentic products, presentations, or demonstrations of student understanding. Provide clear learning goals, expectations, and feedback that are understood by students, parents, and administrators. Develop and use assessments that provide a consistent basis for evaluating and communicating student progress. Serve as a Middle School Advisor, supporting the social, emotional, and academic growth of a small group of students. Collaborate with Middle School colleagues to support students, strengthen curriculum, and build a positive middle school culture. Coordinate with the Dean and Student Support Team to provide academic and social-emotional support for students. Communicate with families in a timely, thoughtful, and professional manner. Contribute to the life of the school beyond the classroom, including fieldwork, assemblies, student exhibitions, and other community events. Be available to take students on field experiences (some overnight) and, when needed, drive the school van for these experiences The aforementioned essential duties and responsibilities indicate the general nature and level of work expected. It is not a comprehensive inventory of all duties and responsibilities. The successful candidate will have the following characteristics and skill set: At least two years of exemplary classroom teaching experience A bachelor’s degree is required; an advanced degree is preferred A valid teaching credential or relevant teaching qualification is preferred Experience teaching Language Arts, History, Humanities, or an integrated middle school curriculum Understanding of project-based learning A visible love and respect for children Strong understanding of middle school students and their academic, social, and emotional development Experience designing and teaching an integrated curriculum Experience adapting curriculum to different learning styles Excellent verbal and written communication skills Strong organizational, time management, and follow-through skills A creative, compassionate, and courageous thinker and doer A team player with colleagues and parents A good listener and communicator A good sense of humor Comfort with the use of technology A high degree of diplomacy, confidentiality, and professionalism A desire for lifelong learning through ongoing professional development A strong desire to teach and learn from middle school students Thu, 07 May 2026 16:20:45 -0400 https://jobs.socialstudies.org/jobs/rss/22259552/social-studies-teacher-grades-7-and-8 https://jobs.socialstudies.org/jobs/rss/22259552/social-studies-teacher-grades-7-and-8 Danvers, Massachusetts, About St. John’s Prep   St. John’s Prep is an inclusive, Catholic, Xaverian Brothers Sponsored School for young men in grades 6 through 12. Founded on the Xaverian values of compassion, humility, simplicity, trust, and zeal, we educate students to be, do and stand for good in the world. We enroll approximately 1,500 students from more than 90 communities in Massachusetts, New Hampshire, and Maine. St. John’s is a faith-based community grounded in and fortified by three main cultural priorities: recognizing all people as created in the image and likeness of God, embracing a habit of excellence grounded in a growth mindset, and empowering individuals to be unique expressions of God’s love in the world. Strong candidates will embody the Catholic principles and Xaverian values that guide our institution to help foster a supportive and inclusive campus environment. For further information on how faith animates St. John’s, please visit our  Statement on Xaverian and Catholic Identity.     Position Overview and Responsibilities   St John’s Prep seeks a social studies teacher for grades 7 and 8 for the 2026-2027 school year.  Grades 7 and 8 social studies faculty are part of an interdisciplinary team, and teach two sections of grade 7 and two sections of grade 8 each day. The grades 7 and 8 social studies curriculum is thematically based and includes units on classical and modern civics, constitutional government, and case studies on civil and human rights. Faculty also serve as advisors to a group of grade 7 or grade 8 students. The Middle School program of study can be found  here on our school website . We are particularly interested in candidates with a commitment to working with middle school boys, a collaborative mindset around team teaching, and using technology as a vehicle for learning gains. The grade 7 theme is “serve,” focusing on group dynamics and community building with a particular emphasis on servant leadership. In grade 8, the theme is “appreciate,” exploring multiculturalism and diversity with an emphasis on empathy and respect for human differences.   Skills and Competencies Ability to design and deliver engaging, student-centered lessons that promote critical thinking and problem-solving Demonstrate a willingness to contribute to the school community beyond the classroom, with opportunities to support student life through activities, events, or programs aligned with individual interests and school needs. Skill in differentiating instruction to support a range of learners and learning styles Experience using formative and summative assessments to inform instruction and provide meaningful feedback Ability to foster a classroom environment that encourages curiosity, collaboration, and intellectual risk-taking Strong classroom management and organizational skills Excellent communication skills, both written and verbal, with students, families, and colleagues Collaborative mindset and willingness to contribute to a professional learning community Flexibility, adaptability, and a growth-oriented mindset Ability to support students’ social-emotional development alongside academic growth   Education and Experience A minimum of 1-3 years of teaching middle school (or applicable practicum experience). A bachelor’s degree (master’s degree preferred) in social studies and/or a related field. Ability to work effectively with a diversity of learning styles and learners. Physical Requirements: Standing/sitting for long periods of time. Must be capable of adapting to frequent changes in position throughout the workday. Hearing and speaking to exchange information in person or on the telephone. Use of hands and fingers for manipulation, and using computer keyboard, educational tools, play equipment, and perform first aid and CPR. Specific vision abilities required include close vision, distance vision, color vision, and depth perception. St. John’s Prep is committed to building a diverse and inclusive campus community. We welcome applications from underrepresented groups. We seek applicants who demonstrate a commitment to multiculturalism and diversity that is manifested in classroom practice, student engagement, interpersonal communication, and curricular decisions.    For more information about our academic, spiritual and student life programs, please visit www.stjohnsprep.org. Interested candidates are asked to apply via the online application found on the Employment page of stjohnsprep.org.    Candidates will need to upload a cover letter, resumé, and academic transcripts if applying for a faculty position. Please, no phone calls.    Apply Here PI284400991 Thu, 07 May 2026 17:24:04 -0400 https://jobs.socialstudies.org/jobs/rss/22259568/us-english-teacher https://jobs.socialstudies.org/jobs/rss/22259568/us-english-teacher Stamford, Connecticut, King School is a PreK-12 independent, college preparatory day school located in Stamford that serves the diverse families of Fairfield and Westchester counties. King School seeks more than achievement for our students. We open minds and spark courageous thinking. Our students discover and forge their unique paths to excellence. Diversity is foundational to academic and professional excellence, and therefore is a core value at King. We think, learn, and work more deeply due to the many facets of diversity in our community, including but not limited to gender, race, ethnicity, religion, socio-economic status, sexual orientation, age, ability, and learning style. We leverage cultural differences and intellectual diversity to create an inclusive and vibrant learning community, endeavoring for each person to feel seen, heard, valued, and respected. Job Title: Upper School English Teacher - 2026-2027 Academic Year Division: Upper School Reports to: The Head of Upper School and English Department Chair Summary: King seeks an experienced, full-time, Upper School English Teacher who will report to the English Department Chair and the Head of Upper School. This teacher will assume duties and responsibilities, consistent with expectations for all Upper School teachers, which complement the primary teaching load of four sections and one activity. Essential Duties and Responsibilities: Teach 4 sections of English; prep for two different courses. Focus on developing students’ reading, writing, and critical thinking skills. Focus on developing the students’ sense of discovery, perspective, and empathy through collaboration, conversation, and inquiry. Teacher Collaboration Collaborate with other grade-level teachers in the English Department to develop and/or revise a clear scope and sequence for each course. Collaborate with the Director of Teaching and Learning when appropriate to ensure students are being fully supported and challenged. Collaborate with the Department Chair and DEI Coordinator to develop and implement teaching goals. Participate in all required department, divisional, or all-school meetings. Communicate with parents/guardians about student progress as necessary. Classifications: Full-time, exempt. Please apply with a resume and cover letter . King goes beyond just stating that we are an Equal Opportunity Employer. Our goal is to intentionally hire a diverse pool of world-class staff and faculty to enrich the educational experience of students. King seeks candidates committed to teaching and working in a multicultural environment where varied identities are valued and respected. Skills and Requirements: Advanced degree in English preferred. Proven ability to teach across grade levels, 9 - 12. Proven ability to teach reading and writing skills to a range of learners. Proven ability to facilitate differentiated, student-centered best practices. Proven ability to integrate technology into the curriculum. Proven ability to nurture student discovery, foster skill development, and encourage autonomy of thought. Possesses a sound understanding of the intellectual and social-emotional developmental stages of adolescents (or specific age group). Demonstrated cross-cultural competence--ability to effectively teach, learn, and engage in a multicultural environment with a diverse student body--in pedagogical practice and multicultural curriculum content. Demonstrated capacity in culturally responsive professional practices, excellent communication skills, and ability to constructively collaborate with colleagues. Ability to be organized and able to manage a series of student information platforms and systems, including: Google Classroom, Gmail. Demonstrated capacity to thrive in our diverse community, including but not limited to diversity in race, ethnicity, gender identity, socio-economic status, ability/disability, belief, sexual orientation, and national origin according to our Diversity, Equity, and Inclusion principles. Must have a demonstrated alignment with King’s Mission and Virtues .     Thu, 07 May 2026 15:08:43 -0400 https://jobs.socialstudies.org/jobs/rss/22256714/middle-school-history-teaching-fellow https://jobs.socialstudies.org/jobs/rss/22256714/middle-school-history-teaching-fellow West Hartford, Connecticut, Start date: August 2026 Kingswood Oxford is seeking a passionate, innovative, and collaborative Teaching Fellow in History to join our Middle School faculty as a part of a dynamic, two-year Teaching Fellowship Program. The Kingswood Oxford Teaching Fellowship Program provides aspiring educators an opportunity to join Kingswood Oxford’s independent day school community in a unique and multifaceted two-year fellowship experience. KO Fellows combine mentored teaching and professional learning with immersive, project-based rotations across the school to develop skills for careers as educators, administrators, coaches, non-profit professionals, and beyond. KO Fellows embody standards of excellence that demonstrate a commitment to our community: Engages enthusiastically in mentored teaching and learning opportunities Fosters a safe, predictable, and supportive environment for students Embraces KO’s commitment to diversity, equity, inclusion and belonging Creates a culture of learning Ideal candidates will have a background in United States history in the 20th and 21st centuries, with an understanding of how history connects to the mechanisms of local, state, and federal government and broader principles of geography and culture. The position involves multiple parts: Teaching 2-3 classes in History Coaching/co-curricular duties for multiple seasons Co-advising a small group of students Fellowship Year One: Grow Together Year One Fellows team-teach two class sections, paired with an experienced faculty member. Through regular classroom observations and scaffolded teaching opportunities, they increasingly assume the professional independence and responsibility of a KO faculty member. They join all newly hired faculty in year-long new teacher programming, including August orientation and monthly professional learning workshops. Year One Fellows also practice their craft through involvement in co-curricular activities, including athletics, where, with the help of seasoned faculty and coaches, they learn to engage groups of students and successfully build toward long-term goals. Fellowship Year Two: Expand and Lead Year Two Fellows expand their professional growth as members of our independent school community through enhanced teaching and learning opportunities. They step into the role of lead teacher for two to three class sections, supported by targeted professional learning in instructional design, assessment practices, and differentiation. They build on established relationships with students through co-curricular coaching and advising. Additionally, Year Two Fellows have the option to rotate through project-based professional experiences across the school to gain insight into multifaceted independent school roles outside of traditional teaching, advising, and coaching. Rotations are co-selected by the Fellow and the rotation lead, based on interest and skill match, and include opportunities to engage in projects in areas such as academic planning, admissions, alumni relations, athletics management, college counseling, communications/marketing, facilities management, finance/institutional advancement, and student wellness. Duties will be determined in discussion with the Department Chair, the Director of Athletics, and the Division Head. Housing will be included in the compensation package. Located in West Hartford, Connecticut, Kingswood Oxford is a coeducational, independent day school for motivated students in grades 6-12. KO actively seeks to attract and welcome a diverse population of students, faculty, and staff, including differences in race, color, religion, nationality or ethnic origin, gender expression, gender identity, and sexual orientation. At KO, we believe that a diversity of ideas and perspectives enriches our community and improves our understanding. We continually work to increase equity and access within our learning community and seek candidates who are similarly committed to this work. If you would like to join us in this work, we welcome your application. More information can be found at https://www.kingswoodoxford.org/ To apply, please send a cover letter, resume, and contact information for three references to jobopenings@kingswoodoxford.org. Kingswood Oxford School provides equal employment opportunity without regard to race, color, sex, age, disability, religion, national origin, marital status, sexual orientation, gender identity or expression, genetic information, ancestry, political belief or activity, status as a veteran, or any other status protected by law. This policy applies to all areas of employment, including recruitment, hiring, training and development, promotion, transfer, termination, layoff, compensation, benefits, social and recreational programs, and all other conditions and privileges of employment in accordance with applicable federal, state, and local laws. Wed, 06 May 2026 14:58:55 -0400 https://jobs.socialstudies.org/jobs/rss/22256644/pre-k-8-math-specialist-fall-2026 https://jobs.socialstudies.org/jobs/rss/22256644/pre-k-8-math-specialist-fall-2026 Dedham, Massachusetts,  Pre-K-8 Math Specialist (Fall 2026)   Job Summary:   The Rashi School, Greater Boston’s Reform Jewish Independent School, serving students in grades Pre-K-8, seeks a dynamic and collaborative Math Specialist for the 2026-2027 school year.  In our warm and inclusive community , children are appreciated for who they are as they learn and develop their identities. With the school’s foundation of rigorous academics and differentiated instruction and a mission rooted in social justice, we want our students to ask the tough questions—not just the who, what, where, but the how, why, and what can I do to fix it? Rashi graduates have the confidence to try new things and to fail forward. With kindness at their core, they become empowered learners, change agents, global Jewish citizens, and good friends.  Rashi’s Lower School uses a collaborative teaching model to promote students’ academic, social, and emotional growth by nurturing an environment that promotes risk taking, flexibility, adaptability, empathy, and resilience through collaborative teaching which models behaviors of the adults. We seek to employ faculty and staff with diverse backgrounds who model these traits and our core values for our students and are eager to support Rashi in fulfilling its mission.  Rashi’s Middle School seeks to promote students’ academic, social, and emotional growth by nurturing an environment that promotes risk taking, flexibility, adaptability, empathy, and resilience. We are looking for educators with a history of positive, caring student-teacher interactions, rich content expertise, and student-centered approaches to join a team of exceptional faculty who utilize a strength based approach to empower students to be their best selves in and out of the classroom. We seek to employ faculty and staff with diverse backgrounds who model our core values (respect, learning, community, spirit, and justice) for our students and are eager to support Rashi in fulfilling its mission.    Position Responsibilities: Create and maintain a positive, safe, supportive environment for all students by developing strong relationships with students, families, and teachers. Provide small group enrichment and/or support to ensure that the math education provided meets the needs of identified students in grades K-8 Oversee AIMSweb testing in math in Grades K-5 Oversee progress monitoring as needed in math in Grades K-5. Assist and advise teachers on differentiated instruction for particular groups or individual students Aid in the resourcing and/or creation of additional resources to support differentiation  Share duties (recess, lunch, etc.) as assigned by the Assistant Heads of School Lead Parent-Teacher Conferences Attend Learning Team and Child Study meetings for students on caseload Write Progress Reports twice a year for students on caseload Attend weekly faculty meetings   Personal Characteristics:   Collaborative Creative Analytical Continuous learner Open to feedback Strong communicator  Active listener Commitment to working in and fostering an inclusive community Belief in Rashi’s Mission and Core Values Qualifications : Bachelor’s degree in education Math or related field required.  Master’s degree preferred.   3 to 5 years experience teaching math in an elementary or middle school setting Familiarity with Imagine IM curriculum preferred Physical Requirements: Able to sit, stand, type, twist, bend. Able to use telephone and computers.   How to apply :  Interested candidates should email a cover letter, resume, and professional references to jobs@rashi.or g.    Rashi is proud to be an equal opportunity employer. Guided by our core values of justice, respect, learning, community, and spirit, and with social justice as a foundational cornerstone of our school, we are committed to building an inclusive community that honors and respects each individual, their varied identities, and their spirit. We seek to listen, learn, and grow together to ensure that we are a place in which all community members can thrive. We welcome applicants of all backgrounds, including age, race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity or expression, marital status, pregnancy, disability, mental disorder, familial status, veteran status, genetic information, or any other protected characteristic as established by law. Fri, 08 May 2026 09:04:46 -0400 https://jobs.socialstudies.org/jobs/rss/22253616/math-statistics-teacher https://jobs.socialstudies.org/jobs/rss/22253616/math-statistics-teacher Washington, Connecticut, The Frederick Gunn School, founded in 1850, is a co-ed boarding and day school for students in grades 9-12 as well as a post-graduate year. Mr. Gunn had a deep appreciation for the natural world, believing that in nature students understand themselves as humans and their place in the world. He took a principled stand against slavery and spurred students (and the town at large) to examine their beliefs. In addition to the habits and skills students will need in college and life beyond, we teach them to follow Mr. Gunn’s example: to cultivate wisdom, to be trailblazers, to act with conviction, and to value character as highly as intellect and achievement.  Our continuous focus on moral character development intentionally engages all members of our school in the work of creating an inclusive and equitable living and learning ecosystem.  Community and citizenship are at the heart of our aspiration to both social justice and academic excellence, with individual diversity integral to the strength of that community. When we embrace difference and pursue school life with respect, equity, and compassion, we build a foundation for engaged citizens. In keeping with the tenets of our founder Frederick Gunn, who was himself a prominent abolitionist and progressive educator, The Frederick Gunn School seeks to provide a pluralistic learning environment for all inclusive of (but not limited to): culture, ethnicity, gender identity or expression, national origin, learning differences, physical difference, political affiliation, race, religion, sex, sexual orientation, and socioeconomic differences.   We invite applicants who resonate with our mission and who will foster an environment of cultural and intellectual richness and an active participant in advancing equity and inclusion. Position Summary The Frederick Gunn School is seeking candidates for a full-time mathematics teacher. Applicants must enjoy working with high school students of all ages, both in and outside the classroom, must understand and embrace the values of a boarding school community, and must bring passion and energy to the classroom. Further, they should have a devoted interest in the study of mathematics–in its various forms, modes, and genres–and be experienced in teaching related skills. As with all faculty positions at The Frederick Gunn School, this role includes responsibilities beyond the classroom—serving as a coach, house parent, and advisor within our vibrant boarding school community. Responsibilities We are currently seeking a full-time math teacher with the responsibilities listed below: Teach four sections of mathematics courses, possibly including AP Statistics and/or introductory Statistics, or other courses offered within our curriculum. The ideal candidate will demonstrate flexibility and enthusiasm for teaching mathematics across a range of levels and course offerings. Develop and organize course materials, including syllabi, quizzes, tests, and handouts, to support student learning and achievement. Provide individualized support and guidance to students through extra help sessions, review sessions, and mentorship that promote both academic growth and personal development. Regularly assess and monitor student progress, providing constructive feedback and written reports as required by school policies. Incorporate technological tools, such as the TI-84 calculator and other relevant software, to enhance learning and facilitate a dynamic classroom environment. Stay current with technological advancements in mathematics education, integrating new tools and technologies into the curriculum as appropriate. Utilize diverse pedagogical strategies to accommodate different learning styles and foster an inclusive, engaging classroom environment. Communicate effectively with students, parents, and colleagues, ensuring clarity and professionalism in all interactions. Collaborate with colleagues in the Mathematics Department and the Center for Academic Excellence to promote cross-curricular initiatives and support student success. Contribute to the planning, implementation, and evaluation of the mathematics curriculum and program at The Frederick Gunn School, ensuring alignment with institutional goals and standards. Participate in professional development opportunities related to both mathematics education and teaching methods to continuously improve instructional practices. Explore potential opportunities to teach computer programming courses within the department, even though a background in programming is not a prerequisite. Job Details Position opening for the 2026-2027 school year. Employment is contingent upon the successful completion of a background check.  Qualifications Ideal candidates are expected to have a minimum of a bachelor's degree; teaching experience is preferred.  Compensation  The Frederick Gunn School offers an attractive compensation package that includes a salary commensurate with experience. To Apply  Please submit the following materials: Resume  Cover letter  Transcript(s)  Two to four letters of recommendation   The Frederick Gunn School is an Equal Opportunity Employer. Except in cases of a bona fide occupational qualification or need, or except as otherwise permitted or required by law, The Frederick Gunn School does not discriminate against applicants for employment on the basis of race, color, religious creed, age, sex, marital status, pregnancy, sexual orientation, national origin, ancestry, present or past history of mental disorder, intellectual disability, learning disability or physical disability, gender identity or expression, genetic information, victims of domestic violence  or any other protected class status under applicable law with respect to hiring, compensation, promotion, discharge from employment or other terms and conditions of employment. Position announcements are intended to describe the general nature and level of work performed by employees assigned to the job title and the education and skills required. Descriptions are not intended to be a complete list of all responsibilities, duties and skills that are required or may be required in the future.  BACKGROUND SCREENING: The Frederick Gunn School conducts background checks on all job candidates upon acceptance of a contingent offer, which includes using a third-party administrator to conduct the checks. Tue, 05 May 2026 18:38:22 -0400 https://jobs.socialstudies.org/jobs/rss/22253231/permanent-substitute-teacher https://jobs.socialstudies.org/jobs/rss/22253231/permanent-substitute-teacher Greenwich, Connecticut, PERMANENT SUBSTITUTE TEACHER Eagle Hill is an Independent School located in Greenwich, Connecticut for students with language-based learning differences.   We offer children who learn differently the opportunity to transform into confident and resilient students empowered with strategies to meet challenges and flourish beyond Eagle Hill. Eagle Hill Core Values Belonging:  Eagle Hill embraces students with an array of learning profiles with acceptance and understanding.  Resilience :  Eagle Hill teaches students how to meet challenges with grit.   Self Confidence:   Eagle Hill allows students to view themselves in a context larger than their learning difference.   Whole Child Approach:   Eagle Hill believes the most impactful learning takes place when students are taught holistically, with cognitive development taking place in tandem with social-emotional growth.   The Permanent Substitute Role at Eagle Hill Eagle Hill’s Permanent Substitutes are members of our faculty and are essential to the success of our students. They play an integral role in all facets of the program by helping to provide high-quality instruction that meets the needs of each child. This is a full-time position, Monday-Friday from 7:55 am-3:20 pm., and Permanent Substitutes are entitled to our comprehensive benefits package.  The Permanent Substitute will: implement daily lessons as planned by the classroom teacher. participate in staff development provided by the school; perform assigned duties, including varied recess and daily duties. complete all assigned documentation and respond to requests for information either digitally or in hard copy format. proctor non-academic classes (e.g., study hall, homeroom). be assigned to specific classes to serve as a classroom assistant when not substituting.  Eagle Hill School’s mission, philosophy, and culture are grounded in a belief in the worth of every individual and the importance of treating all with respect and support. The Permanent Substitute is expected to embrace this collaborative viewpoint through daily interaction with all members of the Eagle Hill Community. It is required that candidates will have at least a Bachelor’s Degree prior to their start date and will continue their education in a related instructional area (i.e., special education, literacy). Research shows that underrepresented groups apply to jobs only if they meet 100% of the qualifications. Eagle Hill School believes that no one ever meets 100% of the qualifications and we look forward to your application.  To apply, please submit your cover letter and resume to careers@eaglehill.org .   EQUAL OPPORTUNITY Eagle Hill Foundation, Inc./Eagle Hill School is an equal opportunity employer and does not discriminate on the basis of race, creed, age, color, sex, sexual orientation, gender identity or expression, marital status, national origin, ancestry, present or past history of mental disability, intellectual disability, learning disability, physical disability, including, but not limited to, blindness, status as a veteran, status as a victim of domestic violence, or any other classification protected by state or federal law in its employment, admissions practices, vocational opportunities or access to and treatment in programs or activities, in accordance with Title IX, Section 504 of the Rehabilitation Act of 1973, Title VII, the American Disabilities Act, the Age Discrimination in Employment Act, and other applicable federal and state law. Retaliation against anyone complaining of discrimination is strictly prohibited. If an applicant requires assistance, or a reasonable accommodation, to complete the application, please contact Eagle Hill School Human Resources at (203) 622-9240. To apply, please submit your cover letter, resume, and three references to: careers@eaglehill.org   It is required that candidates will have at least a Bachelor’s Degree prior to their start date and will continue their education in a related instructional area (i.e., special education, literacy).   Higher end of the range available to candidates with a Master's degree. Tue, 05 May 2026 08:21:43 -0400 https://jobs.socialstudies.org/jobs/rss/22253389/lower-school-homeroom-teacher https://jobs.socialstudies.org/jobs/rss/22253389/lower-school-homeroom-teacher Baltimore, Maryland, Calvert School, an independent lower and middle school, is seeking a dedicated, enthusiastic, and student-centered Homeroom Teacher for its Lower School for the 2026-27 school year.  Calvert School inspires each child to lead a life of purpose by providing a strong foundation in academic skills and character development. At Calvert School, students learn and grow in a joyful and nurturing community that cultivates intellectual curiosity, confidence, and a deep appreciation for learning. Calvert School is located in Tuscany-Canterbury, a residential neighborhood in Baltimore City, just north of Johns Hopkins University and south of Loyola University Maryland. The campus is easily accessible from Charles Street and I-83.  Homeroom teachers are responsible for the daily instruction of reading, math, composition, history, geography, and other content areas.  The Calvert curriculum cultivates curiosity and challenges all of our students.  We believe our unique approach helps create lifelong learners who strive to achieve mastery in all their academic pursuits.  In addition to managing the daily affairs of a homeroom, teachers communicate frequently with parents and collaborate with their grade level team members to develop and teach curriculum that is motivating and age appropriate.  Faculty members are expected to contribute to the Calvert community as field trip chaperones, coaches, and club advisors, and will serve on school committees on occasion.   Responsibilities will include the following: Serve as the primary classroom teacher and advisor for a homeroom of Lower School students. Design and implement developmentally appropriate, engaging, and differentiated lessons. Create a positive classroom culture that supports social-emotional learning and community building. Assess student learning and provide timely, meaningful feedback. Communicate regularly and effectively with families regarding student progress and classroom activities. Collaborate with grade-level colleagues, specialists, and learning support staff. Maintain accurate records, write progress reports, and participate in conferences. Support school-wide initiatives, events, and professional responsibilities. Participate in ongoing professional development.   Job qualifications are below: Bachelor’s degree in elementary education or related field required. A Master’s degree is preferred. Prior experience teaching elementary-aged students. Strong classroom management and organizational skills. Knowledge of best practices in elementary instruction and assessment. Calvert School offers a competitive salary and benefits package.  Salaries for teachers are based on years of teaching experience, education, and job-related responsibilities.  The salary range for teachers is $50,000 to $70,000 and candidates with additional teaching experience and/or advanced degrees may receive a higher salary.  Calvert School offers medical, prescription, dental, vision, life, disability, and retirement plans. Teachers also receive generous leave that includes paid holidays, sick, and personal leave days.    Interested candidates should send a resume to:  HR@CalvertSchoolMD.org (preferred method) Tue, 05 May 2026 12:36:27 -0400 https://jobs.socialstudies.org/jobs/rss/22253397/early-childhood-and-lower-school-assistant-teachers https://jobs.socialstudies.org/jobs/rss/22253397/early-childhood-and-lower-school-assistant-teachers Stone Ridge, New York, Our Mission High Meadow School is a nursery through 8th-grade independent school that celebrates childhood, the joy of learning and play, and the power of community in a student-centered environment. We honor and welcome each child’s unique voice, identity, and approach to constructing knowledge. Drawing on current pedagogical research, we center diversity, equity, civic engagement, nature, and the arts in the school’s dynamic curriculum and culture. High Meadow students graduate with a strong academic foundation and a developed sense of self, ready to contribute their passions and values to building thriving, sustainable, and equitable communities. Job Description The assistant teacher plays a critical role in upholding the culture and educational program at High Meadow School. The principal role of the assistant teacher is to support the successful operation of the classroom environment in partnership with the classroom’s lead teacher. The assistant teacher provides a range of support to the classroom, including fostering the development of a positive learning environment, preparing materials for lessons, offering one-on-one or small group supervision and instruction, supervising students during recess and lunch times, and providing modifications to enhance students' learning processes. The assistant teacher builds warm and trusting relationships with students, helping them navigate academic and social tasks, problem-solve, resolve conflicts with peers, and pursue their interests related to learning. While the lead teacher is the primary point of contact for families to communicate with, the assistant teacher also fosters positive partnerships with families surrounding their child’s learning and growth. The assistant teacher collaborates with other staff members and participates in professional development and learning opportunities to enhance their skills and knowledge. Essential Duties To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below represent the required knowledge, skill, and/or ability. High Meadow School complies with the Americans with Disabilities Act (ADA), as amended by the ADA Amendments Act, and all applicable New York State or local laws. Consistent with those requirements, High Meadow School will reasonably accommodate qualified individuals with a disability if such accommodation would allow the individual to satisfactorily perform the job's essential functions unless doing so would create an undue hardship. Foster loving, trusting, and supportive relationships with children Inspire learners to find joy and meaning in their learning and their relationships with others Support the lead teacher in building a warm, inviting, and student-centered classroom environment that is reflective of the school’s progressive mission and honors students’ identities, personal voices, and interests Support the building of a supportive classroom culture that is calm and predictable, involves student input, sets logical and developmentally appropriate boundaries, and allows students to learn and practice expected behaviors to promote a positive learning environment without fear of punitive measures Form a positive and collaborative working relationship with lead teacher Model and support children using restorative practices to reflect on their actions, resolve intrapersonal issues and conflicts, and repair intentional or unintentional harm that their actions may have caused Perform various tasks to support the efficient running of the classroom environment, including but not limited to materials preparation and classroom setup, snack preparation, assisting or supervising small groups of children in learning activities, and reinforcing classroom expectations. Help differentiate instruction and provide modifications to students with Early Childhood Intervention Services, 504 plans, or Individualized Education Plans to help them meet their academic or behavioral goals Supervise students during arrival, dismissal, lunch, and recess Attend Arts and Recreation classes with children and provide assistance to Arts and Recreation teachers Participate in professional development and grade-level planning meetings and designated professional development days Other duties as assigned by supervisor Work Details This is a full-time, 10-month position This position functions onsite 5 days a week from 8:30 AM - 3:30 PM The physical demands of this job include lifting, carrying, pushing, pulling, crouching, reaching overhead, and/or climbing ramps or stairs The job is performed in a generally hazard-free environment Desired Qualifications* *Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications described in a job description. We are most interested in finding the best candidate for the job, and that candidate may come from a less traditional background. We encourage you to apply, even if you don’t believe you meet all the qualifications described. Bachelor’s degree preferred Experience in previous childcare settings preferred Educational philosophy and skill set align with the High Meadow School mission and core beliefs Able to genuinely project the High Meadow School image and culture by being genuinely friendly, deeply hospitable, showing great care, and taking pride in providing exceptional education Ability to support an inclusive, equitable classroom environment that centers inquiry-based education, student identity, child development, choice and democratic decision-making, play, and learning by doing Willingness to be flexible and solutions-oriented when doing school tasks or assisting students and teachers Willingness to take on coverage of a class in the absence of a lead teacher Commitment to culturally responsive and anti-racist teaching practices Experience with Progressive Education models Attentive to the physical and emotional safety of children in both classroom and outdoor play environments Experience forming collegial relationships with parents/guardians of students Willing and wanting to participate in a highly collaborative, community-based work environment Strong oral, written, and electronic communication skills Ability to maintain strict confidentiality and judgment regarding privileged information High Meadow School is an equal opportunity employer and complies with all applicable federal, New York State, and local laws. High Meadow School strictly prohibits and does not tolerate discrimination against employees, students, or student families because of actual or perceived race; color; creed; age; religion; national origin; citizenship status; sex (including pregnancy, childbirth, and pregnancy-related medical conditions); gender (including gender identity and transgender status); sexual orientation; disability (which includes functional limitations caused by gender dysphoria); marital status; partnership status; familial status; status as a victim of domestic violence, stalking, or sex offenses; genetic predisposition; veteran’s status; military status; or any other basis protected under applicable federal, state, or local laws, regulations, or ordinances. All High Meadow School employees, other workers, and representatives are prohibited from engaging in unlawful discrimination. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, testing, training, promotion, discipline, compensation, benefits, transfers, leaves of absence, and termination of employment. Tue, 05 May 2026 12:44:47 -0400 https://jobs.socialstudies.org/jobs/rss/22253644/middle-school-social-studies-teacher-advisor https://jobs.socialstudies.org/jobs/rss/22253644/middle-school-social-studies-teacher-advisor Durham, North Carolina,  Middle School Social Studies Teacher and Advisor (full time)  Durham Academy Middle School   Durham Academy (DA) is accepting applications for a Middle School Social Studies Teacher as a member of the Social Studies Department . Duties include teaching four sections of Social Studies for students in grades 5 through 8, and serving as an advisor to a group of up to 12 students. Candidates should have a bachelor’s degree. An advanced degree or other commensurate experience is preferred, as is coaching a team sport. This full-time position will be for the 2026–27 school year.     To apply: visit da.org/about/careers    Our ideal candidate is an experienced educator with the following qualities:   Student-centered, inquiry-based approach to teaching   Eagerness to build supportive relationships with students in and beyond the  classroom   Flexible and innovative, with deep content knowledge and an infectious enthusiasm for nurturing student self awareness and confidence   Enthusiasm to work actively and collaboratively    Ability to create and promote an equitable and inclusive curriculum and learning environment   Commitment to continued professional growth and a passion for lifelong learning   Ability to use technology thoughtfully and creatively to enhance teaching and learning   Excellent interpersonal, written, and verbal communication skills      Durham Academy Teachers   Are culturally competent and believe in the central importance of diversity and equity in the life of the school.   Model a student-centered approach to teaching in an active classroom.   Possess a command of pedagogical best practices, eagerly seek feedback on all aspects of their professional life and are committed to lifelong professional growth.   Collaborate authentically and actively while building and maintaining collegial relationships with colleagues.   Are eager to build supportive relationships with students, successful partnerships with parents/caregivers and participate actively in the life of the school beyond the  classroom.   Understand that student wellness is central to the student learning experience.   Innovate and experiment to discover the most compelling learning experiences for students.    Our School  Founded in 1933, Durham Academy is an all-gender, independent day school with 1,267  students in Pre-kindergarten through grade 12 on three campuses. The purpose of a Durham  Academy education is to prepare each student to live a moral, happy and productive life. DA’s  Strategic Vision commits to preparing students for life, meeting the needs of our learners and  innovating more boldly, with a foundation broadening and deepening our work with diversity,  equity and engagement. Our DA is accredited by the Southern Association of Independent  Schools (SAIS). Durham Academy is a member of the National Association for College  Admission Counseling (NACAC), the Southern Association for College Admission Counseling  (SACAC) and the National Association of Independent Schools (NAIS).    Diversity, Equity and Engagement Mission Statement  Diversity enlivens, improves and enriches the intellectual and social environment of an  academic community and encompasses all aspects of humanity including racial identity, sex,  religion, sexual orientation, socioeconomic status, ability, age and gender identity. We are  committed to an ongoing process to increase the diversity of our community and to  implement policies, programs and practices under which all members of our community feel  welcomed, empowered, responsible and safe. Amidst our diversity we stand united in the  pursuit of academic excellence and development of individual capabilities. Find out more  about DA’s commitment to diversity, equity and engagement here .  (Adopted by the Durham Academy Board of Trustees in 2004 and updated in 2008)   Our Employment Policy  Durham Academy provides equal employment opportunities to all employees and applicants  for employment and prohibits discrimination and harassment of any type without regard to  race, color, religion, age, sex, national or ethnic origin, disability status, genetics, protected  veteran status, sexual orientation, gender identity or expression, or any other characteristic  protected by federal, state or local laws.    This policy applies to all terms and conditions of employment, including recruiting, hiring,  placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation  and training. see above Tue, 05 May 2026 23:34:35 -0400 https://jobs.socialstudies.org/jobs/rss/22251168/k-6-visual-arts-teacher-long-term-substitute https://jobs.socialstudies.org/jobs/rss/22251168/k-6-visual-arts-teacher-long-term-substitute Los Angeles, California, The John Thomas Dye School K-6 Visual Arts Teacher Long-Term Substitute The John Thomas Dye School, an independent K-6 school located in Los Angeles, is currently seeking a full-time exempt, temporary K-6 Visual Arts Long-Term Substitute Teacher. The John Thomas Dye School’s Mission Statement is as follows: “We look to each day with a commitment to inspire purposeful learning, cultivate character, and celebrate childhood.” The School is fully committed to a culturally diverse faculty and student body.    JOB SUMMARY: The K-6 Visual Arts Long-Term Substitute Teacher will support curriculum planning and educational instruction for all students that meets the objectives of the School’s Mission Statement.  The Visual Arts  Long-Term Substitute Teacher will oversee the needs of students to provide an optimal learning environment.   ESSENTIAL FUNCTIONS :   Specialist Skills/Responsibilities: Demonstrate a repertoire of effective and engaging instructional strategies that meet the needs of all students across K-6 Work cooperatively and supportively with  art co-teachers in implementing a balanced, creative, and challenging Art Studio experience Teach knowledge and skills in art, including drawing, painting, lettering, and art history Plan and implement an enriched, challenging and developmentally appropriate integrated curriculum in collaboration with Art Team Demonstrate the ability to model and deliver rich student-centered, innovative learning experiences  Evaluate student work, both formative and summative assessments, benchmarks and other assessments, to guide instructional planning and promote student success Support the Art Coordinator with all-grade, parent-supported, and additional projects requesting Art Department Support, i.e. Art Docent and Fair Art Attend and help with other arts-related student activities beyond regular school hours - i.e. 6th Grade Musical, special project installations, Annual Sports and Arts Banquet Assist the Performing Arts Team with “Music-4-Lunch-Bunch” including lead-up preparation and show/performance assistance Incorporate appropriate technology including 21st Century Skills to the teaching of content and to the organization of professional responsibilities including maintaining a class webpage    Co-Teaching: Work in partnership with co-teachers, modeling consistent effective teaching with technology, engagement, lesson plan design, use of technology, and online tools Utilize best instructional practices, methods, materials, and technology Hold students to high standards, allowing for differentiation among learning styles Demonstrate a repertoire of effective and engaging instructional strategies that meet the needs of all students Communicate on a regular basis with Co-Teacher and Art Coordinator to discuss student progress, schedule changes, supply and ordering needs, and other department-related content Relate to and communicate well with students, parents, administration, and staff Attend all department, curricular, and faculty meetings Work collaboratively with other teachers, administration, and staff   Classroom Environment  Provide a positive and safe environment for students physically and emotionally that reflects developmentally appropriate classroom management strategies  Support the academic and social-emotional needs of students, including participating in the development and implementation of learning or success plans as needed    Professional Learning  Seek knowledge of current instructional theories and best practices and demonstrate a commitment to professional growth by participating in Professional Development opportunities    Professional Responsibilities  Model professional and ethical standards and 5C’s behavior (Caring, Consideration,Common Sense, Cooperation, and Courtesy) when interacting with students, parents, and colleagues  Exercise excellent writing skills to communicate with colleagues, students, and families and produce detailed narratives regarding student progress Collaborate and communicate effectively with students, parents, administration, staff, and if applicable, outside professionals  Participate in the overall care of students through duties such as morning carpool check-in, recess supervision, and afternoon checkout Participate in parent-teacher conferences, parent nights, open house, admissions events, and other events outside contractual hours at the request of the administration  Support one or more Upper School clubs or activities Other duties as assigned by the Division Heads or Head of School   SKILLS, KNOWLEDGE and QUALIFICATIONS: Bachelor’s Degree in content area, education, or related field Experience as a classroom teacher Strong understanding of Independent school methods and ability to effectively integrate best practices Strong understanding of academic, social, and emotional development of children Strong understanding and use of multiple forms of assessment to inform and drive instruction Technology literate and comfortable with acquiring new technology skills Excellent communication, interpersonal, and presentation skills Strong organization and time-management skills Ability to work independently and as part of a team COMPENSATION AND BENEFITS:   Summary of Benefits: Healthcare Insurance subsidized at 100% for employees Dental/Vision Insurance Flexible Spending Accounts Term Life Insurance of $50,000 paid by JTD (voluntary also available) Short-term and Long-term Disability Insurance Retirement Plan matching (403B) Graduate School Student Loan Forgiveness Daily on-site lunch provided Advanced degree bonus   Professional Development / Additional Compensation Opportunities: Up to $2500 to spend on annual professional development Advanced Degree Tuition Reimbursement Curriculum Development Grants / Committee Work Stipends Travel Grants     JTD is hiring a full-time exempt, temporary long-term substitute faculty staff position from August 16, 2026 to October 19, 2026. The staff salary range is determined by years of experience and education with a range from $62,000 to $120,000. To apply for this staff position, please email a cover letter and resume to Kendyl Grbac at Kgrbac@jtdschool.org.    The John Thomas Dye School is committed to a diverse faculty and staff that represents our student body and the city of Los Angeles.       Mon, 11 May 2026 14:06:32 -0400 https://jobs.socialstudies.org/jobs/rss/22249624/lower-school-music-teacher https://jobs.socialstudies.org/jobs/rss/22249624/lower-school-music-teacher Huntingtown, Maryland, Lower School Music Teacher    Reporting to the Lower School Head, The Calverton School in Huntingtown, Maryland is seeking a full-time Lower School Music Teacher for the 2026-27 school year.  We are seeking a passionate and dedicated music teacher to join our dynamic educational team. The music teacher will play a crucial role in music instruction, student engagement, and performance preparation of events. The candidate will work collaboratively with administration, teachers, parents, and other support staff to implement effective instruction that promotes a positive and inclusive learning environment  that aligns with Calverton’s mission, values, and strategic vision.     Responsibilities and Essential Functions:   Teach music concepts?to students in grades PreK-5, following the Calverton curriculum   Classroom instrumental instruction including unpitched percussion, Orff ensemble, recorder, ukulele, guitar, and keyboard.   Conduct music classes?following a curriculum that develops musical skills and appreciation for diverse musical genres and cultures while engaging all students   Direct school performances?including concerts, assemblies, and special events throughout the school year   Manage classroom behavior?and create a positive, inclusive learning environment where all students feel welcome to participate   Assess student progress?through observation, participation, and performance-based assessments; maintain accurate records and communicate with families about student growth   Collaborate with other special area teachers and classroom teachers?to integrate music into core curriculum and support school-wide initiatives and events   Maintain instruments and equipment, ensuring proper care, storage, and safety of all musical materials and technology    Strong musical ability with proficiency in at least one instrument; keyboard and guitar skills strongly preferred   Knowledge of music pedagogy and child development across elementary grades   Excellent communication skills for working with students, families, staff, and community members   Organizational and time-management skills to juggle multiple classes, rehearsals, and performances   Creativity and flexibility to adapt instruction and engage diverse learners and design new and exciting performances    Possess experience and a passion for working with lower school students and find joy in supporting their overall academic, social, emotional, and ethical development   Create a caring classroom community through thoughtful relationships with each student and family   Provide engaging, diverse, and student-centered learning experiences and have solid pedagogical practice to drive joyful and hands-on learning focused on skill, inquiry, and confidence-building   Promote principles of diversity, equity, inclusion, and belonging in both curriculum and classroom culture   Engage actively in professional development – individual and school-wide – and bring a growth mindset to furthering knowledge of best educational practices   Attend all divisional, departmental, and school faculty meetings including professional development days   Participate broadly in the life of the school by attending events, chaperoning, supervising, advising, coaching, and sponsoring clubs      Qualifications:   Bachelor's degree in Music Education or similar field    Minimum of 2-4 years teaching experience.   Experience with Kodaly, Orff, and Dalcroze is preferred   Experience directing theater productions preferred   Knowledge of multi-sensory teaching methodologies.    Strong organization and time-management skills   Enthusiasm for working with lower school students   Educational philosophy that aligns with the mission, values, and vision of Calverton    Proficient user of technology   Collaborative and effective communication in working with students, teachers, administrators, and families    An ability to contribute positively to a student-centered learning environment   Must pass Federal and State background check along with MSDE Employment History Review     About The Calverton School:   The Calverton School is an independent, co-ed day school with a small residential program in which 349 students age 3 to Grade 12 partner with dedicated teachers on a beautiful 150-acre campus in Huntingtown, Maryland. Our southern Maryland location enables Calverton to attract a diverse student body from five counties to our learning community where student grow through a culture of respect, challenging yet well-rounded academics, and shared experiences. The Calverton School aims to instill in students intellectual curiosity, personal responsibility, and a strong work ethic to prepare for higher education and citizenship in a democratic and global community.   Calverton seeks growth-minded professionals who will support our educational mission and values, who are committed to supporting the whole student, and who are excited to join and contribute to a small PreK-12 th  grade learning community. Calverton is committed to a diverse and inclusive community and seeks applications for all positions from candidates who will contribute to an environment in which all are valued and supported.     To apply:   Interested candidates should send cover letter, resume, and names of three professional references to Alissa Lambert at alambert@calvertonschool.org       Sun, 03 May 2026 15:49:35 -0400 https://jobs.socialstudies.org/jobs/rss/22249628/upper-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22249628/upper-school-history-teacher Encino, California, Our Mission Westmark School is a creative and supportive college preparatory school dedicated to educating, empowering, and celebrating students with distinct learning styles, providing the tools necessary to achieve successful and fulfilling futures. Position Summary Westmark School seeks a dynamic Upper School History Teacher with strong content expertise and a passion for working with neurodiverse learners, particularly students with language-based and attentional differences. This Upper School role includes teaching five classes in Grades 9–12 and delivering a skills-based history curriculum that builds reading, writing, executive functioning, research, social-emotional, and technology skills. The ideal candidate has experience providing explicit, high-quality reading and writing instruction. Westmark’s holistic approach allows flexibility in selecting literature and historical content to strengthen foundational academic skills. Candidates should demonstrate knowledge of current research and best practices in literacy instruction, as well as experience with language-based learning differences or special education settings. The role also requires integrating executive functioning support and using a Universal Design for Learning approach. Position Start Date: August 5, 2026 Essential Duties and Responsibilities Teach five sections of Upper School History across the grade levels to students with language-based and attentional learning differences. Serve as an Advisor and deliver daily Advisory lessons. Utilize and monitor student data to inform instruction. Submit weekly lesson plans to the History Department Chair and Division Director. Integrate technology into the curriculum following best practices. Maintain class page through the School’s learning management system (LMS) to meet the requirements of Westmark School. Update and post daily to the LMS class grade book. Communicate with parents, History Department Chair, Instructional Coaches, Advisors, and Division Director regarding students’ behaviors, academic concerns, and academic progress. Use behavior management systems that are effective with students with language-based learning differences. Provide a positive environment that encourages students to actively participate in their own learning. Ensure that all curriculum and instruction are examined through the lens of Westmark’s strong commitment to Diversity, Equity, Inclusion, and Belonging (DEIB). Participate actively in all ongoing professional development activities. Model professional and ethical standards when dealing with students, parents, peers, and the community. Additional responsibilities and duties as assigned. Qualifications A minimum requirement of a bachelor’s degree in Education, with a preference for a special education credential or a master’s degree in Education Credential, graduate degree, or extensive experience in the field of special education and/or learning differences. Minimum of 5 years of classroom teaching experience, preferably in teaching high school students. A strong desire to be part of a collaborative team. Knowledge of multi sensory teaching methodologies. Experience with technology, specifically iPads, Macs, PCs, and SMART Technologies. Excellent communication, interpersonal, and presentation skills. Strong organization and time-management skills. Experience and training with the Jane Schaffer Writing Program© and University of Kansas Sentence Writing Program© preferred. Knowledge of the Universal Design for Learning framework. Physical Demands and Work Environment The physical demands and work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions for the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical demands: While performing the duties of this job, the employee is required to sit in on meetings and work on a computer for long periods of time, and is occasionally required to walk, reach with hands and arms, balance, stoop, talk, and hear. The employee must occasionally lift and/or move up to 15 pounds. Specific vision abilities required by the job include close vision, distance vision, and the ability to adjust focus. How to Apply Submit your cover letter and resume by email to careers@westmarkschool.org Westmark School is an equal opportunity employer and makes employment decisions on the basis of merit and job performance. School policy prohibits discrimination based on race, color, creed, gender, gender identity or expression, religion, marital status, age, national origin or ancestry, physical or mental disability, medical conditions (including genetic characteristics or information), sexual orientation, or any other consideration made unlawful by federal, state, and local laws. Sun, 03 May 2026 17:40:52 -0400 https://jobs.socialstudies.org/jobs/rss/22243921/now-hiring-full-time-kindergarten-1st-grade-teacher https://jobs.socialstudies.org/jobs/rss/22243921/now-hiring-full-time-kindergarten-1st-grade-teacher Pasadena, California, Location: Pasadena, CA Start Date: August 1, 2026 Status: Part-Time (Weekdays, 8:00 AM–4:00 PM), Compensation: Salary $75,000 per year Friends Western School is seeking a full-time teacher to lead a combined Kindergarten/1st grade class of up to 15 students. This is an opportunity to teach in a small, collaborative environment that emphasizes academic excellence, social-emotional development, and values-driven education. About Friends Western School Friends Western School is a vibrant Quaker cooperative elementary school located in Pasadena, CA. We offer a low student-to-teacher ratio and a supportive, inclusive learning environment grounded in the Quaker belief that there is an inner light in every person. As a member of WASC and the Friends Council on Education, we are committed to educational excellence, equity, and community. We welcome families of all faiths and backgrounds. Schedule This full-time position includes instructional hours from 8:00 AM to 4:00 PM, Monday through Friday. In addition, attendance is expected at occasional school events outside these hours, including professional development training, Back to School Night, Open House, and other community events. What You’ll Do Teach a combined Kindergarten/1st grade class of up to 15 students Implement and adapt curriculum using frameworks such as Eureka Math, IMSE, Orton-Gillingham Structured Literacy, and the Fountas & Pinnell Literacy Continuum Support school-wide initiatives that emphasize cultural literacy, civic engagement, and social justice Build and maintain a restorative classroom culture rooted in Quaker values: simplicity, peace, integrity, community, equality, and stewardship Use formative and summative assessments to guide instruction Collaborate with colleagues and participate in the Student Study Team to support students with mild to moderate disabilities Maintain regular, proactive communication with families Write biannual narrative progress reports and keep up-to-date student data Lead at least one curriculum-based field trip per year Attend cooperative membership meetings and contribute to the school community What We’re Looking For A completed or in-progress teaching credential or degree in education; Early Childhood or Special Education a plus. Experience working with young children, including those with learning differences Strong classroom management and communication skills Ability to work flexibly, collaboratively, and creatively within a small team Familiarity with or willingness to learn restorative practices, Responsive Classroom, or similar models Commitment to inclusive, values-based education and continuous professional growth Fri, 01 May 2026 13:58:39 -0400 https://jobs.socialstudies.org/jobs/rss/22243843/middle-upper-school-social-studies-teacher https://jobs.socialstudies.org/jobs/rss/22243843/middle-upper-school-social-studies-teacher Mendota Heights, Minnesota, Visitation School is an independent Catholic school located in Mendota Heights, Minnesota. We educate boys and girls from Montessori PreK through grade 5 and all girls in grades six to twelve. Rooted in the spiritual tradition of St. Francis de Sales and St. Jane de Chantal, Visitation provides a faith-centered education that emphasizes academic excellence, leadership development, and the formation of the whole person. Visitation School seeks a full-time (.80-1.0 FTE) Social Studies Teacher (grades 6-12) beginning August 2026.    The ideal candidate for this role: Is a lifelong learner who is passionate about the educational experiences of high school girls. Is current and competent in the theories and pedagogy of Social Studies instruction, focusing on a constructivist approach and skills-based assessment Enjoys collaborating with students and colleagues in and beyond the Social Studies Department. Possesses strong communication skills. Has the ability and energy to create an engaging and developmentally appropriate environment where students are known, loved, and challenged to be their best selves in and outside of the classroom. Supports the mission of Visitation School and models “Salesian Spirituality,” which reflects gentle strength, dignity, patience and Christian humanism. This posting is only a summary of the typical functions of the job, not a comprehensive list of all job responsibilities.  QUALIFICATIONS, EDUCATION & EXPERIENCE Required : Bachelor’s degree in a history-related field  A minimum of three years of teaching experience Preferred : A Master’s degree in related field with teaching experience in an independent school, and knowledge of AP curricula is preferred Commensurate with experience and level of education, within our salary range Benefits Offered: Paid personal, sick time, and holidays Medical, Dental, Life and LTD, Vision, and more insurance benefits are available 403(b) Retirement Plan with Employer Contribution upon eligibility Tuition Remission Fri, 01 May 2026 12:27:23 -0400 https://jobs.socialstudies.org/jobs/rss/22243787/upper-elementary-school-spanish-teacher-grades-3-5 https://jobs.socialstudies.org/jobs/rss/22243787/upper-elementary-school-spanish-teacher-grades-3-5 Greenwich, Connecticut, ?         Greenwich Country Day School is an independent, co-educational day school with a current enrollment of over 1400 students in grades N-12 and a faculty and staff of over 350. The original Old Church Road campus is home to grades N-8. The  High School (9-12) established in 2019, is located less than two miles away on the Stanwich Road campus. Founded in 1926, GCDS is a school where innovative teaching is encouraged as teachers model and foster a love of learning, challenge and inspire children toward academic excellence, and cultivate students’ interests and talents outside of the classroom. We value purposeful and personal learning in a joyful environment, with emphasis on the development of character, creativity, and a sense of personal value along with strong academic skills. GCDS is committed to graduating ethical, confident leaders who possess a strong sense of purpose. GCDS is fortunate to have built a large endowment that helps to fund competitive salaries and benefits,  a robust professional development program, and reimbursement for graduate school tuition. GCDS offers a substantial need-based financial aid program to support students from a range of socio-economic backgrounds.  Diversity is a core value at GCDS, and we seek candidates who demonstrate a commitment to equity and inclusion. Candidates from underrepresented backgrounds are encouraged to apply.  GCDS is pleased to offer transportation support and accommodations, as needed, along with an introduction to the local area, for those candidates who travel from outside of the region for on-campus employment interviews. Greenwich Country Day School seeks an Upper Elementary School Spanish Teacher to start in August 2026 to work with grades 3-5 . The Spanish teacher must be experienced with the FLES program.  Successful candidates will possess content and pedagogical expertise in the target language, along with a dedication to collaboration and a creative, flexible approach to curriculum design and instruction. Each GCDS faculty member is expected to demonstrate ability in the following areas: Fosters and stewards a culture of mutual respect, equitable practice, and joy in and out of the classroom Demonstrates cultural competency and is able to communicate and collaborate effectively across differences Sets high expectations for learning, academic achievement, and character development Exhibits strong working knowledge of student cognitive development and learning preferences Identifies and supports students’ social, emotional, and academic needs Provides timely feedback to students, and collaborates with faculty to offer specialized support in pursuit of each student’s learning goals Implements a wide array of pedagogical tools and strategies in appropriate and effective combinations   Facilitates and designs effective group/collaborative work and productive dialogue among students and teachers Communicates effectively with students/families about classwork, learning goals, and student progress Demonstrates content knowledge and expertise, and scaffolds curriculum to ensure progress towards mastery Ensures that reading and writing are aimed across the curriculum and learning design Collaborates and plans actively for learning with teachers and students Implements backward design to align all lessons, activities, and assessments Designs formal and informal assessments that measure student progress; employs a variety of formative assessments to gauge student progress toward mastery Fosters student growth through structured opportunities for reflection Provides opportunities for student engagement through “Voice and Choice” Creates relevant and authentic learning experiences; is able to include and/or connect with outside experts and resources towards this aim Showcases student work within the community and prepares students to exhibit and communicate effectively Responsibilities Include: Instructional responsibility in the content area Oversight of the development and progress of each child Assessment of all students’ progress in both written and verbal reports Communication with parents Collaborative work with colleagues on grade level, departmental, and interdisciplinary faculty teams, Elementary School faculty and staff, and the broader school community Required Qualifications: Minimum of a Bachelor’s Degree  Fluency in language A minimum of 3-years successful teaching experience with students in this age group, or demonstrated professional competency A passion for learning and the ability to motivate and inspire students Excellent written and verbal communication skills Commitment to building a diverse, equitable, and inclusive school community Willingness to take on multiple roles within the school Personal traits appropriate for nurturing the growth of children - must be energetic, creative, flexible, patient, and have an inexhaustible sense of humor Preferred Qualifications: Advanced degree in the field  Capacity to teach multiple languages Demonstrated capacity and desire to teach across multiple disciplines/subject areas Demonstrated experience in establishing collaborative relationships with external partners/organizations in the design and implementation of learning experiences ?Interested candidates are invited to use the link provided to submit a cover letter and resume to: Raquel Salcedo, Director of Recruiting & Talent Fri, 01 May 2026 10:52:00 -0400 https://jobs.socialstudies.org/jobs/rss/22243807/middle-school-history-teacher https://jobs.socialstudies.org/jobs/rss/22243807/middle-school-history-teacher Houston, Texas, The Middle School History teacher will facilitate a vibrant, relevant, and challenging history program for all learners. The Middle School History Teacher will provide opportunities to acquire history knowledge and skills while helping students acclimate to a middle school environment and schedule. The history teacher will be an essential member of the history curriculum development team, along with the Middle School Administration, the Middle School history faculty, and the broader humanities team. As an advisor, this faculty member will commit to getting to know their advisees and their families well. With this foundation, the advisor will serve as the nexus of communication between home and school, promote social-emotional development, and offer appropriate guidance and care for members of their advisory group. View complete job description and submit an online application through our application portal at SFES Applicant Portal . Please refrain from sending emails or making phone calls to submit your candidacy or express interest. Bachelor’s degree in education; Master’s degree preferred. Excellent verbal and written communication A minimum of three years of teaching in an independent school environment is preferred. Demonstrates leadership and facilitative skills, including the ability to relate effectively with faculty, administrators, operations staff, colleagues, parents, and students. Training and/or experience in social-emotional learning/instruction preferred. Training and/or experience in backward design and the use of pre-assessments and differentiation strategies preferred. Experience in researching instructional practices, specifically pertaining to Mind Brain and Education History research. Competitive Salary and Benefits Fri, 01 May 2026 12:02:41 -0400 https://jobs.socialstudies.org/jobs/rss/22240947/middle-school-humanities-teacher https://jobs.socialstudies.org/jobs/rss/22240947/middle-school-humanities-teacher Washington, D.C., Lowell School, a progressive independent school of approximately 300 students in NW Washington, DC, seeks a full-time Sixth Grade Humanities Teacher & Delta Coach . This role is central to fostering students’ understanding of language arts and social studies through an integrated, inquiry-based approach that reflects the school’s mission and commitment to social justice, equity, and global citizenship. The ideal candidate will design and deliver engaging, student-centered instruction that weaves together English language arts, history, civics, and geography. They will bring a passion for working with middle school learners, a deep understanding of adolescent development, and a commitment to cultivating inclusive classrooms that honor identity, voice, and diverse perspectives. Major Responsibilities: Teach four sections of 6th Grade Humanities, integrating ELA and social studies content and skills Serve as an advisor (Delta Coach) for a group of middle school students, supporting instructional growth and collaboration Teach an elective and collaborate on a project-based learning course Plan collaboratively with grade-level and interdisciplinary colleagues Participate in grade-level and department meetings Chaperone an annual multi-day middle school capstone trip Assume additional responsibilities as assigned by the Director of Middle School Ideal candidates will: Design and deliver inquiry-based, project-driven curriculum that promotes critical thinking, civic engagement, and strong writing skills Demonstrate deep knowledge of middle school ELA and social studies, including literary analysis, expository writing, U.S. and world history, civics, and geography Create inclusive, student-centered classrooms that foster dialogue, creativity, and multiple perspectives Differentiate instruction to meet the needs of diverse learners Inspire a love of reading, writing, and learning in middle school students Collaborate effectively with colleagues and communicate clearly with families Engage in continuous professional growth and reflective practice Demonstrate a commitment to diversity, equity, inclusion, and belonging Required Qualifications:   Bachelor’s degree in education, ELA, history, social sciences, or a related field (Master’s degree preferred) 3–5 years of middle school teaching experience preferred Experience developing and implementing equity-centered, integrated, and inclusive ELA and social studies curriculum Familiarity with Common Core ELA standards, C3 Social Studies standards, and social justice education frameworks (e.g., Learning for Justice) is a plus Strong classroom management, assessment, and organizational skills A student-centered pedagogical philosophy and experience differentiating instruction Excellent collaboration and communication skills Commitment to Lowell School’s mission and values Physical Requirements: Must be able to lift up to 25 pounds at times. Must be able to traverse school facilities and lead students to safety in an emergency. Long periods of sitting at a desk and working on a computer. Candidates interested in applying should email a cover letter, resume, and 2 to 3 letters of reference to the attention of Kavan Yee, Director of Middle School, at employment@lowellschool.org . Please include the position title in the subject line.  The Expected Salary Range:  $60,000 -$85,000 Lowell School offers a comprehensive compensation and benefits package. Lowell is an equal opportunity employer. Lowell complies with all applicable federal, state, and local laws regarding recruitment and hiring. All qualified applicants are considered for employment without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, citizenship status, disability, protected veteran status, or any other category protected by applicable federal, state, or local laws.   Reasonable accommodations may be made to enable individuals with disabilities to perform a certain duty of the job. Thu, 30 Apr 2026 09:44:31 -0400 https://jobs.socialstudies.org/jobs/rss/22241083/middle-school-social-studies-teacher-position-full-time https://jobs.socialstudies.org/jobs/rss/22241083/middle-school-social-studies-teacher-position-full-time Richmond, Virginia, MIDDLE SCHOOL SOCIAL STUDIES TEACHER POSITION (Full-Time) St. Michael’s Episcopal School is seeking a hard-working, dedicated, and community-focused full-time middle school Social Studies teacher for the 2026-2027 academic year. Candidates should forward a cover letter, resume, and educational philosophy. The successful candidate will be a passionate educator who is eager to engage with students, families, and colleagues, embraces opportunities to go beyond the scope of traditional teaching responsibilities, and finds joy in building an inclusive and welcoming school community. Key Qualifications: Exceptional verbal and written communication skills and ability to connect effectively with students, parents, and colleagues. A minimum of 3 years of experience teaching (preferably in middle school) social studies/history/civics;  A bachelor’s degree in education, history, or a related field. An advanced degree is preferred, though not required. A strong commitment to fostering an inclusive environment and supporting a diverse school community. The position’s primary responsibilities will be to: Teach engaging and thought-provoking social studies classes that inspire middle school students to explore history, civics, and global cultures. Create, plan, and teach an elective course; Be available for multiple duties during carpools, morning break, and recess; Serve as an advisor to a group of middle school students, guiding their academic and social-emotional growth.  The ideal candidate will… Utilize a variety of instructional strategies and assessment methods to meet the cognitive and affective needs of all students. Create a classroom environment that fosters critical thinking, empathy, and civic responsibility by connecting historical knowledge to current events and global issues. Demonstrate a willingness to go above and beyond to support the success and well-being of students, colleagues, and the school community. Encourage active engagement through interactive lessons, discussions, and projects, enabling students to connect historical knowledge to current issues and develop a well-rounded perspective of the world. Integrate technology seamlessly to enhance learning and promote digital literacy in the social sciences Collaborate effectively with colleagues and embrace the team-oriented culture of St. Michael’s. Demonstrate kindness, enthusiasm, a sense of humor, investment in continued learning and professional growth, and a passion for supporting children as they grow and learn. Work actively to cultivate an inclusive environment and support a school community grounded in empathy, social responsibility, and an appreciation and respect for individual differences. Model effective classroom management and inspire students to excel academically and personally.  Serve as a mentor and role model for middle school students, supporting their social, emotional, and academic development.  Build strong relationships with students and families, and maintain consistent, open communication. Maintain accurate and timely documentation of grades, behavior, academic concerns, and parent communication.  Direct/coach school activities/clubs/sports based on expertise and interest, and participate in school life through co-curricular activities.  Undertake other duties as assigned. At St. Michael’s Episcopal School, we are committed to fostering a warm and welcoming environment where every member of our community feels valued and supported. If you are a dedicated educator ready to inspire young minds and contribute to a vibrant school community, we encourage you to apply. Our Mission: St. Michael’s Episcopal School nurtures the spirit, ignites the mind, and celebrates childhood in a community of love, affirmation, and belonging that fosters educational excellence. St M also actively instills the values of kindness, respect, acceptance, integrity, responsibility, resilience, and compassion.  Located on a unique 70-acre campus, the K-8 co-educational community is small enough (400 students and 60+ faculty-staff) for everyone to know one another, and large enough to provide rich curricular and co-curricular opportunities. Its student-teacher ratio is 10:1, and average class size is 18 to 19 students. Students hail from 27 different zip codes. Founded in 1957, St. Michael’s is accredited by the Virginia Association of Independent Schools (VAIS) and a member of the National Association of Independent Schools (NAIS). St. Michael’s values diversity as an important element of serving its mission and thus considers applicants for all positions without regard to race, color, religion, sex, sexual orientation, national origin, age, marital or veteran status, disability, or any other legally protected status.   Thu, 30 Apr 2026 13:34:17 -0400