https://alumnijobs.cofc.edu Latest ALUMNI CAREER CENTER Jobs Sun, 31 May 2026 02:01:22 Z https://alumnijobs.cofc.edu/jobs/rss/22302009/history-focus-teacher-ct-campus https://alumnijobs.cofc.edu/jobs/rss/22302009/history-focus-teacher-ct-campus Norwalk, Connecticut, Winston Preparatory School is seeking a knowledgeable, engaging educator to join our Norwalk, CT campus as a full-time History/Focus teacher . If you are seeking a school environment where your expertise is appreciated, your professional growth is supported, and your work has a direct and lasting impact on students’ lives, we encourage you to apply now for the 2026-2027 school year. The hired candidate will begin in August 2026. The nature of the position allows for someone with a varied background. Currently, Winston Prep faculty and staff include traditional educators, special educators, social workers, reading specialists, SLPs, learning specialists, and school psychologists. Our classroom teachers have equally diverse and interesting backgrounds. We are proud of our diverse student body and are actively seeking candidates who reflect the diversity of our school community. As a member of the Winston Prep faculty, you will be part of a professional, collegial team that values collaboration, shared responsibility, and reflective practice. Teachers receive regular coaching and mentorship, participate in professional development, and are trusted with the autonomy to design engaging, responsive curriculum. Our culture encourages curiosity, professional growth, and open dialogue, while prioritizing the development of both academic skills and the Qualities of a Sustainable and Independent Learner (QSIL). This role is ideal for an educator who: Is passionate about making history accessible, engaging, and relevant Enjoys breaking down complex concepts into clear, structured, manageable steps and teaching the skills in a primary way to access content Understands how to differentiate instruction for diverse learners Values building strong relationships with students in both small-group and 1:1 settings Sees executive functioning, problem solving, and critical thinking as integral parts of math and science instruction About Winston Preparatory School Winston Preparatory School is a co-ed private day school for 3-12th-grade students with learning differences, including dyslexia, NVLD, expressive or receptive language disorders, and executive functioning difficulties (ADHD).  The Connecticut campus is located in Norwalk, CT.  Our mission is to facilitate the independence and meaningful participation of students with specific learning disorders through a Continuous Feedback System that develops skill acquisition and the Qualities of a Sustainable and Independent Learner. Winston Preparatory School also seeks to influence the field of education with research and implementation models that achieve these ends, in this way.   At Winston Prep, Focus teachers provide individualized remediation for students struggling with a wide range of learning differences, while coordinating and facilitating consistent communication between classroom teachers and families. Classroom teachers deliver instruction in core content areas (Math, Science, English/Language Arts, History/Social Studies, etc.) with a focus on flexibly integrating a wide range of skills and content tailored to the individual needs of student class groupings.  Learn more about Winston Preparatory School at www.winstonprep.edu . Essential Tasks (These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) Provide direct and indirect instructional support to students in a positive environment Teach students in a 1:1 and/or small class setting Employ special educational strategies and techniques during class instruction to improve skills, including comprehension,  abstract reasoning, executive function, and written language    Instruct students using a variety of techniques, including multi-sensory strategies, to generalize skills and to meet students’ varying needs and interests Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate Establish and enforce rules for behavior and procedures for maintaining an environment conducive to learning for all students Maintain accurate and complete student records and prepare reports on children and activities, as required by laws, school policies, and administrative regulations Communicate with parents to discuss their children’s progress and to determine priorities for their children and their individualized educational needs Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students Confer with parents, administrators, testing specialists, social workers, and other outside professionals to develop individualized education programs (IEPs) designed to promote students’ educational, physical, and social/emotional development Collaborate with students’ teams and document weekly updates that will be shared with families, including observations in both academic and social-emotional realms Maintain professional competence by participating in staff development activities, curriculum development meetings, and other professional opportunities Perform related work as required Qualifications Bachelor’s degree (BA or BS) required; Master’s degree (MA or MS) preferred Candidates should have experience teaching diverse learners and experience teaching High School History coursework Experience with special education is a plus Strong writing and verbal communication skills, effective classroom management, excellent organization, team-oriented, and a collaborative, flexible mindset Proficiency in Google Workspace, Meet, and Classroom Benefits and Other Compensation Offered: Health Insurance Health Savings Accounts (HSA) Flexible Savings Accounts (FSA) Paid Time Off (Sick leave) Professional Development for instructional staff Retirement Plan with employer match after 2 years of employment $700 annual employer health care contribution every January following 1 year of service Pre-tax commuter benefits Additional compensation is available for extra-curricular responsibilities such as after-school clubs, exam proctoring, and tutoring We are proud of our diverse student body and actively seek candidates who reflect the diversity of our school community.  This position requires the successful candidate to work in person and on campus in Norwalk, CT. The salary range for this position is $65,000-75,000, commensurate with education and experience. Ready to apply? Interested candidates should submit their resume to: Stephanie Zabar Head of School szabar@winstonprep.edu Salary commensurate with education and experience. Tue, 26 May 2026 10:40:24 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295720/upper-school-social-studies-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22295720/upper-school-social-studies-assistant-teacher New York, New York, Position Summary and Overview The Churchill School & Center, a K-12 school for students with language-based learning disabilities, is seeking an Upper School Social Studies Assistant Teacher for the 2026-2027 school year. Reporting to the US Division Director, the Assistant Teacher will work collaboratively with the cooperating Head Teacher(s), Grade Lead and/or Department Coordinator, related service providers, and specialists to support student learning. ATs will receive mentorship, professional development, and opportunities for application to advance their classroom skills. Essential Expectations Overtly support and act in accordance with the school’s mission and values (kindness, respect, integrity, perseverance, responsibility) Foster a safe, predictable, and supportive environment for students Interact with colleagues in a respectful and collegial manner that fosters a healthy faculty culture Appropriately carry out specific assignments as determined by the supervisor Uphold professional standards of personal presentation, punctuality, professional courtesy, and discretion Honor the confidentiality of school, student, and family information Comply with all school policies and procedures as articulated in the school’s faculty handbook Authentically engage in self-reflection and annual personal and professional growth.  Duties and Responsibilities* Instructional Support Assist the Head Teacher in implementing daily lessons using developmentally appropriate, multisensory, and structured teaching practices. Provide small-group and one-on-one support to reinforce key concepts and achieve learning objectives. Support students in accessing content, assignments, and assessments through scaffolding, modeling, and guided practice. Classroom Management and Organization Support classroom routines, transitions, and behavior expectations in alignment with Upper School policies. Assist with preparing instructional materials, differentiated resources, and assessments. Supervise students during group activities, lunch, study hall, transitions, and other duties as assigned. Collaboration and Communication Work collaboratively with the Head Teacher to plan lessons, reflect on student progress, and adjust instruction. Communicate observations about student learning, behavior, and engagement to the Head Teacher. Participate in grade-level meetings, professional development, and school events. Advisement Responsibilities (if applicable) Support daily advisement meetings. Assist during community building activities. Support the development of students’ executive functioning skills. Participate in three parent conference days per year. Support coordination of required materials for and attend CSE meetings, when appropriate. *Other duties as assigned. Qualifications The ideal candidate will have... BA or BS Degree (Degree in Social Studies Education, Special Education or related field preferred) Classroom experience or experience building positive, appropriate relationships with students Knowledge of, or experience working with, students with learning disabilities Experience with Smartboards, GoogleDrive, and technology in the classroom Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices Interest in professional career development in the field of special education Patience, flexibility, good organization skills, and a sense of humor Compensation   $47-60k commensurate with experience 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment.   How to Apply Interested applicants should send: Current resume; Cover letter and; references  in PDF format to: usresume@churchillschoolnyc.org . Candidates should make sure to outline all experiences relative to the position. Furthermore, Churchill works to be a diverse, equitable, and inclusive community. Please include your thoughts and experiences on the importance of diversity, equity, and inclusion in a school setting and offer an example of your work with students through an equity lens. The Churchill School and Center is an equal opportunity employer and does not discriminate on the basis of race, religion, creed, color, gender identity, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. Churchill is committed to building a diverse staff and strongly encourages applications from candidates of color, as well as candidates from under-represented groups. Churchill’s Vision A world where students with language-based learning disabilities embrace their learning differences and see limitless possibilities. Churchill’s Mission To provide an innovative and transformational K-12 learning community that empowers students with language-based learning disabilities. 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment. Fri, 22 May 2026 15:01:01 -0400 https://alumnijobs.cofc.edu/jobs/rss/22293082/6th-grade-humanities-teacher https://alumnijobs.cofc.edu/jobs/rss/22293082/6th-grade-humanities-teacher San Francisco, California, Job Title : 6th Grade Humanities Teacher Status: Full-time, Exempt Reports To: Head of School Start Date: July 1, 2026 Salary Range $72,999 to $130,000 DOE School Description: Presidio Hill School is an independent, progressive school located in the Presidio Heights neighborhood of San Francisco and serves a diverse population of 220 students enrolled in transitional kindergarten to 8th grade, with a faculty and staff of approximately 45 people. Established in 1918 by artist-educator-activists Helen Salz and Flora Arnstein, Presidio Hill School is the oldest continuously operating progressive school in California, with a mission and deep history connected to social justice.  Presidio Hill offers its students a challenging, project-based curriculum that attends to their intellectual and social-emotional needs and prepares them to be agents of positive social change. Guided by a skilled and caring faculty, students learn to be confident and curious, to be creative problem solvers and independent, critical thinkers. Learning at PHS is collaborative and active. We place great value on the arts as both an academic discipline and an essential element of a meaningful life. Situated on the edge of the Presidio, our school takes full and frequent advantage of the park’s 1500 acres; whether they are studying science, art, social studies, or literature, the Presidio is a rich and vital “classroom” to our students. Our vibrant, diverse, and supportive community allows students to explore their unique voices, traits, and talents; our emphasis on the importance of community and justice encourages students to develop self-awareness, personal character, resilience, and an understanding of their role as stewards of the planet and citizens of the world.    Presidio Hill School seeks a faculty and staff that reflects the broad range of diversity in the San Francisco Bay Area. Our school is strongly committed to promoting cultural competency in all interactions and programs. Invested in the growth, happiness, and preparation of our teachers, we provide generous support for their professional development.    Position Description: Presidio Hill School seeks a full-time 6th Grade Humanities Teacher to begin July 1st, 2026. Qualified candidates will demonstrate a deep understanding of adolescent development and a genuine fondness for working with middle school students. They will also bring a commitment to progressive education and anti-bias teaching practices, along with hands-on experience teaching English Language Arts, Social Studies, and/or Humanities at the middle school level. The 6th Grade Humanities Teacher will be expected to build an engaging Humanities program and to scaffold and differentiate lessons and experiences for students as needed, creating a program that meets the needs of a wide variety of learners. Given that PHS utilizes aspects of Responsive Classroom and Developmental Designs in order to support positive student behavior, candidates with experience in these areas are preferred.   In addition to providing excellent teaching and maintaining effective communication with parents and students, middle school teachers serve as advisors to a small group of students. Advisor responsibilities include a twenty-minute morning meeting with advisees, acting as a student advocate, communicating with colleagues and parents about student progress, and offering other forms of student support. Middle school teachers also lead student electives, affinity groups, or clubs. Teachers are expected to contribute to the greater school community by serving on various committees and attending a variety of school events. PHS teachers collaborate closely and engage with one another in a positive manner. Strong interpersonal skills are essential. Primary Responsibilities Establish a safe and inclusive classroom environment where students feel comfortable taking risks through self-discovery, collaboration, and community engagement Demonstrate a commitment to diversity, equity, and inclusion Design and deliver developmentally appropriate humanities curriculum that is differentiated, hands-on, actively engages the entire class, and is guided by both student interest and grade level learning objectives and benchmarks Deliver curriculum that explores geography, culture, and history through a variety of literature, writing, and other creative projects. There is an emphasis on exploring a variety of perspectives and experiences to deepen understanding Collaborate with middle school grade level teachers and specialist teachers (Arts, Music, Physical Education, Library) to design integrated curriculum with cultural competency, skills proficiency, and positive peer collaboration at the center Observe, assess, and communicate student development through narrative reports and parent and guardian conferences Provide student support as a middle school advisor, including facilitating daily morning meetings, parent and guardian conferences, communication with middle school colleagues, and overnight field trips Seek professional development resources, training, and experiences in order to enhance professional knowledge and skills Set up the classroom, order and manage materials, and maintain a classroom budget Plan relevant field trips, events, and learning celebrations Supervise recess and lunch duties Secondary Responsibilities Facilitate or co-facilitate a once-weekly elective class Facilitate, co-facilitate, or support the middle school affinity group program Facilitate or co-facilitate middle school life skills classes (with the support of the school counselor and teachers) Attend a limited number of evening or weekend school events Skills, Qualifications, and Experiences Experience working in a multicultural environment Knowledge of progressive education Demonstrated commitment to the mission and core values of Presidio Hill School Deep knowledge of humanities content, including history, literature, and writing instruction 3-5 years of teaching experience, ideally including middle school or early secondary levels Curiosity regarding curriculum design and varied pedagogical approaches, including UbD and UDL Good humor, energy, a passion for teaching, and a love of learning Experience and interest in supervising students on short overnight trips Strong organizational, communication, and interpersonal skills Comfort using technology to support teaching and learning, including Google Workspace and iPads A Bachelor's degree. Teaching credential preferred, and an advanced degree in a humanities field or education is desirable Ability to provide proof of Fingerprint, SB 848, and TB clearance   Benefits:  Competitive compensation with annual planned salary adjustments 5% employer contribution to your 403(b) retirement account 100% coverage of employee medical and dental premiums, plus 50% coverage for one dependent Optional pre-tax transit and parking benefit Lunch stipend Supportive leadership and a collegial community   Interested candidates should complete our job application form referencing the 6th Humanities Teacher position. Please upload a cover letter, resume, contact information for educational employers, and lette rs of reference by May 27th, 2026.     Email us at hiring@presidiohill.org with any questions. To learn more about PHS, please visit our website . Thu, 21 May 2026 13:55:52 -0400 https://alumnijobs.cofc.edu/jobs/rss/22289716/middle-school-history-teacher https://alumnijobs.cofc.edu/jobs/rss/22289716/middle-school-history-teacher Worcester, Massachusetts, About Bancroft School Bancroft School,  a PreK–12 independent day school in Worcester, Massachusetts, is dedicated to empowering students through active, inquiry-based learning. Our academic program builds intellectual curiosity, critical thinking, and confidence, preparing students to make meaningful contributions to their communities and the world. With the guidance of exceptional educators, students engage deeply with one another, celebrate diverse perspectives, and develop the skills needed for lifelong learning and leadership. Founded in 1900, Bancroft is situated on a beautiful 30-acre campus in a residential neighborhood just north of downtown Worcester—a thriving city with a rich history and a promising future. Our  460 students come from over three countries and  over 70 cities and towns acrossMassachusetts, bringing a wide range of backgrounds and experiences that enrich our inclusive learning environment. As Bancroft continues to grow and innovate under the leadership of Head of School Stephanie Luebbers, who began her tenure in July 2023, we remain committed to our mission and vision, guided by the strategic plan BluePrint125 . Our goal is to be the first choice for families seeking an educational experience where every student is challenged, supported, and inspired to own their journey to mastery and independence in a community where they are truly known and valued. Position Summary Bancroft School seeks a collaborative Middle School History teacher to join our dynamic team of educators for the 2026-2027 school year. The ideal candidate is a history generalist comfortable teaching across all middle school levels, with strong content knowledge and a commitment to building students' critical thinking, historical analysis, communication, and civic engagement skills. Bancroft faculty are encouraged to bring fresh ideas to the curriculum, integrate global perspectives, and demonstrate genuine commitment to Diversity, Equity, Inclusion, and Belonging (DEIB). Candidates should have experience in curricular design and the ability to create learning experiences that inspire curiosity and active participation. The successful candidate will collaborate effectively across disciplines to support interdisciplinary learning within the Humanities and beyond. As Bancroft deepens its emphasis on inquiry-based learning, this role offers real opportunities for curricular creativity, including the design of interdisciplinary projects that connect history to contemporary issues and broader human experience. Essential Responsibilities Teach 4 to 5 sections of courses in History across the middle school, including all aspects of planning, instruction, and assessment Promote social and emotional growth by serving as an advisor and a part of a collaborative, grade level team In addition to classroom teaching, the position includes participation in all aspects of Middle School life including club leadership and house sponsorship Participate as an invested community member by attending faculty meetings, serving on committees, participating in admissions activities, and other routine faculty responsibilities Engage in professional development to enhance inclusive teaching and leadership practices. The school offers extensive professional development opportunities to support a racially and ethnically diverse community that is informed, self-reflective, and characterized by respect and careful listening Qualifications Bachelor’s degree in History or Education Required, Master’s Degree Preferred Three to five years teaching experience preferred Experience in and enthusiasm for implementing inquiry-based learning Proven ability to differentiate instruction Familiarity with a variety of technological applications Essential Attitudes & Aptitudes A collaborative spirit A willingness to participate and partner with colleagues on cultural and curricular initiatives An understanding of and love for Middle School students Bancroft seeks dynamic candidates who will be active participants in the community beyond the classroom, with an interest in supporting extracurricular activities in athletics, clubs, and other programs. Bancroft is committed to cultivating and sustaining a community that embraces differences and welcomes candidates who will add to the racial and cultural diversity of our community. We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law. This job description provides a general overview of the role and is not an exhaustive list of all duties, responsibilities, or qualifications. Additional tasks may be assigned as needed to support the school’s mission and operations. Compensation & Benefits Bancroft School offers a competitive salary range for this position of $42,000 to $68,000, determined by the scope of responsibilities, market benchmarks, and organizational considerations. Compensation is based on a variety of factors, including education, experience, skills, expertise, and internal equity. Final salary details, along with a comprehensive benefits package, will be provided upon an employment offer. Our benefits package includes: Medical, dental, and vision coverage Retirement plan with employer match Health Savings Account (HSA) Flexible Spending Accounts (FSA) for healthcare and dependent care expenses Long-term disability, life, and AD&D insurance Employee Assistance Program (EAP) Access to on-campus gym facilities  If interested, please send a cover letter, resume, personal statement, and references to employment@bancroftschool.org Wed, 20 May 2026 09:32:41 -0400 https://alumnijobs.cofc.edu/jobs/rss/22275310/upper-school-social-studies-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22275310/upper-school-social-studies-assistant-teacher New York, New York, Position Summary and Overview The Churchill School & Center, a K-12 school for students with language-based learning disabilities, is seeking an Upper School Social Studies Assistant Teacher for the 2026-2027 school year. Reporting to the US Division Director, the Assistant Teacher will work collaboratively with the cooperating Head Teacher(s), Grade Lead and/or Department Coordinator, related service providers, and specialists to support student learning. ATs will receive mentorship, professional development, and opportunities for application to advance their classroom skills. Essential Expectations Overtly support and act in accordance with the school’s mission and values (kindness, respect, integrity, perseverance, responsibility) Foster a safe, predictable, and supportive environment for students Interact with colleagues in a respectful and collegial manner that fosters a healthy faculty culture Appropriately carry out specific assignments as determined by the supervisor Uphold professional standards of personal presentation, punctuality, professional courtesy, and discretion Honor the confidentiality of school, student, and family information Comply with all school policies and procedures as articulated in the school’s faculty handbook Authentically engage in self-reflection and annual personal and professional growth.  Duties and Responsibilities* Instructional Support Assist the Head Teacher in implementing daily lessons using developmentally appropriate, multisensory, and structured teaching practices. Provide small-group and one-on-one support to reinforce key concepts and achieve learning objectives. Support students in accessing content, assignments, and assessments through scaffolding, modeling, and guided practice. Classroom Management and Organization Support classroom routines, transitions, and behavior expectations in alignment with Upper School policies. Assist with preparing instructional materials, differentiated resources, and assessments. Supervise students during group activities, lunch, study hall, transitions, and other duties as assigned. Collaboration and Communication Work collaboratively with the Head Teacher to plan lessons, reflect on student progress, and adjust instruction. Communicate observations about student learning, behavior, and engagement to the Head Teacher. Participate in grade-level meetings, professional development, and school events. Advisement Responsibilities (if applicable) Support daily advisement meetings. Assist during community building activities. Support the development of students’ executive functioning skills. Participate in three parent conference days per year. Support coordination of required materials for and attend CSE meetings, when appropriate. *Other duties as assigned. Qualifications The ideal candidate will have... BA or BS Degree (Degree in Social Studies Education, Special Education or related field preferred) Classroom experience or experience building positive, appropriate relationships with students Knowledge of, or experience working with, students with learning disabilities Experience with Smartboards, GoogleDrive, and technology in the classroom Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices Interest in professional career development in the field of special education Patience, flexibility, good organization skills, and a sense of humor Compensation   $47-60k commensurate with experience 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment.   How to Apply Interested applicants should send: Current resume; Cover letter and; references  in PDF format to: usresume@churchillschoolnyc.org . Candidates should make sure to outline all experiences relative to the position. Furthermore, Churchill works to be a diverse, equitable, and inclusive community. Please include your thoughts and experiences on the importance of diversity, equity, and inclusion in a school setting and offer an example of your work with students through an equity lens. The Churchill School and Center is an equal opportunity employer and does not discriminate on the basis of race, religion, creed, color, gender identity, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. Churchill is committed to building a diverse staff and strongly encourages applications from candidates of color, as well as candidates from under-represented groups. Churchill’s Vision A world where students with language-based learning disabilities embrace their learning differences and see limitless possibilities. Churchill’s Mission To provide an innovative and transformational K-12 learning community that empowers students with language-based learning disabilities. 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment. Fri, 22 May 2026 15:00:39 -0400 https://alumnijobs.cofc.edu/jobs/rss/22275483/upper-school-history-teacher-part-time https://alumnijobs.cofc.edu/jobs/rss/22275483/upper-school-history-teacher-part-time Baltimore, Maryland,   THE PARK SCHOOL OF BALTIMORE UPPER SCHOOL HISTORY TEACHER – PART-TIME POSITION FALL 2026     Devoted to intellectual inquiry, a collaborative spirit of learning, and an appreciation for the diversity of human experience, The Park School of Baltimore is a community founded on positive expectations of our students and respect for individual differences.   We cultivate children’s innate curiosity by nurturing their interests and engaging them as active participants in their own education.   We support young people in becoming confident questioners and responsible citizens of the world. ~The Park School Mission   The Park School is a non-sectarian, independent, gender inclusive day school of 803 students from Pre-Kindergarten through Grade 12. Founded in 1912 as one of the early progressive schools, The Park School continues to practice a distinct educational philosophy. The core values today, as in 1912, are a belief in children’s capacity to love learning, to grow academically and emotionally when inspired by highly qualified, caring teachers, and to develop self-discipline, confidence, and creative problem-solving skills through deep exploration and constant challenge. At every grade level, from Pre-Kindergarten through Upper School, Park actively encourages questioning and conversation as essential elements of the learning process. The school philosophy emphasizes a belief in positive expectations and expects that students, as they mature, will take increasing responsibility for their own learning.   The Position We are seeking a part-time history teacher in the Upper School beginning in fall 2026. Responsibilities include teaching, participating in curriculum development and design, and contributing to the life of the Upper School.  Qualifications For all Park School positions, quality of mind and a passion for teaching and working with students are essential qualifications. While new faculty come from a variety of independent and public school backgrounds, commitment to the assumptions of progressive education is essential. We also seek teachers who will tend to student’s diverse academic, emotional, and social needs. Finally, we seek teachers who will engage fully in this professional role, as our curriculum develops over time. In terms of academic and work experience, we seek candidates who have: A Bachelor’s or advanced degree in history, or a closely related field. Experience teaching history in a classroom setting at the high school level. Orientation to progressive philosophy and teaching methods. Strong interpersonal and communication skills, in a variety of contexts. Demonstrated experience and/or openness with technology that support current best practices. Commitment to ongoing conversations about professional growth and to considering the study and practice of history from different perspectives. Candidates from diverse backgrounds and/or who have experience in cultural competency work are strongly encouraged to apply. Openness to cross-divisional teaching preferred. Ideal candidates will have a demonstrated passion for teaching history. Top candidates will also have experience teaching active, student-centered classes. History Department Statement of Purpose The Park School history department considers the ultimate goal of historical study at the secondary level to be the formation of attitudes and skills that enable students to understand the world around them so that they can constructively participate in a democratic society. We encourage young people to recognize the non-objective nature of information and to take time to seek out and compare alternative contentions in arriving logically at personal positions concerning the key issues of their world. The emphasis in course organization is generally on historical problems. Assignments include a discriminating analysis of both primary sources and secondary interpretations. We employ a variety of readings and teaching techniques to stimulate and develop effective self-expression, both written and oral. Basic historical research skills are taught in required courses, culminating in a major research project each year. Salary Park's job requirements differ, with some positions requiring no experience, while others require years of expertise. Our salary range is from $51,500 to $82,500 and is based on factors such as years of experience, qualifications, full-or part-time status, and schedule. If selected for the role, your salary will be determined by your experience and qualifications. Our compensation package also includes a number of benefits.   Benefits Park offers eligible employees a range of benefits, including a 403(b) retirement plan with employer matching contributions; medical, dental, and vision insurance for employees and their eligible dependents; Health Savings Accounts and Flexible Spending Accounts; disability and parental leave; and paid time off. An Employee Assistance Program and other wellness resources are available to all employees. This position is expected to be part-time. Benefits eligibility depends on scheduled hours and employment classification. Employees working at or above applicable eligibility thresholds (for example, 0.5 FTE for certain health benefits) may qualify for some of the benefits described above, in accordance with plan terms and school policy. Certain benefits, including tuition remission, are available only to employees in benefits-eligible full-time roles who meet applicable service requirements. Specific compensation and benefits eligibility will be confirmed at the time of offer. Application Process Interested candidates are asked to send a letter of interest, personal statement, résumé, and completed employment application ( found here ) via email or US mail. Please also indicate whether there are any special circumstances that will affect the timing of your search, availability for interviews, and decisions for the coming year. Contact                       Priscilla Morales, Associate Head of School The Park School of Baltimore 2425 Old Court Road Baltimore, MD 21208 academicresources@parkschool.net   The Park School of Baltimore does not discriminate against employees or applicants for employment on the basis of race, color, national or ethnic origin, religion, ancestry, gender, gender identity and expression, sexual orientation, age, marital status, or any physical or mental disability unrelated to a reasonable performance of an employee’s duties.     Thu, 14 May 2026 14:19:01 -0400 https://alumnijobs.cofc.edu/jobs/rss/22273057/ms-hs-history-teacher https://alumnijobs.cofc.edu/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://alumnijobs.cofc.edu/jobs/rss/22270754/history-faculty-position https://alumnijobs.cofc.edu/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://alumnijobs.cofc.edu/jobs/rss/22267811/history-social-sciences-department-teaching-faculty https://alumnijobs.cofc.edu/jobs/rss/22267811/history-social-sciences-department-teaching-faculty La Porte, Indiana, Full-Time Position: History Teacher Expected Start Date: August 2026 La Lumiere School is excited to welcome applications for the position of History Teacher for the 2026-2027 school year. The ideal candidate will have experience teaching high school History and Social Sciences, likely including AP World History, World History 2, AP United States Government and Politics/Government and possible AP Comparative Government and Politics courses. In the History & Social Sciences Department, we encourage students to think critically about history in order to foster students’ understanding of diverse cultural perspectives across different time periods. We value knowledge of the past as a way to comprehend the present and future. Primary Responsibilities Teach 5 sections of classes each semester Sponsor/supervise a co-curricular activity during two seasons Serve as an advisor to a group of approximately eight students Qualifications Bachelor’s degree in the relevant academic discipline. Master’s degree preferred Three or more years of teaching experience at the secondary level preferred Experience working with students outside of the classroom through coaching, mentorship, or other activities preferred About La Lumiere School La Lumiere School, a distinguished co-educational boarding and day institution for grades 9-12, is nestled on a picturesque 150-acre campus in rural Northwest Indiana which offers a nurturing environment where academic excellence meets personal growth. Our mission is to form character, cultivate scholarship, and explore faith, empowering students to evolve into more complete versions of themselves. Here, we blend rigorous academics with a vibrant community life that fosters self-discovery, innovation, and compassion. We invite passionate educators to join our dedicated team, where they can contribute to shaping the bright, curious minds of our diverse student body, inspiring them to illuminate the world with their talents and virtues. La Lumiere is committed to creating an inclusive environment where everyone is treated with fairness and respect. We ensure equal opportunities for all, regardless of their background or characteristics. Our culture is to embrace diversity, uphold equality, and promote an atmosphere where everyone belongs. We stand against discrimination and actively support the diverse makeup of our community, recognizing it as a key to our collective success. Application Details Faculty compensation packages are competitive. If a faculty member resides on campus, the school provides year-round housing and meals when school is in session for the faculty member and his/her family as a part of the benefits package. Other benefits include an optional health plan, a contribution to a 403(b) retirement account, and professional development opportunities. Ten-month appointment (August-June)  Reports to the Director of Academics and Student Life Please submit a résumé, cover letter, and a list of 3-5 references to Duncan Webb (dwebb@lalumiere.org). References will only be contacted after permission is granted by candidates. Mon, 11 May 2026 14:22:47 -0400 https://alumnijobs.cofc.edu/jobs/rss/22251137/director-of-equity-and-inclusion-social-studies-teacher https://alumnijobs.cofc.edu/jobs/rss/22251137/director-of-equity-and-inclusion-social-studies-teacher Berkeley, California, Applications for this job psting must be received by May 20th Job Description:  Maybeck High School, a small, independent, college-preparatory high school in Berkeley, seeks a Director of Equity and Inclusion/Social Studies Teacher at 80% beginning July 27, 2026. The Director of Equity & Inclusion plays a key role on the administrative team. This individual will be a strategic leader, systems-builder, and community-oriented facilitator who ensures that Maybeck’s commitments are visible, sustainable, and fully lived across the school. This role balances vision and practice, supporting staff, students, and families through courageous conversations, while embedding equity and belonging into daily school life.  Maybeck’s Mission: We are a vibrant community dedicated to learning, where all forms of diversity can flourish amid mutual support, respect, and responsibility. Through our small classes, high expectations, academic excellence, and programs outside the school, students prepare for college and acquire the tools to engage actively and creatively in the wider world.  Maybeck values experiential education, beginning and ending the year with all-school camping retreats, holding two weeks of immersive learning “Special Programs” in March, and engaging students in a range of elective activities on the weekends.  For more information about Maybeck High School, visit maybeckhs.org . Job Responsibilities: Lead, maintain, and strengthen existing structures (bias protocols, inclusive hiring practices, affinity programs, school-wide programs, etc.), ensuring consistency and institutional memory. Provide strategic leadership on development and implementation of DEI programs and accountability; leads visioning on upcoming strategic planning processes for DEI goals. Helps establish benchmarks for measuring plan effectiveness and builds upon and/or develops rubrics for achieving benchmarks. Partner with Dean of Faculty and Director of Learning Support to coach staff in translating DEI vision into daily practice; provide tools and support for navigating complex conversations and working with staff to ensure curriculum is culturally responsive, representing a wide range of voices and histories, and instruction supports and nurtures all identities.  Partner with the administration team to clarify and advance Maybeck’s equity and inclusion vision, growing from strong values, to sustainable systems, to a bold culture of equity and inclusion.  Family & Community Engagement: Build alignment with families through education, communication, and dialogue, along with supporting family affinity groups.  Collaboration: Work closely with the admin team, Diversity & Equity Committee, Student Support Team and others to ensure shared responsibility for E&I initiatives. Student Leadership & Well-Being: Work with the Diversity & Equity Committee to support students as changemakers by fostering opportunities for agency, identity development, and advocacy; develop strong relationships with students and support their needs around belonging and inclusion. Assembly & Programming: In collaboration with the Diversity and Equity Committee, organize guest speakers, workshops, and school-wide events that celebrate diversity and foster a community of learning.  Community Engaged Learning Program: Partner with a team of leaders to continue implementing curriculum and programming related to community engagement and service learning.  Desired:   Depending on the person’s background and experience, this position would ideally include teaching two semesters of 10th Grade Ethnic Studies and one Social Science elective course per semester connected to the Director of Equity & Inclusion’s area of interest and expertise. Desired Qualifications: Relational leader with strong listening and facilitation skills who leads with patience, humor, resilience, and compassion A systems-thinker who can guide the school toward institutional equity and belonging Ability to hold complexity and maintain focus, hold multiple perspectives, and discomfort Skilled at coaching, conflict navigation, and building capacity in others Strong understanding of equity and inclusion in independent school contexts Experience in social work or school counseling is a plus, but not required Position Details: All staff members at Maybeck High School are compensated according to a step scale based on years of experience and degrees earned. The 80% scale ranges from $66,300 to $101,516 based on background and experience. This 80% position includes medical, dental, and vision benefits, FSA/HSA, life insurance, and a 401K with generous employee match. Master’s Degrees earn an additional $800, PhDs: $1,600. Administrative staff have generous vacation in the summer and flexible hours during school breaks throughout the year. Maybeck sends staff yearly to various professional development opportunities based on staff member’s interests. Mon, 11 May 2026 11:00:46 -0400 https://alumnijobs.cofc.edu/jobs/rss/22250800/upper-school-social-studies-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22250800/upper-school-social-studies-assistant-teacher New York, New York, Position Summary and Overview The Churchill School & Center, a K-12 school for students with language-based learning disabilities, is seeking an Upper School Social Studies Assistant Teacher for the 2026-2027 school year. Reporting to the US Division Director, the Assistant Teacher will work collaboratively with the cooperating Head Teacher(s), Grade Lead and/or Department Coordinator, related service providers, and specialists to support student learning. ATs will receive mentorship, professional development, and opportunities for application to advance their classroom skills. Essential Expectations Overtly support and act in accordance with the school’s mission and values (kindness, respect, integrity, perseverance, responsibility) Foster a safe, predictable, and supportive environment for students Interact with colleagues in a respectful and collegial manner that fosters a healthy faculty culture Appropriately carry out specific assignments as determined by the supervisor Uphold professional standards of personal presentation, punctuality, professional courtesy, and discretion Honor the confidentiality of school, student, and family information Comply with all school policies and procedures as articulated in the school’s faculty handbook Authentically engage in self-reflection and annual personal and professional growth.  Duties and Responsibilities* Instructional Support Assist the Head Teacher in implementing daily lessons using developmentally appropriate, multisensory, and structured teaching practices. Provide small-group and one-on-one support to reinforce key concepts and achieve learning objectives. Support students in accessing content, assignments, and assessments through scaffolding, modeling, and guided practice. Classroom Management and Organization Support classroom routines, transitions, and behavior expectations in alignment with Upper School policies. Assist with preparing instructional materials, differentiated resources, and assessments. Supervise students during group activities, lunch, study hall, transitions, and other duties as assigned. Collaboration and Communication Work collaboratively with the Head Teacher to plan lessons, reflect on student progress, and adjust instruction. Communicate observations about student learning, behavior, and engagement to the Head Teacher. Participate in grade-level meetings, professional development, and school events. Advisement Responsibilities (if applicable) Support daily advisement meetings. Assist during community building activities. Support the development of students’ executive functioning skills. Participate in three parent conference days per year. Support coordination of required materials for and attend CSE meetings, when appropriate. *Other duties as assigned. Qualifications The ideal candidate will have... BA or BS Degree (Degree in Social Studies Education, Special Education or related field preferred) Classroom experience or experience building positive, appropriate relationships with students Knowledge of, or experience working with, students with learning disabilities Experience with Smartboards, GoogleDrive, and technology in the classroom Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices Interest in professional career development in the field of special education Patience, flexibility, good organization skills, and a sense of humor Compensation   $47-60k commensurate with experience 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment.   How to Apply Interested applicants should send: Current resume; Cover letter and; references  in PDF format to: usresume@churchillschoolnyc.org . Candidates should make sure to outline all experiences relative to the position. Furthermore, Churchill works to be a diverse, equitable, and inclusive community. Please include your thoughts and experiences on the importance of diversity, equity, and inclusion in a school setting and offer an example of your work with students through an equity lens. The Churchill School and Center is an equal opportunity employer and does not discriminate on the basis of race, religion, creed, color, gender identity, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. Churchill is committed to building a diverse staff and strongly encourages applications from candidates of color, as well as candidates from under-represented groups. Churchill’s Vision A world where students with language-based learning disabilities embrace their learning differences and see limitless possibilities. Churchill’s Mission To provide an innovative and transformational K-12 learning community that empowers students with language-based learning disabilities. 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment. Mon, 04 May 2026 08:30:05 -0400 https://alumnijobs.cofc.edu/jobs/rss/22218309/upper-school-social-studies-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22218309/upper-school-social-studies-assistant-teacher New York, New York, Position Summary and Overview The Churchill School & Center, a K-12 school for students with language-based learning disabilities, is seeking an Upper School Social Studies Assistant Teacher for the 2026-2027 school year. Reporting to the US Division Director, the Assistant Teacher will work collaboratively with the cooperating Head Teacher(s), Grade Lead and/or Department Coordinator, related service providers, and specialists to support student learning. ATs will receive mentorship, professional development, and opportunities for application to advance their classroom skills. Essential Expectations Overtly support and act in accordance with the school’s mission and values (kindness, respect, integrity, perseverance, responsibility) Foster a safe, predictable, and supportive environment for students Interact with colleagues in a respectful and collegial manner that fosters a healthy faculty culture Appropriately carry out specific assignments as determined by the supervisor Uphold professional standards of personal presentation, punctuality, professional courtesy, and discretion Honor the confidentiality of school, student, and family information Comply with all school policies and procedures as articulated in the school’s faculty handbook Authentically engage in self-reflection and annual personal and professional growth.  Duties and Responsibilities* Instructional Support Assist the Head Teacher in implementing daily lessons using developmentally appropriate, multisensory, and structured teaching practices. Provide small-group and one-on-one support to reinforce key concepts and achieve learning objectives. Support students in accessing content, assignments, and assessments through scaffolding, modeling, and guided practice. Classroom Management and Organization Support classroom routines, transitions, and behavior expectations in alignment with Upper School policies. Assist with preparing instructional materials, differentiated resources, and assessments. Supervise students during group activities, lunch, study hall, transitions, and other duties as assigned. Collaboration and Communication Work collaboratively with the Head Teacher to plan lessons, reflect on student progress, and adjust instruction. Communicate observations about student learning, behavior, and engagement to the Head Teacher. Participate in grade-level meetings, professional development, and school events. Advisement Responsibilities (if applicable) Support daily advisement meetings. Assist during community building activities. Support the development of students’ executive functioning skills. Participate in three parent conference days per year. Support coordination of required materials for and attend CSE meetings, when appropriate. *Other duties as assigned. Qualifications The ideal candidate will have... BA or BS Degree (Degree in Social Studies Education, Special Education or related field preferred) Classroom experience or experience building positive, appropriate relationships with students Knowledge of, or experience working with, students with learning disabilities Experience with Smartboards, GoogleDrive, and technology in the classroom Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices Interest in professional career development in the field of special education Patience, flexibility, good organization skills, and a sense of humor Compensation   $47-60k commensurate with experience 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment.   How to Apply Interested applicants should send: Current resume; Cover letter and; references  in PDF format to: usresume@churchillschoolnyc.org . Candidates should make sure to outline all experiences relative to the position. Furthermore, Churchill works to be a diverse, equitable, and inclusive community. Please include your thoughts and experiences on the importance of diversity, equity, and inclusion in a school setting and offer an example of your work with students through an equity lens. The Churchill School and Center is an equal opportunity employer and does not discriminate on the basis of race, religion, creed, color, gender identity, sexual orientation, age, physical challenge, national or ethnic origin, ancestry or any other characteristic. Churchill is committed to building a diverse staff and strongly encourages applications from candidates of color, as well as candidates from under-represented groups. Churchill’s Vision A world where students with language-based learning disabilities embrace their learning differences and see limitless possibilities. Churchill’s Mission To provide an innovative and transformational K-12 learning community that empowers students with language-based learning disabilities. 10 Month Employee Benefits Package: 10 days annual personal/sick time, annual merit-based bonus pay, health insurance, dental insurance, vision insurance, life insurance, disability income benefits, flexible spending account, health savings account, commuter benefits, paid family leave, daily complimentary lunch, professional development opportunities, 403(b) retirement plan with a 7% employer contribution after 2-years employment. Tue, 21 Apr 2026 13:51:17 -0400 https://alumnijobs.cofc.edu/jobs/rss/22208705/middle-school-social-science-faculty-2026-2027 https://alumnijobs.cofc.edu/jobs/rss/22208705/middle-school-social-science-faculty-2026-2027 Winter Park, Florida, About the Trinity Preparatory School of Florida: Trinity Preparatory School is an independent, coeducational college-preparatory school that develops ethical, resilient leaders who thrive in the pursuit of excellence, embrace diversity in thought and perspective, and grow spiritually. In alignment with our mission, we affirm our commitment to our core values: Trinity Family; Educational Excellence, both Academic and Extracurricular; Leadership and Character Development; and Faith and Spirituality.       In 1968, a dedicated group of Orlando community leaders led by the late Reverend Canon A. Rees Hay wanted to provide a quality, independent secondary education for students in Central Florida. As a result, they established Trinity Preparatory School in grades 6 through 12. Affiliated with the Episcopal Church, the school welcomes families and students from all faith traditions, cultures, and backgrounds.   Our devoted and notable faculty and staff are leaders in their field who share their knowledge and expertise with others at various professional development opportunities worldwide. Their dedication is demonstrated to our students, families, and communities both in and out of the classroom with a balance of academic rigor and wellness. Trinity’s student body and families reflect the world as they travel from the greater Orlando area and across the nation to take part in the Trinity experience.  A full-time faculty position at Trinity Prep consists of serving as an advisor, teaching 5 classes, and assuming additional duties as assigned. For example, all faculty are required to have a plus one responsibility. Trinity Prep Professional Values: Below are Trinity Prep’s four Core Competencies that apply to all employees of the organization.  We :  Demonstrate Self-Awareness Ensure Accountability Communicate Effectively Cultivate Innovation In addition, the middle and upper school social science faculty exemplify Trinity Prep’s three Core Leadership Competencies that apply to all faculty of the organization:    Demonstrates Self-Development Directs, Optimizes and Plans Work Develops Talent  Position Summary: Trinity is seeking applicants for a full-time middle school social science faculty position. A preferred candidate has middle school experience with a history background and the ability to teach all levels. Qualified candidates must have the ability to develop meaningful relationships with highly motivated students from diverse backgrounds. Teachers should plan to be an integral component of the students' lives, in and out of the classroom, and to collaborate with colleagues on grade-level teams, and serve as members of the social science department.  Trinity Prep has a one-to-one laptop program, and students use technology in a variety of ways in every discipline. Students use technology in a variety of ways: integrating electronic textbooks, using Google Docs and Forms for assignments, and using blended models to ignite teacher-student interaction. Using our learning management system Canvas and participating in the advisory program are required professional standards.  Duties and Responsibilities:           Foster a strong sense of belonging and community while promoting the School’s mission and core values in the Middle and Upper School. Prepare lesson materials, grade papers, manage the classroom, and evaluate and give feedback to students as deemed appropriate . Adapt teaching methods and instructional materials to meet students' varying needs and interests. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. Meet with parents and guardians to discuss their children's progress and to determine the priorities when necessary. Collaborate with other teachers and administrators in the development, evaluation, and revision of school programs. Manage a group of assigned advisory students for the purpose of advising them on academics, social, future-planning issues as well as acting as the liaison between the parents and school. Lead a significant out-of-the-classroom activity like coaching a sport or a competitive academic team, in addition to teaching and advising. Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence. Perform other duties as assigned by the supervising administrator. Qualifications and Experience:  Bachelor’s degree from an accredited institution or the international equivalent with a focus in a related field. Masters degree preferred.  Minimum of 5 years prior experience in public and or independent schools, with a strong background in curriculum and instruction. Promotes an inclusive environment that values, encourages, supports differences, and articulates an authentic commitment to diversity in thought and perspective while holding others accountable for the same. Passionate about the chosen field of study. Capable of teaching more than one level of the subject, demonstrating a mastery of current pedagogy. Exceptionally capable in both written and oral communication. Excellent organizational and presentation skills. Proven success working collaboratively with other members of the social science department. Must be able to pass a Jessica Lunsford Level II background check and drug test. Certifications Required:  CPR/AED/First Aid are able to be gained upon hiring.  Benefits: Comprehensive benefits package including medical, dental, vision, life and disability, 403(b) plans. Employee Nondiscrimination Policy: Trinity Preparatory School is an Equal Opportunity Employer.  Safeguarding for Children and Youth: Trinity Preparatory School of Florida is committed to ensuring the safeguarding and well-being of its students and expects all faculty, staff, and volunteers to share this commitment. The recruitment process at TPSF is carried out in accordance with recommendations of the Episcopal Diocese of Central Florida on Protection for Children and Youth from Abuse and includes rigorous background checks prior to appointment and additional training after appointment. Application Requirements:  Interested candidates should complete an application through the below link: APPLY NOW   Fri, 17 Apr 2026 20:34:14 -0400 https://alumnijobs.cofc.edu/jobs/rss/22192088/certified-instructor-core-subject-areas-english-mathematics-science-social-studies https://alumnijobs.cofc.edu/jobs/rss/22192088/certified-instructor-core-subject-areas-english-mathematics-science-social-studies Daytona Beach, Florida, Position Overview DME Academy, a Cognia-accredited private middle and high school serving both day and boarding students, seeks highly qualified, certified instructors in all core academic subject areas. The Academy delivers a college-preparatory curriculum within a structured environment that supports high-performing student-athletes and international students. Instructors are responsible for delivering rigorous, standards-aligned instruction while contributing to a culture of accountability, engagement, and whole-student development. Candidates with Advanced Placement (AP) experience and certification are strongly preferred. Primary Responsibilities Plan and deliver engaging, standards-based instruction aligned to course objectives and college preparatory expectations Differentiate instruction to meet the needs of diverse learners, including international students and student-athletes Develop and implement assessments that measure student progress and inform instructional adjustments Maintain accurate and timely records of attendance, grades, and student performance Provide academic support and intervention as needed, including tutoring or study hall supervision Establish and maintain a structured, respectful, and academically focused classroom environment Collaborate with academic leadership, colleagues, and student support services to promote student success Communicate regularly with students, families, and administration regarding academic progress Participate in faculty meetings, professional development, and school-wide initiatives Support the Academy’s extended-day structure, which may include advisory, study hall, or supervised activities Qualifications Bachelor’s degree in a relevant subject area (Master’s degree preferred) Valid state teaching certification (Florida certification or eligibility required) Demonstrated experience teaching middle and/or high school students Strong content knowledge in assigned subject area(s) Ability to integrate instructional technology effectively Experience working in college-preparatory, private, or independent school settings preferred Preferred Qualifications Advanced Placement (AP) training and/or certification through College Board Proven success in preparing students for AP exams or other advanced coursework Experience working with student-athletes or within a sports-focused academic environment Experience supporting English language learners (ELL) and international students Boarding school or residential life experience (if applicable) Core Competencies Instructional effectiveness and content expertise Classroom management and student engagement Organizational and time management skills Professional communication and collaboration Commitment to student development and academic accountability Compensation and Benefits Salary based on experience and credentials 401K, health, dental, and vision insurance options Professional development opportunities Paid time off and school holidays Fri, 10 Apr 2026 13:38:10 -0400 https://alumnijobs.cofc.edu/jobs/rss/22188981/upper-school-social-science-faculty-2026-2027-economics https://alumnijobs.cofc.edu/jobs/rss/22188981/upper-school-social-science-faculty-2026-2027-economics Winter Park, Florida, About the Trinity Preparatory School of Florida: Trinity Preparatory School is an independent, coeducational college-preparatory school that develops ethical, resilient leaders who thrive in the pursuit of excellence, embrace diversity in thought and perspective, and grow spiritually. In alignment with our mission, we affirm our commitment to our core values: Trinity Family; Educational Excellence, both Academic and Extracurricular; Leadership and Character Development; and Faith and Spirituality.       In 1968, a dedicated group of Orlando community leaders led by the late Reverend Canon A. Rees Hay wanted to provide a quality, independent secondary education for students in Central Florida. As a result, they established Trinity Preparatory School in grades 6 through 12. Affiliated with the Episcopal Church, the school welcomes families and students from all faith traditions, cultures, and backgrounds.   Our devoted and notable faculty and staff are leaders in their field who share their knowledge and expertise with others at various professional development opportunities worldwide. Their dedication is demonstrated to our students, families, and communities both in and out of the classroom with a balance of academic rigor and wellness. Trinity’s student body and families reflect the world as they travel from the greater Orlando area and across the nation to take part in the Trinity experience.  A full-time faculty position at Trinity Prep consists of serving as an advisor, teaching 5 classes, and assuming additional duties as assigned. For example, all faculty are required to have a plus one responsibility. Trinity Prep Professional Values: Below are Trinity Prep’s four Core Competencies that apply to all employees of the organization.  We :  Demonstrate Self-Awareness Ensure Accountability Communicate Effectively Cultivate Innovation In addition, the middle and upper school social science faculty exemplify Trinity Prep’s three Core Leadership Competencies that apply to all faculty of the organization:    Demonstrates Self-Development Directs, Optimizes and Plans Work Develops Talent  Position Summary: Trinity Prep is seeking applicants for a full-time upper school social science instructor who has upper school experience with an economics background and the ability to teach all levels. Qualified candidates must have the ability to develop meaningful relationships with highly motivated students from diverse backgrounds. Teachers should plan to be an integral component of the students' lives, in and out of the classroom, and to collaborate with colleagues on grade-level teams, and serve as members of the social science department.  Trinity Prep has a one-to-one laptop program, and students use technology in a variety of ways in every discipline. Students use technology in a variety of ways: integrating electronic textbooks, using Google Docs and Forms for assignments, and using blended models to ignite teacher-student interaction. Using our learning management system Canvas and participating in the advisory program are required professional standards.  Duties and Responsibilities:           Foster a strong sense of belonging and community while promoting the School’s mission and core values in the Middle and Upper School. Prepare lesson materials, grade papers, manage the classroom, and evaluate and give feedback to students as deemed appropriate . Adapt teaching methods and instructional materials to meet students' varying needs and interests. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. Meet with parents and guardians to discuss their children's progress and to determine the priorities when necessary. Collaborate with other teachers and administrators in the development, evaluation, and revision of school programs. Manage a group of assigned advisory students for the purpose of advising them on academics, social, future-planning issues as well as acting as the liaison between the parents and school. Lead a significant out-of-the-classroom activity like coaching a sport or a competitive academic team, in addition to teaching and advising. Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence. Perform other duties as assigned by the supervising administrator. Qualifications and Experience:  Bachelor’s degree from an accredited institution or the international equivalent with a focus in a related field. Masters degree preferred.  Minimum of 5 years prior experience in public and or independent schools, with a strong background in curriculum and instruction. Promotes an inclusive environment that values, encourages, supports differences, and articulates an authentic commitment to diversity in thought and perspective while holding others accountable for the same. Passionate about the chosen field of study. Capable of teaching more than one level of the subject, demonstrating a mastery of current pedagogy. Exceptionally capable in both written and oral communication. Excellent organizational and presentation skills. Proven success working collaboratively with other members of the social science department. Must be able to pass a Jessica Lunsford Level II background check and drug test. Certifications Required:  CPR/AED/First Aid are able to be gained upon hiring.  Benefits: Comprehensive benefits package including medical, dental, vision, life and disability, 403(b) plans. Employee Nondiscrimination Policy: Trinity Preparatory School is an Equal Opportunity Employer.  Safeguarding for Children and Youth: Trinity Preparatory School of Florida is committed to ensuring the safeguarding and well-being of its students and expects all faculty, staff, and volunteers to share this commitment. The recruitment process at TPSF is carried out in accordance with recommendations of the Episcopal Diocese of Central Florida on Protection for Children and Youth from Abuse and includes rigorous background checks prior to appointment and additional training after appointment. Application Requirements:  Interested candidates should complete an application through the below link:              APPLY NOW   Thu, 09 Apr 2026 14:10:36 -0400 https://alumnijobs.cofc.edu/jobs/rss/22180882/prep-school-history-teacher https://alumnijobs.cofc.edu/jobs/rss/22180882/prep-school-history-teacher New York, New York, Prep School History Teacher   Columbia Grammar & Preparatory School seeks a full-time History teacher to teach a combination of Grade 9 US History and Grade 10 Modern Global History.   DUTIES AND RESPONSIBILITIES: Teach two sections of US History and two sections of Modern Global History. Continued professional development emphasizing student-centered instructional practices that promote critical thinking, collaboration, and self-reflection. Meet regularly with grade-level cohort to plan curriculum. Provide meaningful, individualized student feedback and support. Work closely with colleagues, department head, and prep school administration to support the academic, social, and emotional well-being of all students. Write well-written, thoughtful semester reports for each student.   QUALIFICATIONS: M.A. in History or related discipline. Run well-managed, meaningful, and engaging classes. Two years experience teaching at the high school level preferred.   WORK HOURS: 7:30 am-3:30 pm Monday through Friday Weekly faculty and department meetings until 4:30 pm COMPENSATION: The salary range for this position is $76,000.000 -$118,500.00 based on completed degree programs and years of lead teaching experience. We also offer a warm and supportive culture as well as exceptional benefits, including but not limited to: Comprehensive medical, dental & vision plans with a free medical coverage option for employee-only coverage Free vision coverage Flexible Spending Accounts for Medical, Dependent Care, Parking & Transit 8% Annual Employer Contribution to retirement after one year of full-time service Basic Life Insurance Enhanced Short-Term Disability Coverage Long Term Disability Coverage Low-cost additional benefits, including voluntary life insurance, critical illness coverage, and pet insurance Additional Aflac policies Free breakfast & lunch when school is in session Discounted parking Generous holiday schedule, sick and personal time CGPS MISSION STATEMENT: CGPS nurtures each student’s unique passions and talents inside and outside the classroom, unifying and inspiring members of its community in a rigorous but relaxed learning environment, preparing them for the finest colleges and instilling in them the confidence, ethical values and sense of purpose to embrace challenges, to achieve their dreams and to improve the world. Columbia Grammar & Preparatory School is an equal employment opportunity employer. Employment on the basis of race (including hairstyle), color, religion, creed, ancestry, sex, sexual orientation, gender and gender identity, gender expression, national origin, alienage, age, pregnancy, marital/partnership status, immigration or citizenship status, status as a veteran or active military service member status, disability, genetic predisposition, status as a victim of domestic violence, prior arrest or conviction record, caregiver status, credit history, salary history, unemployment status, sexual or reproductive health decisions, or any other characteristic or status protected by applicable law (collectively, the “Protected Characteristics”). Based on completed degree programs and years of lead teaching experience Mon, 06 Apr 2026 21:43:06 -0400 https://alumnijobs.cofc.edu/jobs/rss/22171914/middle-school-sped-history-teacher https://alumnijobs.cofc.edu/jobs/rss/22171914/middle-school-sped-history-teacher New York, New York, The Quad Preparatory School Middle School Special Education History Teacher Anticipated Opening for the 2026-27 School Year   Classification: Exempt Reports to: Upper School Associate Director and Middle School Dean Annual Salary Range: $70,000-$89,000  At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world.    As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff. Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation   WHAT YOU’LL DO   The Quad Preparatory School is looking for a full-time middle school history teacher for the 2026-2027 school year. The teacher will provide academic instruction and social-emotional support to students in middle school in collaboration with our clinicians. Our rooms consist of less than ten students, and our teachers also have one-to-one instructional time with their students once a week. Our students have a wide range of learning abilities.  Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians.    Expectations of This Position: Plan and implement high-quality, engaging history lessons that are differentiated to meet the learning needs of the students.   Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents.   Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children.   Collaborate with K-12 history teachers to ensure a vertically aligned history program.   Support students during co-curricular programming that occurs during the school day.   Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs.   Maintain accurate records using both our school’s learning management system as well as carefully managed portfolios of student work to illustrate and record progress and achievement.   Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.   Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects.   Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails.   Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school.   Utilize technology: Veracross student management system, Google Classroom, and Google Suite, in particular Google Calendar, Google Drive, Docs, and Sheets.   Attend all faculty and staff meetings and required special events (e.g., Curriculum Night, open houses, parent-teacher conferences).   Perform other duties as assigned.   Competencies: Love for working with pre-adolescents   Desire and ability to work with students with special needs   Knowledge, understanding, and strong interest in history   Ability to connect with pre-adolescents   Lesson planning and the ability to provide engaging and differentiated instruction   Effective oral and written communication   A solid understanding of adolescent academic, social, and emotional development   Attention to detail   Maintaining confidentiality and privacy   Ethical conduct   Time management and the ability to multitask   Teamwork and collaboration   Patience and flexibility   Required Education and Experience: Bachelor’s degree in history, history education, elementary education, special education, or a related field. Experience working with upper elementary or middle school students..   Preferred Education and Experience:  Experience as an upper elementary or middle school history or special education teacher. Master’s degree in history education, special education, elementary education, history, or a related field. Special education training, including training in the areas of gifted education and twice-exceptional youth. Secondary History, Elementary Education, and/or Special Education teaching credentials Experience teaching twice-exceptional youth.   Work Environment:  This job operates in a school setting. The school is located on the fifth and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the Lower School campus approximately two blocks away.   Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   Position Type and Expected Hours of Work:  This is a full-time exempt position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required, anticipate at least three of these events throughout the year. In general, though, hours are Monday-Friday 8am - 4pm.  Compensation and Benefits:  Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program. Want to learn more about Quad Prep? Connect with us!   ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. *** ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Required Education and Experience: Bachelor’s degree in history, history education, elementary education, special education, or a related field. Experience working with upper elementary or middle school students..   Preferred Education and Experience:  Experience as an upper elementary or middle school history or special education teacher. Master’s degree in history education, special education, elementary education, history, or a related field. Special education training, including training in the areas of gifted education and twice-exceptional youth. Secondary History, Elementary Education, and/or Special Education teaching credentials Experience teaching twice-exceptional youth. Thu, 02 Apr 2026 13:21:37 -0400 https://alumnijobs.cofc.edu/jobs/rss/22171991/us-history-teacher-2026-2027 https://alumnijobs.cofc.edu/jobs/rss/22171991/us-history-teacher-2026-2027 Atlanta, Georgia, We're seeking a passionate, intellectually curious history teacher who loves working with adolescents and sees the study of history as essential to understanding ourselves, our communities, and our world. You'll teach some combination of history and social studies courses from 9th through 12th grade, in a collaborative department that values rigorous inquiry, diverse perspectives, and student-centered learning. You'll design engaging curriculum, facilitate meaningful discussions, challenge students to think critically about primary sources, and help them see themselves as historians - asking questions, analyzing evidence, and constructing arguments about the past and its relevance today. Classification: Full-Time, 10-month position Start Date: August 2026 Schedule: Standard school day Reports To:  Upper School Division Head What You'll Do Inspire Historical Thinking & Civic Engagement You'll teach 4 sections of history/social studies courses (15-18 students each, 2-3 preps) designed to engage, challenge, and inspire students. Design purposeful, inquiry-based curriculum that helps students develop historical thinking skills: sourcing, contextualizing, corroborating, and constructing evidence-based arguments Use multi-modal instruction to reach diverse learners - discussions, Socratic seminars, primary source analysis, simulations, debates, projects, and writing Create assessments that measure deep understanding, critical thinking, and skill development (not just memorization) Develop a classroom culture of belonging where all students feel valued, heard, and challenged to grow - honoring diverse perspectives and experiences Provide regular, timely feedback on student work that pushes thinking forward Communicate informatively with parents and write thoughtful mid-semester comments for every student Conduct afternoon tutorials (Monday-Thursday) and optional morning tutorials by appointment to support student learning Mentor & Advise Students Beyond the classroom, you'll serve as an advisor to approximately 10 students, providing academic guidance, pastoral care, and daily connection. Serve as primary academic advisor and point of contact for parents Lead daily advisory meetings to open the school day with your advisees Conduct mid-semester student-parent conferences to discuss progress and goals Attend assemblies and chapels with your advisory group each rotation Build meaningful relationships that help students navigate academic, social, and personal growth Contribute to School Life Beyond the Classroom Lovett teachers don't just teach - they participate fully in our vibrant school community. Engage in co-curricular activities : coach a sport, direct a play, sponsor a club, or take on other Upper School responsibilities Participate in faculty, department, team, and grade-level meetings to collaborate on curriculum, student support, and school initiatives Attend school events including occasional evening and weekend responsibilities (parent nights, graduation events, admission open houses, student/faculty interviews) Grow as an Educator We're committed to your professional development and expect you to engage actively in your own learning. Collaborate with colleagues on curriculum design, assessment strategies, and student support Reflect on student feedback and use it to improve your practice Participate in professional development during the school year and summer Employ a growth mindset about your own teaching and learning Who You Are You bring: Bachelor's degree with significant coursework in history or a related field (Master's degree preferred) Deep content knowledge in history - you love the subject and can't wait to share that passion with students Strong communication skills - you write clearly, speak effectively, and can explain complex ideas to adolescents and adults alike Cultural competence and self-awareness - you're committed to ongoing development in these areas Excellent organizational skills - you can manage multiple preps, grading, parent communication, and advisory responsibilities simultaneously You are: Student-centered - You genuinely love working with adolescents and see them as whole people, not just learners Intellectually curious - You're energized by big questions, love learning alongside students, and model what it means to be a lifelong learner Culturally responsive - You purposefully design curriculum and instruction to reach diverse learners and honor multiple perspectives on historical events Collaborative - You thrive working with colleagues, value diverse viewpoints, and follow through on shared plans Reflective - You seek student feedback, think critically about your practice, and continuously improve Caring and demanding - You balance compassion with high expectations, holding students accountable while supporting their growth Committed to belonging - You create classroom environments where every student feels valued and challenged Professionally excellent - You're reliable, meet deadlines, uphold school policies, and maintain the highest standards of integrity Community-minded - You see yourself as part of something larger and willingly contribute beyond your classroom You have: A growth mindset about both your students and yourself Emotional intelligence and the ability to navigate the complexity of adolescent development A self-starting approach- you don't wait to be told what to do; you take initiative The ability to balance care and accountability - you're warm and supportive while maintaining high standards Commitment to equity and inclusion in curriculum, pedagogy, and classroom culture Why Lovett? Our Community Join a faculty of passionate educators who genuinely care about one another and the students we serve. You'll be part of a collaborative culture where your voice matters, your expertise is valued, and your professional growth is supported. Our Commitment to Whole-Child Education At Lovett, we educate the whole child - mind, body, and spirit. Our Lower School is integral to this mission, ensuring every student has access to the resources and support they need to reach their full potential. Our Beautiful Campus Work in a stunning setting with state-of-the-art facilities designed to inspire learning and community. Professional Growth Engage in meaningful professional development throughout the school year and summer. We invest in our faculty because we know that when teachers grow, students flourish. Benefits & Compensation The Lovett School offers a competitive salary and comprehensive benefits package, including health insurance, retirement plan options, paid time off, and tuition remission benefits.  True to our core value of Belonging , The Lovett School is an equal opportunity employer committed to building a diverse faculty and staff that reflects the world our students will inherit. We actively seek candidates from all backgrounds who are passionate about our mission to develop students of honor, faith, and wisdom. Employment offers are contingent upon successful completion of a background check and post-offer drug screening. Physical Requirements This position requires the ability to sit, stand, and walk for extended periods; use hands and arms for teaching activities; lift and move materials up to 20 pounds; and possess vision abilities suitable for reading and digital work. Reasonable accommodations may be made for individuals with disabilities. Thu, 02 Apr 2026 15:08:48 -0400 https://alumnijobs.cofc.edu/jobs/rss/22172088/middle-school-humanities https://alumnijobs.cofc.edu/jobs/rss/22172088/middle-school-humanities Las Vegas, Nevada, Middle School Humanities Teacher Position Statement    Reports To: Head of Middle School FLSA Status: Exempt Department: Middle School Schedule: 10 months Learn More About The Alexander Dawson School Shared Values & Competencies of Dawson Employees Position Summary The teacher is the educational leader in the classroom and will ensure the curriculum is implemented in a way that maximizes student-learning experiences and supports the Dawson Mission, Vision, Core Beliefs, and Diversity Statement. The teacher is responsible for the supervision and evaluation of all students within his/her teaching assignment. Working collaboratively with a team of educational professionals, the teacher will demonstrate a strong commitment to social-emotional learning, differentiated instruction, and an ongoing love of learning. The current teaching responsibilities include three sections of 5th/6th grade humanities, W.I.N. (a small intervention ELA class), an advisory, and either a club or student voice group.   Essential Functions The essential duties and responsibilities of this position include, but are not limited to: Professional Work Habits & Mission Alignment  Professional Standards & Conduct: Consistently upholds professional standards of personal presentation, punctuality, attendance, and engagement at meetings, duty coverage, safety protocols, decision-making, and maintains required credentials. Commitment to Dawson Culture: Demonstrates a comprehensive understanding and support of Dawson's mission, vision, core values, and diversity statement; actively participates in school-wide events. Confidentiality & Ethical Practice: Honors confidentiality of school, student, and family information and demonstrates ethical decision-making in all professional contexts. Talks to people and not about people. Working Agreements: Upholds Dawson working agreements, such as assuming positive intentions in all interactions, holding self and others accountable for the impact of words and actions, mindfully sharing the air, and proactively looking for solutions before problems escalate.   Instructional Knowledge Classroom Climate & Management: Establishes a safe, well-organized environment with effective routines that maximize learning time, exhibits student ownership and agency, and reflects the identity of the students. Instructional Design & Delivery: Designs learning experiences that are meaningful, engaging, and aligned with clear learning objectives. Lessons leverage high-impact strategies that promote deeper learning, critical thinking, and meaningful technology integration; pacing of lessons is appropriate to maximize instructional time. Assessment, Feedback & Differentiation: Provides timely, specific feedback that supports growth and utilizes multiple assessments and adapts instruction to meet diverse learning needs. Student Success Skills Integration: Intentionally plans and implements instruction focused on Dawson's Student Success Skills, and systematically collects evidence of student progress toward mastery of these skills. Professional Growth & Self-Awareness Self-Reflection & Growth Mindset: Demonstrates deep self-awareness, consistently seeks feedback, identifies areas for improvement, and implements meaningful changes to practice. Professional Learning & Adaptation: Creates personal development plans, actively seeks learning opportunities, and demonstrates flexibility in adapting to Dawson's culture and practices. Effective Communication & Listening: Demonstrates excellent listening skills, remains alert to diverse perspectives, and communicates effectively with various stakeholders throughout change processes.   Care for Others & Community Investment  Family Communication & Partnership: Establishes reliable, clear communication systems with families, regularly shares student progress, and responds appropriately to concerns with supervisor consultation. Team Collaboration & Engagement: Actively participates in team meetings and collaborative efforts, contributes positively to grade-level or department teams, and seeks appropriate guidance from colleagues. Learns From Others: Consistently consults with mentors, supervisors, and colleagues for guidance on student interventions, parent communication, and classroom challenges. Identity Awareness: Demonstrates a commitment to ongoing cultural competency and exhibits a deep understanding of how identity and lived experiences influence relationships and interactions. Qualifications, Education & Experience Minimum three years of teaching experience Excellent written and verbal communication skills Bachelor’s degree in Education, Master's preferred Experience working with students in the intermediate or middle school age group A strong awareness of current brain research related to the use of technology Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The noise level in the work environment is usually moderate. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is regularly required to stand and walk; use hands to handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Thu, 02 Apr 2026 17:07:40 -0400 https://alumnijobs.cofc.edu/jobs/rss/22171921/high-school-sped-history-teacher https://alumnijobs.cofc.edu/jobs/rss/22171921/high-school-sped-history-teacher New York, New York, The Quad Preparatory School High School Special Education History Teacher Anticipated Opening for the 2026-27 School Year   Classification: Exempt Reports to: Upper School Co-Head, Academic Annual Salary Range: $70,000-$89,000  At Quad Prep, we are on a mission — to transform thelives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world. As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring.   Why work at Quad Prep?   ACCREDITED SCHOOL: Quad Prep was recognized as an outstanding school when it received accreditation through NYSAIS. COMMUNITY: We are committed to building a joyful and inclusive culture where everybody is celebrated for who they are.    COLLEAGUES: Our colleagues are inspiring, consummate innovators and are at their happiest collaborating to create personalized solutions for each student.   STUDENTS We guarantee that you will learn something eye-opening every single day from our students — and have a lot of joy and laughter along the way! DEEP PROFESSIONAL LEARNING: Quad Prep supports mission-driven educators and clinicians to grow their professional skills and influence in the neurodiversity educational space. Close collaboration with colleagues, coaching from supportive leaders, and thoughtful, in-depth professional learning programs keep us growing. GENEROUS AND COMPREHENSIVE BENEFITS Health: Medical, Dental, Vision Student Loan repayment  Retirement Plan contribution Group Life Plan Disability Insurance Generous Parental Leave WORK LIFE BALANCE:  In addition to a ten-month school year during which our staff are offered on average 33 days off (approximately 7 weeks) for scheduled holidays and school breaks, we provide generous preparation periods throughout each week, limiting the number of after work hours you will need to work —  so that you can live the life you wish for — inside and outside of our school. Additionally, our students are dismissed midday each Friday in order for you to meet with your team and division, as well as plan, and prep. EXTRAS You can build a private practice or tutor onsite during after school hours at low-cost reduced rates, available only to our Quad Prep staff. Who We Are (If Quad Prep is for you, you'll read what's below and feel, "That's me!") At Quad Prep, we are guided by values that we hold dear and we have developed an innovative set of practices to meet our mission. We are:   Groundbreaking: We ignite our students’ talents and are passionate about their futures. You are: Passionate about our work and our mission Creative and excited about reaching each and every learner in new ways Excited to help create new, evidence-based best practices in this rapidly evolving field Able to set high expectations of both students and yourself and discover ways to meet them   Collaborative:  We function with an exceedingly deep degree of collaboration. You: Communicate effectively with colleagues Seek to understand yourself and others in order to welcome new perspectives  Are generous of spirit and willing to give and receive feedback and input freely Are kind, welcoming, and inclusive   Trustworthy:  We are steadfast and are accountable to our students and each other. You: Can be counted on to do what you say you will do Have a high level of ownership for personal and team results Can purposefully develop skills to find success in your work and our learning community Ask for support when you need it Project an unflappable, firm, and kind presence to our students   Constantly Learning and Growing:  We value continued growth and learning. You: Seek opportunities to learn and grow in your professional practice Support colleagues by sharing best practices and nurturing their learning Help the organization grow and improve by developing and sharing new ideas and approaches   Resourceful:  At Quad Prep, we dig deep to meet our mission. You:  Are highly effective and dedicated  Show initiative Display good judgment and sensibility Excellent at supporting students inside and outside the classroom   Flexible:  At Quad Prep, we never give up on each other and are driven by the ethos of “not if, but how.”   You are: Open to new ideas Nimble in fluid, changing environments Excited by growth, change, and innovation   WHAT YOU’LL DO   The Quad Preparatory School is looking for a full-time high school history teacher for the 2026-2027 school year. The teacher will provide academic instruction and social-emotional support to students in high school in collaboration with our clinicians. Our rooms consist of less than ten students, and our teachers also have one-to-one instructional time with their students once a week. Our students have a wide range of learning abilities.  Teachers have the opportunity to receive mentorship, coaching, and support from the clinicians as well as academic administrators. A benefit of this position is the amount of professional development one will obtain in working with twice-exceptional youth and in being mentored by veteran special education teachers, academic administrators, and clinicians.  Expectations: Plan and implement high-quality, engaging, social studies lessons and laboratories that are differentiated to meet the learning needs of the students.  Regularly assess the students and the curriculum, adapting content and instruction as appropriate; communicating assessment results to parents. Subscribe to and implement the school’s philosophy of progressive and personalized education for twice-exceptional children.  Collaborate with the psychosocial teachers in planning and implementing an integrated program for executive functioning within the academic curriculum.  Map and evaluate curriculum. Collaborate with other members of the social studies department to ensure a vertically aligned K-12 social studies program. Develop and teach electives. Create and maintain an orderly and aesthetic learning environment that accounts for students’ social, emotional, and executive functioning needs.  Maintain accurate records using both the learning management system Veracross as well as carefully managed portfolios of student work to illustrate and record progress and achievement. Empower students to take charge of their learning by providing all necessary scaffolding, modeling, materials, and resources, and consistently maintaining a high level of expectation for student success.  Collaborate with other academic staff and psychosocial staff members to plan, integrate, and facilitate cross-curricular, inquiry-based projects.  Communicate with parents and guardians to provide feedback on pupils’ academic and social-emotional progress through parent-teacher conferences, written reports, phone calls, and emails. Follow the professional code and policies of the school and conduct oneself in a way that promotes the mission of the school.  Utilize Google Suite, in particular Google Drive, Docs, and Sheets.  Attend all faculty and staff meetings and required special events (e.g., open houses, Curriculum Night, Carnivale).  Perform other duties as assigned.   Competencies: Love for working with children Strong knowledge of and affinity for social studies Desire and ability to work with students with special needs Lesson planning and the ability to provide engaging and differentiated instruction Ability to connect with school-aged children Effective oral and written communication A solid understanding of high school-aged children’s academic, social, and emotional development Attention to detail Maintaining confidentiality and privacy Ethical conduct Time management and the ability to multitask Teamwork and collaboration Patience and flexibility   Required Education and Experience: Bachelor’s degree in social studies education, special education, history, government, economics, or a related field. Minimum of one year paid experience teaching middle and/or high school students.   Preferred Education and Experience:  At least three years experience as a full-time high school social studies teacher. Experience teaching AP social studies classes. Master’s degree in social studies education, physics, chemistry, biology, or a related field. Special education training, including training in the areas of gifted education and twice-exceptional youth. Secondary Social Studies and/or Special Education teaching credential. Experience teaching twice-exceptional youth.   Work Environment:  This job operates in a school setting. The school is located on the fifth and sixth floors of a building with an elevator. This role requires working in various locations around the school and occasional travel to the Lower School campus approximately two blocks away.   Physical Demands: While performing the duties of this job, the employee is regularly required to talk and listen. This position is active and involves continuous standing, walking, and climbing stairs. The employee must occasionally lift and/or move items under 20 pounds. Typing is required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   Position Type and Expected Hours of Work:  This is a full-time exempt position in an educational facility that is open eight hours a day. Teachers, psychosocial teachers, and staff clinicians work ten months out of the year according to the academic calendar (late August to late June). Occasional evening or weekend hours may be required, anticipate at least three of these events throughout the year. In general, though, hours are Monday-Friday 8am - 4pm.  Compensation and Benefits:  Compensation is dependent upon experience and degree obtained.    At Quad Prep full-time (or over 30 hours per week) employees will have access to a full range of benefits, including medical, dental, and vision coverage; Health Savings Account (HSA), Flexible Spending Account (FSA), pre-tax transit, and dependent care (DC FSA) accounts; a 401K match, and student loan repayment contributions (after one year of employment); and a range of professional development opportunities, including our First Year Support Program for all new facility and staff; our Leadership Development Institute for those wishing to gain supervisory experience; and a full tuition waiver for candidates wishing to participate in our annual Certificate Program in Meeting the Needs of Twice-Exceptional Students.   All staff will engage with colleagues in our ongoing staff wellness groups, relax at our social events, and collaborate in meaningful work as a valued member of our voluntary groups, including our Diversity, Equity, Inclusion, and Belonging; our Staff Ambassador Program; and our Peer Mentorship Program.   Want to learn more about Quad Prep? Connect with us!   ***Note that currently, all employees are requested to be fully vaccinated and boosted for COVID-19. In the event of an outbreak of COVID-19 or any other communicable or infectious disease, or any public-health condition designated by the New York State Commissioner of Health, that in the School's sole discretion requires operational changes, the School reserves the right to establish and modify health and safety protocols, including requiring vaccination and/or vaccine boosters, testing, or other health requirements and requests for proof of compliance. *** ADA/AAP/EEO Statement: The Quad Preparatory School is committed to the full inclusion of all qualified individuals. We take steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact our People and Culture department at peopleandculture@quadprep.org . The Quad Preparatory School is based on an inclusive philosophy that does not discriminate on the basis of race, color, national origin, religion, gender, age, disability, marital status, creed, sexual orientation, familial status, citizenship, veteran or military status, or any other characteristic protected by law in its hiring procedures and policies. Thu, 02 Apr 2026 13:29:28 -0400 https://alumnijobs.cofc.edu/jobs/rss/22169130/6th-8th-grade-english-teacher-8th-grade-social-studies-teacher https://alumnijobs.cofc.edu/jobs/rss/22169130/6th-8th-grade-english-teacher-8th-grade-social-studies-teacher Denver, Colorado, Who We Are Escuela de Guadalupe is an innovative Catholic, dual-language PK-8 school in Denver, CO. It has been recognized locally and nationally for its academic excellence and for being financially accessible to all families. Mission Statement We provide an academically excellent, Catholic education in English and Spanish to cultivate the next generation of community leaders.  Job Description Working at Escuela de Guadalupe includes many different responsibilities to make a small, non-tuition driven school run effectively.  As a close-knit community, we all pitch in to make this a great place to work and learn.  Therefore, this description is not intended to be all- inclusive. Specific areas of responsibilities include but are not limited to the following: Responsibilities Fully implement the components of dual-language instruction and create thematic units guided by an essential question for English and Social Studies Teaching will be in English) Define enduring concepts, knowledge, and measurable outcomes for each  unit that are shared in a syllabus with families and students at the beginning of the unit and evaluated at the end of the unit Use instructional strategies that identify student learning objectives for each lesson and actively incorporate learning strategy, modeling, and instruction in every lesson Respect classroom-specific language model Carefully plan and deliver lessons that incorporate diverse perspectives, history and literature from around the world. Actively support the evaluation plan across all academic areas, including formative and summative evaluation to assure maximum student progress. Extend classroom learning to well designed daily homework which is actively applied to the classroom learning the following day. Collaborate and plan with a teammate, teaching assistant, fellow teachers, principal, assistant principal Carefully plan units and daily instruction to maximize instructional time during the day Create a positive classroom environment built on intellectual rigor, accountability, success and high expectations for student achievement, risk-taking, goal-setting, actions and responsibility. Maintain close communication with families Faculty are expected to abide by the school calendar, arrive by 7:45 and work until 4:30, with a break for lunch and planning Support the cultural, spiritual and academic goals of the school by modeling compassion, love and care for the children at all times. Have the patience and positive attitude to be sure that every student has an academically rich experience and fully develops their cognitive and language abilities. Contribute to an environment of enthusiasm and dedication. Truly believe that every child, without exception, can excel. Duties: supervision and attendance Morning and Afternoon Supervision Lunch and Recess Supervision Attend weekly PLC meetings Attend all Professional Development days on the school calendar Participate and collaborate in school events which may occur outside of school hours Willing and able to substitute in classes or supervision in the event of faculty/staff absence. Expectations Carry out the mission and goals of the school Build positive compassionate professional relationships and communication with other employees, students, and families in the school  Support the events that build community Actively participate in ongoing dialogue about liberating education that works to change the status quo of the larger community Incorporate themes of social justice within the classroom instruction and how groups of people working together can create positive social change Empower students with a strong knowledge base and language skills to debate and challenge social injustices and current events Uses excellent communication and interpersonal skills Approaches responsibilities and challenges with a creative and energetic attitude Possesses strong moral values and internal discipline Embrace Dual Language model Model language acquisition, language nuances, vocabulary usage, and grammatical fluency for students. Value the integrity of both Spanish and English as tools for reasoning, problem-solving, communication and intellect.   Model a respect for cultural and linguistic diversity Respect that all employees, students and families are at different levels of language learning Respect Catholic Religion Respect the Catholic faith and the religious practices that happen daily and weekly Prepare the students for assigned dates of masses Required Qualifications: Teaching experience and a degree in Education or related field. Excellent language skills in the specific component in which he/she will be teaching English Working knowledge of second language acquisition, bilingual and dual-language education, as well as the methodology of sheltered language instructional strategies. Authentic support of culturally rich and linguistically diverse learning communities. Open to working in a Catholic environment and respecting the Catholic faith.  Working knowledge of technology and educational platforms used for teaching and learning. Willingness to learn new curriculums, technology systems, and software practices for dual-language acquisition and linguistically diverse learners and the motivation to implement this learning to make a difference in the classroom. Proven ability to work in a team environment and develop effective interpersonal relationships Ability to manage multiple tasks simultaneously, adapt to changing priorities, manage time and meet deadlines. Successful completion of CBI and FBI background check. Preferred Qualifications: 3 years+ teaching experience in subject or related field Experience teaching in the subject or grade level of this position Experience teaching in a dual-language environment Knowledge of a variety of curriculums and assessment types, as well as current educational philosophies Working knowledge of computer hardware like computers, tablets, projectors and smartboards Degree, certification, or training in dual-language or linguistically diverse education Financial and Benefits Competitive pay scale and benefits compensation commensurate with education and experience. Professional development including staff development, conferences, specialized training and education Tuition remittance for teacher’s children enrolled at Escuela de Guadalupe ($1,000 annual tuition) Medical and Dental benefits Retirement plan – 403b (once plan requirements have been met) Wed, 01 Apr 2026 17:37:53 -0400 https://alumnijobs.cofc.edu/jobs/rss/22055165/upper-school-economics-history-teacher https://alumnijobs.cofc.edu/jobs/rss/22055165/upper-school-economics-history-teacher Los Angeles, California, Brentwood School inspires every student to: Think critically and creatively. Act ethically. Shape a future with meaning.   BRENTWOOD SCHOOL Upper School Economics & History Teacher   Brentwood School, a vibrant and diverse K-12 independent school, is looking for a full-time Economics & History teacher, including AP Micro and Macro Economics Teacher, to begin in August of 2026. We are looking for individuals from independent, public, private, or charter schools, with strong experience in teaching high school-age students and one or more degrees in economics or a related social science field.   It is expected that a successful candidate would: Teach four sections of history, potentially including a combination of AP Economics and History classes, with specific courses to be determined based on departmental need and the hire’s experience Experience with Harkness pedagogy or openness in getting trained Serve as an advisor to a group of students Make economics and History meaningful and relevant by inspiring students Communicate with students and parents as necessary Collaborate with both course-specific teaching teams and the department as a whole Revise and plan curriculum in conjunction with other members of the history department Complete preparation work and grading in a timely and thoughtful manner Utilize educational technology throughout instruction and coursework Engage and support students of varied identities, lifestyles, and beliefs Create an environment that fosters open discussion with the freedom to express varied points of view Engage in professional and personal development with a consistent commitment to growth Participate and initiate opportunities that demonstrate one's growth, knowledge, and skills Perform additional supervision duties and participate in the life of the school by advising a club, chaperoning events, and attending student activities   In addition, a candidate should possess the following personal qualities: Strong collaboration skills and cross-cultural competency An interest in and openness to professional growth and development Commitment to fairness and to fostering community A sense of humor, warmth of personality, collegiality, and energy Willingness to receive feedback Responsibility and accountability Flexibility While being vaccinated for COVID-19 is not required, it is strongly recommended. COMPENSATION: Brentwood School's diverse and talented faculty ranges widely in experience level, from those new to teaching to veterans who are experts in their respective disciplines with 30+ years of experience. Our salary range, of $82,000 to $135,000, includes all levels of experience. Salaries are determined based on years of experience, education, full- or part-time status, and number of months worked per school year. Salary ranges do not include benefits i.e. 403b retirement matching, paid lunch time, free breakfast and lunch, free parking, subsidy toward medical, dental, vision, life/AD&D plans, and generous time off. The pay range is an estimate and is not guaranteed. If hired, your actual base salary will be determined by your education, experience, and schedule. For more information about our school, please visit our website at  www.bwscampus.com . Apply online . https://bwscampus.clearcompany.com/careers/jobs/64cf7fda-1bef-0b49-36e7-9a240d96c944/apply?source=3638618-CS-50023 Tue, 17 Feb 2026 14:57:17 -0500