https://alumnijobs.cofc.edu Latest ALUMNI CAREER CENTER Jobs Sat, 30 May 2026 09:52:06 Z https://alumnijobs.cofc.edu/jobs/rss/22310647/development-operations-manager https://alumnijobs.cofc.edu/jobs/rss/22310647/development-operations-manager Washington, D.C., Maret is seeking a development operations manager to support the strategic and day-to-day operations of the Development Office, event logistics, and administrative functions. This position plays an essential role in supporting a culture of philanthropy and engagement across the Maret community. The operations manager also serves as a key partner ensuring the efficiency, accuracy, and effectiveness of  gift processing and stewardship. Ideal candidates will be highly organized, collaborative, detail- and goal-oriented with database experience. Candidates must show initiative, flexibility, and strong problem-solving abilities. The development operations manager is an integral member of the Maret community, and candidates must reflect Maret’s mission and core values. The development operations manager will also support Maret’s various community events, especially those managed by the Development Office, and be fully engaged in faculty meetings, trainings, and initiatives. Bachelor's degree or higher and a minimum of three years of advancement operations, database management, nonprofit administration, or related experience, preferably in an independent school or nonprofit setting are required. Experience in Blackbaud Raiser’s Edge is preferred. This is a full-time, 12-month, in-office position. The development operations manager reports directly to the director of development. Responsibilities for the development operations manager include, but are not limited to: Manage gift batching, pledge tracking, acknowledgment processes, and donor stewardship reporting, producing timely and accurate gift acknowledgments, tax receipts, and pledge reminders; Support prospect research, prospect management, and donor engagement strategies; Support the operations of the Development Office through the creation and maintenance of efficient and effective workflows; Coordinate office processes, systems, procedures, calendars, timelines, communications, and project management for advancement initiatives; Provide operational and logistical support for fundraising events, volunteer management, and donor engagement programs; Coordinate invitation lists, RSVP tracking, event registration systems, and post-event reporting; Support annual giving, capital campaigns, alumni engagement, and stewardship initiatives through project coordination and data management; Support the school’s database manager in ensuring the integrity, maintenance, and functionality of the donor database and constituent records; Assist the school’s database manager in generating reports, mailing lists, and data exports, gift and data entry, events, and leadership needs; Support the implementation and tracking of strategic development priorities and campaigns; Support constituent communications; Assist with implementation and training related to advancement software and digital tools; Serve as liaison with technology partners as needed. The salary $85,000-$100,000.  The salary offered is determined based on factors including, but not limited to, the selected candidate's experience and education, budget availability, internal salary equity considerations, and available market information.   Maret’s dynamic community and campus in the midst of Washington, DC, create a unique learning environment for students from kindergarten through twelfth grade. Expert teachers inspire students to think both creatively and analytically, seek out multiple perspectives, work hard, and make time for joy as they tackle our challenging curriculum and explore artistic and athletic pursuits. The school’s  mission ,  core values , and  educational philosophy  ground and guide our work.    Our community strives for equity and inclusion in every aspect of school life. Maret School stands firmly behind the principle that the admission of students, the employment of faculty, the operation of programs, and the governance of the school be open to all who are qualified, regardless of race, ethnicity, color, national origin, gender identity, sexual orientation, or creed. We believe that this principle is both firmly grounded in the spirit of American democracy and in keeping with the civil responsibilities of an independent school. All adults on campus are role models for our students and are considered part of the faculty. Every Maret employee must abide by our  code of conduct . To apply, please send a cover letter and résumé  BY EMAIL ONLY  to:  developmentp osition@maret.org . Please email from an individual email account as we will not open materials sent from a third-party firm or address. Unfortunately, we will not be able to respond personally to every applicant. You will hear from us only if your experience matches our current needs.   Fri, 29 May 2026 13:11:00 -0400 https://alumnijobs.cofc.edu/jobs/rss/22310845/mathematics-instructor-one-yr-term https://alumnijobs.cofc.edu/jobs/rss/22310845/mathematics-instructor-one-yr-term Exeter , New Hampshire, Position Summary:   The mathematics department seeks a passionate and energetic teacher to fill a full-time, one-year term teaching position beginning August 2026.  Candidates should be interested in being part of a collaborative group of teachers and working with highly motivated high school students in a diverse, mostly residential community.  Temporary housing with associated residential duties may be available.  Applicants must be able to teach a variety of pre-college mathematics through calculus. Interest in teaching at the post-calculus level is preferred.  Position Requirements We are looking for a dynamic candidate who will be an active participant in the academic, athletic, co-curricular and residential programs at the Academy.  Candidates should be prepared to teach pre-college mathematics through calculus and interested in using our problem sets. These problem sets can be found at https://exeter.edu/mathproblems/ . We especially encourage applicants with experience teaching at the post-calculus level. Enthusiasm for working with adolescents both inside and outside of the classroom is essential. Spending time with students by giving extra help, advising, working as dormitory faculty, and leading extracurricular activities, is an integral part of the job. Additional requirements: An advanced degree in mathematics, education, or related field is preferred.    Experience teaching in a classroom setting for a minimum of 2 years.  Equivalent experience may be considered. A commitment to diversity, equity, and inclusion and to serving the needs of a diverse community. Willingness to enforce all school policies and rules governing student behavior. Accountabilities  While individual responsibilities will vary from one faculty position to another, the major job duties of all faculty members include the following. Click here to learn more about living and working at Phillips Exeter . Cultural Competency :  Faculty demonstrate respect for diversity of identities and experiences, an orientation toward equity and inclusion, and cultural competency in all aspects of Academy life. Teaching:  Faculty teach four classes per trimester. All classes are student-centered discussions around a Harkness table. To meet the intellectual needs of the school’s talented and highly motivated students, Exeter teachers are dedicated to daily preparation for the best possible classes. If applicable, residential associated duties include: Extracurricular Activities:  Faculty actively participate in the school’s broad offering of activities (e.g. coaching , advising student clubs , and/or committee work).  Residential Life : Faculty typically reside in campus housing and play a critical role in cultivating Exeter’s community-centered student dormitory life. Each faculty member is generally responsible for one weekend per month and one to two nights per week of dormitory duty, depending on the dormitory size. Advising:  Faculty serve as mentors to student advisees throughout students’ time at Exeter. The adviser is the main liaison between an advisee’s family/guardian and the Academy. Additional Requirements Criminal and driving background check. REQUIRED DOCUMENTS: To be considered, applications must include the following (please upload as two distinct documents): CV or resume. Cover letter addressing your experience in teaching and the above-referenced areas of institutional need, as well as indicating how our Harkness teaching style, mission and values resonate with you. Reference checks and transcripts: Contact information for three professional references, including one current direct supervisor, and transcripts for higher education will be required at the screening, campus visit, or finalist stage, depending on the department. We encourage all interested applicants to review the Math Department course catalogue, which can be found on pages 36-40 of the Courses of Instruction available here:  https://exeter.edu/academics/ Compensation for this position is determined using a structured 25 step system that accounts for relevant years of professional teaching experience and highest degree earned.   The salary range is $55,566 (step 1) to $123,480 (step 25).  Fri, 29 May 2026 20:47:41 -0400 https://alumnijobs.cofc.edu/jobs/rss/22310603/english-teacher-high-school https://alumnijobs.cofc.edu/jobs/rss/22310603/english-teacher-high-school West Hills, California, Chaminade College Preparatory seeks a dynamic, innovative, and engaging ENGLISH TEACHER with great classroom management skills for our high school campus (grades 9-12) in West Hills, California. This is a full-time position. The Successful Candidate Has experience teaching a variety of high school English courses that support and instruct students as they continue to develop analytical and evaluative thinking, reading, and writing skills. Has a solid understanding of literacy instruction and will be able to support and instruct students in the critical analysis of a wide variety of texts. Has proven experience of designing and implementing lessons that allow students to see themselves in the curriculum, voice their own stories, and learn about others. Has proven experience of teaching contemporary skills that allow students to flourish in a diverse range of academic, professional, and cultural contexts. Knows how to apply the principles of backward design and implement lessons that enable all students to succeed and reach their full potential. Key Responsibilities Teaches five sections, where courses can range across all levels, including and up to Advanced Placement (AP). Under the supervision of the vice principals, teaches a standards-based (California state and Archdiocesan) curriculum. In a timely manner, plans lessons; provides feedback and grades on assignments; maintains grades, attendance, and other school records; and communicates with students, their families, and counselors when students need support. Collaborates with department members and course counterpart(s) to evaluate, monitor, and update curriculum, assessment, and pacing guides under the guidance of the Department Chair. Ensures that instructional strategies respect students\' diverse social identities while still corresponding to Catholic Marianist values and the mission of the school. Integrates technology by using Canvas Learning Management System (LMS) (can provide training), EdTech Apps, such as Nearpod, Formative, AP Classroom, discipline-based learning technology tools, and other collaborative and productivity tools (*Note: All students use a school-issued Lenovo Thinkpad tablet daily) Is knowledgeable about new trends and developments in English instructional strategies and assessment. Participates in and attends campus life events, including supervision, lunch activities, liturgies, assemblies, etc.   Benefits: Chaminade employees enjoy a competitive employee benefits program including medical, dental and vision coverages, life insurance, long-term disability insurance, flexible spending accounts, 403b retirement plan with matching contributions starting day one, and voluntary supplemental life insurance. Application Process: Interested applicants may apply online through our employment webpage at: https://www.chaminade.org/about/careers . Any applicant who needs help or needs accommodation in order to apply for any position should contact the human resources office at (818) 366-9284. About Chaminade Founded in 1952, Chaminade College Preparatory is a coed Catholic, independent school in the Archdiocese of Los Angeles, sponsored by the Society of Mary (The Marianists) . For more than seven decades, Chaminade has been a community where students are known personally, challenged intellectually, and inspired spiritually to become the men and women God calls them to be, leading lives of purpose and compassion.   Rooted in the Catholic faith and animated by the Marianist educational tradition, Chaminade is committed to the formation of the whole person-mind, body, and spirit. We accompany young people as they grow in faith, pursue academic excellence, and develop the moral courage, confidence, and compassion needed to lead lives of purpose and service. Chaminade is one school with two campuses: Middle School (Grades 6–8) in Chatsworth High School (Grades 9–12) in West Hills Across both campuses, students experience a unified Catholic, Marianist vision of education that fosters faith-filled learning communities, encourages academic rigor, and prepares graduates to lead with integrity, empathy, and hope in a complex and changing world.   Our Mission: We inspire young people to love, learn, and lead through our Catholic and Marianist traditions of a living faith, academic excellence, and moral responsibility.   Our Vision : Chaminade College Preparatory graduates are prepared, inspired, and equipped to: Share God's love by caring for others and seeking justice and peace. Learn, adapt, and grow with the world around them. Become servant leaders and positive contributors to society.   Core Values: Rooted in our Marianist tradition, uniting us in purpose and action: Love of God Discipleship of Jesus Mary as a Model Service to Others Student-Centered Inclusivity Leadership Innovation Chaminade's Commitment to Diversity, Equity, Inclusion, and Belonging As a Catholic, Marianist school, Chaminade affirms the inherent dignity of every person, created in the image and likeness of God. In fidelity to the Gospel and Catholic social teaching, we believe education has the power to transform hearts and minds and to form students who act with empathy, courage, and moral clarity.   Guided by our mission to inspire young people to love, learn, and lead, we are committed to fostering a community where all members feel welcomed, valued, and called to contribute. We challenge students to engage thoughtfully with the world, to stand for human dignity, and to work for justice and peace as reflective citizens and faith-filled leaders.   Equal Employment Opportunity Chaminade College Preparatory is an equal opportunity employer. Applicants for employment are considered without regard to an individual's race, color, sex (including pregnancy), national origin, age (40 or older), physical or mental disability and genetic information (including family medical history), military or veteran status, or any other characteristic protected by federal, state or local laws. Qualifications Has a passion for teaching English at the secondary level and is skilled at working with high-school aged students. A minimum of a bachelor's degree in the subject discipline is required. A teaching credential and/or a Master's degree in the subject discipline is preferred. Prior teaching experience, especially in a Catholic educational setting, is preferred; however, relevant experience in the field is also strongly considered. Is comfortable delivering instruction on campus. Wants to work in a setting committed to equity, diversity, and inclusion of all school stakeholders. Wants to work in a setting committed to balancing teaching/learning, health, and well-being of all stakeholders.   Fri, 29 May 2026 11:53:56 -0400 https://alumnijobs.cofc.edu/jobs/rss/22310719/accounts-payable-coordinator-part-time https://alumnijobs.cofc.edu/jobs/rss/22310719/accounts-payable-coordinator-part-time 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 across Massachusetts, 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 Reporting directly to the Controller, the part time Accounts Payable Coordinator performs accounting and administrative tasks related to the efficient maintenance and processing of accounts payable transactions for The Bancroft School. This is a part-time in-person position. ESSENTIAL DUTIES AND RESPONSIBILITIES: AP Responsibilities: Verify accuracy of all A/P related invoices for receipt, pricing, and proper approvals Code invoices to proper G/L accounts Enter all vendor invoices into accounting software Process weekly check runs Match invoices to checks Obtain signatures on all checks and ensure that a double signature is obtained when necessary and then complete the A/P process of mailing payments to vendors Maintain vendor records and file accordingly Respond to all vendor inquiries and follow up with credit and past due payment requests Generate purchase orders when necessary Maintain vendor database which includes 1099 information and processing Petty cash monitoring and reconciliation Biweekly bank runs Credit card payment processing and reconciliations Post disbursements to General Ledger Answer vendor inquiries and resolve vendor issues Maintain business office cash funds related to student clubs and fundraising and perform cash reconciliations associated Act as a Business Office liaison to parent groups, faculty and staff. Prepare accounts payable schedules and reconciliations QUALIFICATIONS: A 4-year college degree is not required, but some college experience is preferred: minimum of high school diploma. Attention to detail and a high level of accuracy, strong analytical & computation skills and high proficiency with technology, including Excel, Google Docs/Sheets, and accounting software, preferably Blackbaud Financial Edge Ability to communicate and work effectively with a variety of members of the community, including teachers, administrators, parents and students Commitment to the school’s needs, willingness to help at all levels to get the job done Must enjoy working in a youth-centered academic environment Flexibility and sense of humor Proficient in data entry Knowledge on online credit reconciliation systems preferred Ability to: Multi-task and manage multiple projects simultaneously Be both hands-on and strategic Form and maintain positive relationships with a broad range of individuals; team player and able to work in a group setting An understanding of, and an aspiration to actively support, the mission, values, organization, and traditions of Bancroft School is desired Facilitate best practices and policies Other duties as assigned 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 Bancroft School offers a competitive hourly salary range for this position of $20.00 to $25.00, 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.  If interested, please send a cover letter, resume, personal statement, and references to employment@bancroftschool.org   Fri, 29 May 2026 14:39:51 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307326/7th-and-8th-grade-language-arts-teacher-long-term-sub-26-27-academic-year https://alumnijobs.cofc.edu/jobs/rss/22307326/7th-and-8th-grade-language-arts-teacher-long-term-sub-26-27-academic-year Medina, Washington, Reports To:  Director of the Middle School Pay:  Annual range of $67,623-145,073 On faculty pay scale, salary is based on education and experience FTE:  100% When Needed: August 20, 2026 – June 18, 2027| Schedule:  Mon, Tues, Thurs, and Fri, 7:50 a.m. – 4 p.m. and Wed, 7:50 a.m. – 5 p.m. To Apply:  Submit cover letter and resume through our online application .  Job Summary: The 7 th  and 8 th  Grade Language Arts Teacher (Long-Term Substitute) inspires curiosity, critical thinking, and a love of reading and writing through engaging, student-centered instruction. This educator fosters students’ growth as readers, writers, and speakers while creating a supportive classroom environment that values student voice, collaboration, and intellectual risk-taking. The position teaches English Language Arts to students in grades seven and eight and serves as a 7 th  grade advisor, supporting students’ academic, social, and emotional development.   Specific Responsibilities: Designs and delivers engaging English Language Arts lessons to seventh and eighth grade students, aligned with grade-level standards and learning goals.  Teaches and supports students in reading comprehension, literary analysis, writing, grammar, vocabulary, spelling, speaking, and research skills.  Fosters a classroom culture that promotes thoughtful discussion, creativity, collaboration, and a love of literature and writing.  Assesses and monitors student progress, providing meaningful feedback and support for continued growth.  Incorporates diverse texts and perspectives that reflect a range of voices, experiences, and cultures.  Provides literacy support to students through targeted interventions and individualized feedback to support diverse learning needs and promote student growth as readers and writers.  Collaborates with the 7 th  and 8 th  grade social studies teacher to design and implement integrated units and projects.  Serves as a 7 th  grade advisor, supporting students’ social-emotional development.  Communicates regularly and effectively with students, families, and colleagues regarding student progress and well-being.  Assumes the regular teacher’s daily duties such as supervising students during recess, lunch, or dismissal to ensure the safety and smooth operation of the school day.  Actively engages in the life of the school and contributes to community-wide events and programs. Upholds and models the mission, values, and strategic priorities of STS. Demonstrates respect for diverse perspectives and a commitment to equity and inclusion. Collaborates across departments and participates in team meetings to support a cohesive preschool through eighth grade experience. Maintains confidentiality and handles sensitive information with discretion. Adheres to school policies and procedures and performs other duties as assigned by the Director of the Middle School.     Qualifications & Requirements Bachelor’s degree in English, education, or a related field; master’s degree and/or teaching certification preferred. 2+ years of teaching experience at the middle school level; 5+ years preferred. Strong understanding of adolescent literacy development, writing instruction, literary analysis, and differentiated instruction.  Experience teaching engaging, developmentally appropriate English Language Arts curriculum to middle school students. Ability to foster supportive relationships with middle school students and guide their academic and social-emotional growth.  Strong classroom management, communication, and interpersonal skills with a collaborative, flexible, and growth-oriented mindset.   Ability to actively supervise students both indoors and outdoors, in varying weather conditions. Readiness to obtain First Aid and CPR certification and maintain throughout employment. Successful completion of required background checks in accordance with school policy and state regulations. Demonstrated cultural competency and ability to work with diverse individuals and groups. Proficiency with basic technology tools and a willingness to learn school-specific systems. Commitment to the mission, values, and community of STS. This description is intended to describe the general content of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of duties, responsibilities, or requirements. Why St. Thomas School?    You thrive in a face-paced environment, working alongside others who share your ideals. You are inspired by children and appreciate their joy and energy. You enjoy making an impact and being part of something bigger than yourself. You believe that schools should be among the most innovative places on earth. And you are committed to excellence and professional growth.   We offer a competitive salary, robust benefits, professional development, and an extraordinary work environment. If this inspires you, we’d love to learn more about you!   Who We Are:    Founded in 1951 and located on the east side of Seattle in Medina, Washington, STS is a private, non-sectarian school for Preschool through Eighth Grade students. Our educational journey is defined by a cognitively engaging program with an emphasis on developing character, leadership, and a passion for learning and achievement. Our highly regarded curriculum prepared students to excel at future endeavors while honoring the school’s long standing core values.    We commit to an inclusive and diverse community in which everyone can say, "I belong." We seek employees who are passionate, qualified, and offer diverse perspectives. We are particularly interested in the role education, and a diverse learning environment play in promoting equity and inclusivity. We foster:  A diverse, safe, and equitable school environment  Actions and advocacy that support our Core Virtues  Cultural competence, anti-bias, and social justice  Intellectually curious and engaged global citizenship Benefits Include:  Medical  Health Savings Account  Dental  Vision  Dependent Care Spending Account  Long-Term Disability  Life Insurance  Retirement Savings  Winter Wellness Days (between Dec 25 and Jan 1)  Position is open until it is filled. No phone calls or drop-ins please.  Thank you for your interest in St. Thomas School. On faculty pay scale, based on education and experience. Fri, 29 May 2026 13:58:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307253/26-27-upper-school-computer-science-sped-teacher https://alumnijobs.cofc.edu/jobs/rss/22307253/26-27-upper-school-computer-science-sped-teacher New York, New York, The Quad Preparatory School Upper School Computer Science Special Education Teacher Anticipated Opening for the 2026-27 School Year   Classification: Exempt  Reports to: Upper School Co-Head, Academic Annual Salary Range: $64,000-$90,000   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 non-Quad Prep students 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 an Upper School computer science teacher who is able to teach grades 6-12 for the 2026-27 school year. The ideal candidates will be able to teach a wide range of secondary computer science courses. If you have a preference for specific grade levels and/or certain content areas within the computer science realm, please indicate this in your cover letter. Teachers will provide academic instruction and social-emotional support to students in collaboration with our clinicians. Our classrooms consist of no more than ten students, and some classes are taught one-to-one or in dyads.    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 computer science 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 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 computer science department to ensure a vertically aligned K-12 computer science 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 Blackbaud 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, professional development sessions, and required special events (e.g., open houses, Curriculum Night, Carnivale).  Perform other duties as assigned, including, but not limited to serving as an academic advisor and/or leading a student club (during the school day).   Competencies: Love for working with middle and/or high school children Strong knowledge of and affinity for computer science Desire and ability to work with students with special needs Ability to respond and manage behavioral challenges Lesson planning and the ability to provide engaging and differentiated instruction Ability to connect with middle and high school-aged children Effective oral and written communication A solid understanding of middle 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 computer science, special education, education, or a related field. Experience working with middle and/or high school students   Preferred Education and Experience:  Experience as a middle or high school computer science teacher. Master’s degree in computer science, education, or a related field. Special education training, including training in the areas of gifted education and twice-exceptional youth. Computer Science and/or Special Education teaching credential/certification. Experience teaching twice-exceptional youth.     Work Environment:  This job operates in a school setting. The school is located on the ground,  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, 28 May 2026 14:27:37 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307259/26-27-lower-school-occupational-therapist https://alumnijobs.cofc.edu/jobs/rss/22307259/26-27-lower-school-occupational-therapist New York, New York, The Quad Preparatory School Lower School Occupational Therapist Anticipated Opening for the 2026-27 School Year   Classification: Exempt Reports to: Lower School Clinical Co-Head Annual Salary Range: $69,000-$95,000   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 non-Quad Prep students 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 an occupational therapist to join our team of clinicians in our Lower School division. The occupational therapist works with a caseload of students in K - 5th grade. Clinical services at Quad are provided in a highly collaborative and integrated manner so as to generalize skills for success in natural and nuanced environments. Occupational therapists have the opportunity to receive mentorship from senior clinicians, as well as through our consultative services provided by Special Programs in Occupational Therapy Services (SPOTS), a highly-regarded practice in New York City.    Expectations: Provide individual and group occupational therapy services to students within a collaborative and integrated school model. Provide graphomotor, sensory, and visual-spatial skill building interventions in creative ways. Provide support to other clinical and academic staff to integrate occupational therapy goals and individualized sensory regulation strategies into other contexts throughout the school day. Collaborate with other clinical and academic staff to integrate explicit instruction in executive functioning skills throughout the school day. Participate in and/or lead aspects of movement, health and wellness, student electives/clubs, or other classes as assigned.  Participate in calls with outside providers and parents as needed and at a minimum of once per month. Meet with parents/guardians to provide feedback on students’ progress as needed and at minimum at scheduled parent-teacher conferences. Record clinical progress for each student. Demonstrate working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation). Apply EF frameworks consistently in treatment planning and intervention. Demonstrates curiosity and actively learn about the cognitive, social-emotional, and EF profiles of gifted and twice-exceptional (2e) learners. Apply evidence-based practices that reflect the intensity, complexity, and asynchronous development common in gifted populations. Engage in ongoing professional development related to EF, gifted education, and neurodiversity. Attend all faculty and staff meetings, professional development sessions, and required special events (e.g., open houses, Curriculum Night, Carnivale). Participate in weekly Psychosocial team meetings with all faculty and staff. Actively participate in supervision sessions with a direct supervisor. Competently utilize Google Suite, in particular Google Drive and Docs. Perform other duties as assigned.   Competencies: Passion for working with children Desire and ability to work with students with special needs Ability to connect with elementary-age children Knowledge of various clinical interventions and use of a collaborative approach to meet the unique needs of each child Effective oral and written communication skills A solid understanding of adolescent 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: Master’s degree in Occupational Therapy Valid OTR/L in the State of New York At least one year experience working with school-age children with varying learning needs   Preferred Education and Experience:  Experience working with twice-exceptional youth Experience with elementary population   Work Environment:  This job operates in a school setting. The school is located on the 4th floor of the building with an elevator. This role requires regular walking to various locations around the school and occasionally traveling to the Upper 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, 28 May 2026 14:32:08 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307241/general-studies-teacher-grades-1-2 https://alumnijobs.cofc.edu/jobs/rss/22307241/general-studies-teacher-grades-1-2 San Diego, California, SDJA General Studies Teacher (Grades 1-2) San Diego Jewish Academy is seeking a warm, talented, and dedicated General Studies Teacher for Grades 1–2 to join our Lower School team. The ideal candidate is an experienced elementary educator who is passionate about nurturing young learners academically, socially, and emotionally in a joyful and engaging classroom environment.  The General Studies Teacher will be responsible for planning and delivering developmentally appropriate instruction in core academic areas, including literacy, writing, math, science, and social studies. The teacher will create a positive, student-centered classroom culture that supports curiosity, independence, collaboration, and a love of learning.   Responsibilities Responsibilities include implementing curriculum, differentiating instruction to meet the needs of diverse learners, using assessment data to guide instruction, maintaining strong classroom routines and expectations, and communicating regularly with families. The teacher will also collaborate closely with grade-level colleagues, Jewish Studies teachers, learning specialists, and administrators to support the growth and success of every student. The ideal candidate is reflective, flexible, collaborative, and committed to building strong relationships with students, families, and colleagues. Experience with elementary literacy and math instruction, strong classroom management, and a commitment to whole-child education are essential. Requirements Bachelor’s degree in Education or a related field required (Master’s degree preferred) and a valid teaching credential required. Candidates should have experience teaching lower elementary grades, particularly Grades 1–2, with a strong understanding of child development and developmentally appropriate instruction. Experience teaching literacy, writing, math, science, and social studies is essential, along with the ability to differentiate instruction to support diverse learners. The ideal candidate demonstrates strong classroom management skills and creates a warm, structured, and positive learning environment, uses assessment data to inform instruction and support student growth, and communicates effectively with students, families, and colleagues. A collaborative, flexible, reflective, and student-centered approach is essential, along with a commitment to supporting the academic, social, and emotional growth of each child and an interest in being part of a mission-driven Jewish day school community. Compensation & Benefits The anticipated salary range for this position is $54,269 to $86,971.  The offer to a successful candidate will be dependent on several factors that may include but are not limited to: the type and years of experience; training; practical knowledge; and education. SDJA prides itself on the strong sense of community that exists within the school.  In addition to an inclusive organizational climate, we offer a comprehensive benefits package to eligible employees which includes: health; dental; vision; life insurance; short and long term disability; mental health benefits and an employee assistance plan; a tax savings flexible spending account plan for out of pocket health and dependent care expenses; a 401k retirement plan with a generous employer match; wellness benefits; kosher lunch community dining program; and much, much more!   About SDJA For more than 40 years, SDJA has been a leader in education as a pluralistic preschool - 12th grade school serving the Jewish community on our beautiful 56-acre campus.  Our mission is to empower each student to learn for life, guided by Jewish values and rooted in the strength of community.  We are shaping the foundation of future thinkers, creators and community leaders by blending modern education with deeper purpose and meaning. Students are inspired to embrace creativity, innovation and entrepreneurial thinking in their learning, shaping them to become leaders of integrity, social responsibility, and architects of change.  Community & Inclusivity San Diego Jewish Academy (SDJA) is a community of learners rooted in Jewish values and committed to preparing students to live and lead in a diverse and complex world.  We welcome students, families, faculty, staff, and trustees from a wide range of backgrounds, identities, and experiences.  Our community values diversity across many dimensions, including race, ethnicity, culture, religion, gender identity and expression, sexual orientation, family structure, and economic background.  As a pluralistic Jewish day school, SDJA affirms the importance of Jewish identity, tradition, and connection to the Jewish people and Israel while embracing a diversity of perspectives within our community.   Equal Employment Opportunity SDJA is an equal opportunity employer and provides equal employment opportunities to all applicants and employees without regard to race, color, national origin, ancestry, ethnicity, religion, creed, sex, gender, gender identity, gender expression, sexual orientation, age, marital status, military or veteran status, genetic information, disability, medical condition, or any other characteristic protected by federal, state or local law.  Consistent with its mission as a Jewish day school, SDJA seeks candidates whose professional values and educational philosophy align with the School's mission and institutional goals.  As an educational community, SDJA seeks employees who demonstrate professionalism, respect for others, and the ability to engage thoughtfully across differences.  The School will provide reasonable accommodations to qualified applicants and employees with disabilities unless doing so would create an undue hardship.  If you require an accommodation in order to apply for a position or participate in the interview process, please contact Human Resources.   Employment Requirements SDJA is unable to provide immigration sponsorships such as H1B Visas.   Applicants must be authorized to work in the United States and be willing to undergo both Live Scan background check and TB screening as part of the hiring process.   California Compliance Notice In accordance with California law (Education Code §44939.5, as amended by SB 848), applicants for all positions with SDJA are required to disclose all current and former employment with educational institutions.  Any offer of employment will be contingent upon the completion of required employment verifications. Thu, 28 May 2026 13:57:17 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307117/theater-teacher https://alumnijobs.cofc.edu/jobs/rss/22307117/theater-teacher East Hampton, New York, Position Summary The School seeks a dynamic and creative educator to join our community in this unique opportunity to develop a thriving upper school theater program. The Theater Teacher will bring passion to staging seasonal after-school theater productions and to developing the performing arts program overall — directing compelling theatrical productions that challenge and inspire students in grades 7 through 12 and offering engaging performing arts elective classes for students in grades 7-8 as well as in grades 9-12. This role reflects our belief that the performing arts is an essential component of a Ross education. The ideal candidate is an experienced theater educator who also possesses a sophisticated understanding of integrated, interdisciplinary teaching and learning. Duties and Responsibilities Theater Arts Program — Grades 7–12 Plan, develop, and deliver a dynamic theater arts curriculum for grades 7–12, encompassing acting techniques, voice, movement, script analysis, stagecraft, and production design. Direct and produce two full-scale school productions per academic year, including a musical in collaboration with performing arts faculty colleagues. The Theater teacher is responsible for effectively engaging students through auditions and casting, in rehearsals, with technical design, and in performance.  Build and sustain a positive, inclusive, and creatively challenging theater program that fosters student growth, confidence, and ensemble work. Supervise and mentor student stagehands, technical crew, and production assistants, providing meaningful learning opportunities for students in lighting, sound, set construction, and costume management. Collaborate with visual and performing arts departments, and other departments to integrate the performing arts across disciplines and support interdisciplinary programming. Maintain inventory and oversee the care of all theater equipment, props, costumes, and technical resources; coordinate facility scheduling with school administration. Communicate proactively, in coordination with the Head of the Upper School, with parents and guardians regarding production calendars, rehearsal schedules, and student progress. Assess student growth using both formative and summative tools; maintain grade records and provide timely, constructive feedback. Support and encourage student participation in regional and national theater competitions, festivals, and workshops. Assist with after-school theater clubs, improv groups, enrichment programming, and Field Academies as appropriate. Other Faculty Duties— Grades 7-12 Sustain school culture through routine faculty duties in professional development, study hall and other supervisory duties, occasional residential life duties, field academy, grade-level projects, and senior projects.   Above additional duties could be modified or replaced with program assignments mutually agreed upon between the Teacher and Division Head.  Qualifications Bachelor’s degree in Theater Arts, Theater Education, Performance, Communications, or a closely related field; Master’s degree preferred. Minimum of three (3) years of classroom or professional theater teaching and/or directing experience, ideally in a middle or high school setting. Ability to manage multiple projects, meet deadlines, and adapt quickly in a dynamic school environment. High degree of personal integrity; demonstrated ability to maintain confidentiality and exercise sound professional judgment. Enthusiasm for working with adolescents (grades 7–12) and a genuine commitment to student-centered education. Flexibility to work evening and weekend hours as required for performances, productions, and school events. Preferred Qualifications Experience in independent or private school environments. Experience leading or developing school theater programs. Active involvement in professional theater or performing arts communities. Work Environment The position requires on-campus presence during school hours with regular evening and weekend commitments for rehearsals, performances, school events, and time-sensitive social media coverage.  Some flexibility in daily scheduling may be negotiated with supervisors to accommodate production and event demands.  Occasional travel for theater festivals or professional development may be required. Compensation and Benefits Salary is competitive and commensurate with qualifications and experience. Comprehensive benefits package including medical, dental, and vision insurance; employer-sponsored life insurance; voluntary life and AD&D insurance; supplemental insurance plans; voluntary short and long term disability plan; flexible spending accounts; pet insurance; and an Employee Assistance Program. 403(b) Retirement plan with employer contribution. Tuition remission benefit for eligible dependent children enrolled in the school. Professional development support including relevant certifications and conference attendance. Paid time off and school holiday schedule. Application Process Interested candidates should submit the following materials to HR@ross.org :  A cover letter that speaks to your experience in theater education and your interest in Ross’s interdisciplinary, student-centered educational program.  Current resume or curriculum vitae. A brief statement of teaching philosophy. Contact information for three professional references (references will not be contacted without prior notification). Application Deadline: Open until filled; priority review begins upon receipt Start Date: Flexible; ideally prior to the start of the next school year Contact: Human Resources at HR@ross.org .  This job description is intended to convey information essential to understanding the scope of the role and is not an exhaustive list of skills, efforts, duties, or responsibilities. The school reserves the right to modify responsibilities as organizational needs evolve. The Ross School provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to age, sex, sexual orientation, gender identity, race, color, religion, national origin, disability, political affiliation or marital status, veteran status, or genetic information.   Thu, 28 May 2026 10:15:37 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307256/26-27-lower-school-licensed-speech-language-pathologist-clinical-fellow https://alumnijobs.cofc.edu/jobs/rss/22307256/26-27-lower-school-licensed-speech-language-pathologist-clinical-fellow New York, New York, The Quad Preparatory School Licensed Speech and Language Pathologist or Clinical Fellow Anticipated Opening for the 2026-27 School Year   Classification: Exempt  Reports to: Lower School Divisional Clinical Co-Head Annual Salary Range: $61,000-$98,000   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 non-Quad Prep students 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 Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   Provide individual and group speech and language therapy to students at the School based on individualized treatment plans. Use a social-cognitive framework and the school’s specific psychosocial curriculum for pragmatic language therapy, based on the foundations of the Social Thinking™ curriculum and treatment tools. Provide language-based literacy intervention and support academic staff in implementation of literacy strategies. Screen students for possible speech and/or language delays/disabilities when concern is reported by parent(s) or teacher(s) or at clinician’s discretion, and recommend further evaluation for those students who perform below average on screening assessment. Advise and coach teachers and staff in regards to each child's individual speech and language needs, the social pragmatic clinical best practices, particularly as pertains to the Social Thinking paradigm. Collaborate with other clinical staff and academic staff to integrate explicit instruction in executive functioning and social thinking skills throughout the school day. Demonstrate working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation). Apply EF frameworks consistently in treatment planning and intervention. Demonstrates curiosity and actively learns about the cognitive, social-emotional, and EF profiles of gifted and twice-exceptional (2e) learners. Apply evidence-based practices that reflect the intensity, complexity, and asynchronous development common in gifted populations. Engage in ongoing professional development related to EF, gifted education, and neurodiversity. Participate in calls with outside providers and parents as much as needed and at a minimum of once every other month. Meet with parents/guardians to provide feedback on pupils’ progress at scheduled parent-teacher conferences. Record clinical progress for each child in his or her Student Record in compliance with all federal, state and city regulations. Strictly adhere to the HIPAA or FERPA policy of the school, regarding privacy of student health information. Collaborate with supervisor in setting and implementing personal goals for professional growth and development. Participate in weekly Psychosocial Team meetings with all faculty and staff. Create and present professional development workshops for the team and/or workshops for parents as assigned by and in consultation with the Director. Participate and attend other meetings and perform other tasks as directed by Head of School and/or Director. Participate in scheduled evening Parent Nights at the school and attend evening Open Houses for the school. Actively participate in supervision sessions with a direct supervisor. Actively promote and conduct outreach on behalf of the school. Model the mission and philosophy of the School. Must be able to use GSuite, specifically Google Drive Perform other duties as assigned Competencies Attention to Detail Maintaining Confidentiality and Privacy Ethical Conduct Time Management Team Work   Required Education and Experience: Masters degree in speech-language pathology from an accredited program NYS Licensure or eligible  ASHA certification or eligible  Experience with elementary population and students with learning disabilities Experience with social cognition treatment strategies   Work Environment:  This job operates in a school setting. The school is located on the 4th floor of the building with an elevator. This role requires regular walking to various locations around the school and occasionally traveling to the Upper 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, 28 May 2026 14:29:43 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307059/associate-director-of-communications https://alumnijobs.cofc.edu/jobs/rss/22307059/associate-director-of-communications Washington, D.C., National Cathedral School (NCS) seeks an Associate Director of Communications, whose role is to execute the day-to-day responsibilities of the Communications Office while ensuring brand and style alignment in all print and digital communications. The Associate Director also serves as the lead editor for the school’s publications and website. The Associate Director reports to the Head of Communications. A successful candidate will be adept at working across digital and print channels, using a variety of communications vehicles, including digital ads, print magazines, video, newsletters, and websites. This candidate will write in a clear and compelling fashion and flex their writing style to different audiences. Detail-oriented and extremely collaborative, the Associate Director of Communications is a proactive project manager and problem  solver who exercises strong judgment to support an exceptional educational experience for families and help continue to build the NCS brand and reputation.   The Associate Director of Communications will be joining a forward-looking and collaborative team at an exciting time, as the team rolls out strategic messaging and branding, digital marketing, and other efforts to tell NCS’s story in a compelling way as we begin to execute on a new set of strategic priorities for the institution. Responsibilities: Oversee all Communications Office print/digital publications and website content, including weekly and monthly newsletters and family communications (e.g., Back-to-School mailings, Divisional updates). Oversee and maintain the school calendar. Serve as managing editor and lead writer of NCS Magazine , including: Identify stories that convey NCS’s unique character and how students, alumnae, faculty, and staff pursue the school's mission and embody its core values, Develop these ideas into compelling content in coordination with the Staff Writer, Edit content and work with a designer to develop magazine layout and spreads, and Coordinate and edit magazine inputs from other departments. Support digital marketing efforts, including increased use of video. Support and collaborate with departments, including Admissions and Development, to advise on, schedule the cadence of, and edit their communication content and/or marketing materials. Provide editing expertise for communications projects, exercising prudent judgment and alignment with the NCS style guide/visual identity, delivering constructive feedback. Respond to or delegate incoming communications requests from faculty and staff. Support and collaborate with the Communications Team with day-to-day operations. Flag hurdles for the Head of Communications and identify areas for improvement and innovation. Support the Communications Office, in coordination with the Head Communications, on special projects, as needed. Required Skills and Qualifications: Bachelor’s degree in English, journalism, communications, or a related field from an accredited institution of higher learning. Minimum of six years of experience producing a variety of written communications that are clear, concise, engaging, and compelling and that present a clear understanding of the fundamentals of writing, including grammar, syntax, style, and punctuation. Superior editorial judgment, high attention to detail, and commitment to accuracy.  Strong interpersonal skills that allow the establishment and development of solid working relationships within a diverse community. Ability to work collaboratively under tight deadlines. Experience and skill developing priorities to manage multiple deadlines and a complex calendar of assignments. Superb project management skills to proactively move projects forward, navigate obstacles, and ask for help when needed. Experience managing and building a brand/institution’s reputation. Experience managing professional social media accounts and/or websites. Experience in video creation and editing. Experience and skill using a content management system for online publishing. Skill with employing discretion in the handling of sensitive information. Competence with image- and video-editing software. (NCS uses Adobe Creative Suite: Photoshop, Illustrator, and Premiere.) Enthusiasm for the mission of National Cathedral School: We believe in the power of young women and educate them to embrace our core values of excellence, service, courage, and conscience. Preferred Qualifications: Experience and skill with educational communications. Experience and skill working directly with the public. Familiarity with the Chicago Manual of Style . Salary and Benefits:  The full time salary range for this position is $90,000-$110,000.  The exact salary is determined based on experience. Benefits available include medical, dental, life insurance, retirement plan with a school contribution, free parking or transit benefits, and lunch without charge, as well as support for professional development experiences. Additional stipends are available for coaching middle or upper school sports. To apply:   Complete this online application .  Be prepared to upload a cover letter, resume, and provide the names and contact information of three references. References will not be contacted before an interview and discussion with the applicant. The National Cathedral School is grounded in the Episcopal promise to honor the dignity of every human being.  We believe a diverse, equitable, and inclusive community fosters intellectual excellence and empathy needed to amplify the collective power of young women to enrich and improve a dynamic world.  We therefore seek candidates who will embrace diversity, equity, inclusion and belonging to ensure a strongly connected and engaged community in and outside of the classroom. Thu, 28 May 2026 08:14:16 -0400 https://alumnijobs.cofc.edu/jobs/rss/22307254/upper-school-health-teacher https://alumnijobs.cofc.edu/jobs/rss/22307254/upper-school-health-teacher New York, About Léman: Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12 , offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.   Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates .   Our community represents over 130 countries , fostering a global perspective and inclusive culture. Blending distinguished tradition with cutting-edge innovation, Léman prepares students for the rapidly evolving college and career landscape—guided by our mission: “Each student, future prepared.”   Main Purpose of Role:  This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students.   Each employee demonstrates a commitment to anti-bias and anti-racism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme's philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders. As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.   Key Responsibilities:  (The primary tasks, functions and deliverables of the role) Designs and implements a comprehensive health education curriculum aligned with Shape/Léman standards. Lessons cover topics such as nutrition, physical fitness, mental health, substance abuse prevention, sexual health, disease prevention, and safety practices Teaches Health Education – Deliver engaging lessons that incorporate a variety of teaching methods, including discussions, group activities, multimedia resources, and real-world applications Promotes Healthy Lifestyles – Encourages students to adopt healthy habits and understand the short- and long-term consequences of their choices Fosters Critical Thinking – Helps students analyze health-related information, evaluate credible sources, and develop decision-making skills related to their well-being Supports Social-Emotional Learning – Address important topics like stress management, self-esteem, relationships, mental health awareness, and coping strategies Assess esStudent Learning – Develops assessments, quizzes, and projects to evaluate student understanding and reinforce key health concepts Creates a Safe Learning Environment – Provide a supportive and non-judgmental space where students feel comfortable discussing personal health and wellness topics Presents a positive role model for students that supports the mission of the school; demonstrates behavior that is professional as identified in Employee Handbook (inside and outside of school) Utilizes learning management and student information systems provided by the school Continues to grow professionally by participating in educational opportunities, reads professional publications, and participates in professional organizations Demonstrates flexibility and a positive attitude toward new challenges and growth opportunities Participates in school-wide events; attends during and after-school functions in support of school community   Completes a minimum of two duties as assigned by Division Head (number of duties may vary depending on role)  Attends and participates in all required faculty and staff meetings and serves on school committees as required Completes responsibilities as assigned by Division Head or direct supervisor based on student and school needs (e.g. test proctoring)   Requirements: Master’s degree preferred  Background, knowledge, and experience as a health educator Previous experience working with Middle and High School level students Commitment to the school’s mission, core values, and inclusion statement  Demonstrated ability to work well in a team environment Thu, 28 May 2026 14:28:30 -0400 https://alumnijobs.cofc.edu/jobs/rss/22304752/director-of-curriculum-interdisciplinary-program-teacher https://alumnijobs.cofc.edu/jobs/rss/22304752/director-of-curriculum-interdisciplinary-program-teacher Marlborough, Massachusetts, Position Summary This is a hybrid role combining academic leadership and teaching. Approximately 50 percent of your time will be dedicated to teaching ( teach two (2) classes per semester) . The remaining time will focus on curriculum coordination and interdisciplinary program integration across the school. This role is structured as a project leadership and execution function. It does not carry final decision-making authority on curriculum. Academic direction, priorities, and final decisions are set by the Head of School, Dean of Academics and Faculty, and Dean of the IDEA Program. Department Heads are responsible for writing their subject-specific curriculum with the Director of Curriculum assisting to make sure that the curriculum meets NEIA’s academic vision and rigor standard. Important Clarification of Scope: This role is responsible for coordination, execution, and integration. It does not override Department Heads or set curriculum independently. The role exists to ensure that curriculum work is completed effectively, aligned across the school, and executed at a high standard under the guidance of academic leadership. New England Innovation Academy Teachers will design and deliver a rigorous, inquiry-based curriculum. Full-time faculty teach four sections in Upper School, Middle School, or a mixture of both divisions with two or three different course preparations, participate in coaching two sports/activities or the equivalent, and serve as an advisor. Teachers also collaborate and innovate with colleagues across different curricular areas and divisions, and attend weekly staff meetings for subject areas and divisions.  Teaching and learning revolve around a competency-based education system aligned with our Pillars: Innovation & Entrepreneurship, Human-Centered Design, Integrated & Experiential Learning, and Belonging & Togetherness. This system assesses "Pillar" competencies applicable across all academic departments, as well as department-specific competencies, to demonstrate expertise in a particular subject. The NEIA values of equity, agency, and adaptability are deeply embedded in this approach, ensuring that students develop skills crucial for the next generation of leaders. NEIA's educational process extends beyond traditional classrooms, encompassing activities such as advocacy groups, after-school activities, residential programs, service projects, expeditions, and internships. These activities embody and promote NEIA's values, striving to provide an innovative, relevant, and future-focused learning experience. At its core, NEIA believes in the transformative power of empathy, curiosity, and collaboration in making a positive impact on the world. Teachers invest deeply in the school's community by participating in the advising (called Advocacy at NEIA) program with a group of five to eight students, contributing to social and emotional learning initiatives, participating in extracurricular activities such as explorations and clubs, and chaperoning weekend activities once or twice each term. The role is integral to enhancing the overall student experience and requires a commitment to the various facets of school life at NEIA. Under the supervision and guidance of the Head of Teaching & Learning, teachers are responsible for preparing lesson plans, regularly updating curriculum , and collaborating with colleagues. Their duties include assessing student work and performance through NEIA’s competency-based model, providing feedback, documenting student progress, writing student report notes, and assigning learning extensions. Teachers are expected to create and manage a learning environment that guides and encourages students to develop and fulfill their academic potential and accomplish the learning goals of NEIA. Finally, teachers are also expected to understand and apply human-centered design as a process, and to embed it as an ethos across our program.  Essential Duties and Responsibilities include, but are not limited to, the following: Director of Curriculum & Interdisciplinary Program Curriculum Coordination and Execution Coordinate the day-to-day development of curriculum across all academic departments and the IDEA program Ensure curriculum mapping, alignment, and progression across grades 7 to 12 are completed on time and aligned with NEIA’s academic vision Partner with the Dean of Academics and Dean of IDEA in the development of the Intensive Program to begin in the 2026-27 academic year.  Track progress of curriculum development and ensure deliverables are completed with consistency and quality Maintain visibility into syllabi, course materials, and instructional plans across departments Interdisciplinary Integration Facilitate collaboration between core academic departments and the IDEA program Support the development and execution of interdisciplinary and applied learning experiences Help ensure integration efforts are practical, aligned, and executable within the academic program Faculty Support and Implementation Support Department Heads and faculty in executing curriculum plans with consistency Help reinforce instructional expectations and alignment with NEIA’s academic standards Identify gaps or inconsistencies and elevate them to academic leadership for resolution Program Alignment and Quality Control Ensure that curriculum development efforts align with the broader academic direction set by school leadership Monitor consistency in rigor, structure, and student experience across divisions Provide regular updates to the Dean of Academics and Dean of the IDEA Program on progress and risks Teaching  Embody NEIA's principles of empathy, equity, personalization, authentic work, and collaboration in all work activities and actions. Develop engaging, educational, and exciting integrated and experiential curriculum and lesson plans tailored to students' interests and needs. Implement classroom management strategies to maintain student focus and productivity. Adapt teaching methods and instructional techniques to accommodate students' diverse needs and learning styles, aligning with individual learning plans where applicable. Regularly assess student progress through NEIA's competency system, providing timely and constructive feedback and informing students about their performance. Build positive relationships with students to foster their academic growth and development. Collaborate with other teachers, administrators, and school counselors to enhance student learning experience. Identify students facing learning or emotional challenges or home situations, and work with the Student Support Team to provide necessary resources and support. Stay informed about and actively utilize individual learning plans in teaching and student interactions. Communicate effectively with parents and guardians regarding students' performance and needs. Incorporate goals, competencies, and objectives into lesson plans that directly apply to students' lives. Strive to achieve school and course-wide performance goals for every student in class. Engage in ongoing professional learning in accordance with the school’s professional growth framework. Support the initiatives and strategic goals set forth by the School Leadership. Perform other related duties and responsibilities as assigned and required by the position and the School. Expectations for all Teachers Teaching staff are employed on a 12-month, exempt basis, featuring a distinct vacation and paid time off (PTO) structure compared to non-teaching staff. Their vacation days align with school vacation periods, subject to a few key conditions: Preparation for Class Resumption: Teachers must be prepared to resume teaching immediately after school vacation. Responsiveness to Work Communications: Teachers are expected to respond to work-related communications within a reasonable timeframe when school is in session — ideally within 24-48 hours. Summer Vacation Responsibilities: Teachers are expected to prepare for the upcoming academic year during the summer break. This preparation includes tasks such as updating course outlines, organizing classes on Google Classroom, and planning lessons. As the school and academic programs grow, teachers are expected to develop new curricula, under the oversight of the Director of Curriculum & Professional Learning.   During the academic year, teaching staff are entitled to five (5) days of PTO, which can be used for sick or personal days. During the roughly 32 weeks of the school year, teaching staff should expect to work up to 55 hours per week. Core Responsibilities: Full time teachers teach four classes — or the equivalent — per semester. Serve as an Advocate (advisor) for a group of students and implement programming as required. Adhere to standard work hours: 7:45 a.m. to 3:15 p.m. (Monday-Friday); standard work hours during two seasons of sports/after-school activities: 7:45 a.m. to 4:30 p.m. (Monday-Thursday) and 7:45 a.m. to 3:15 p.m. (Friday). Be available for WIN Block (Monday-Thursday), barring other NEIA commitments. Follow Teaching Best Practices and manage platforms like Google Classroom and Otus. Document year-long curriculum. Take daily class attendance. Comply with individual learning accommodations for students. Write reports thrice yearly and conduct advocate calls and parent/guardian conferences. Engage in ongoing professional learning as per NEIA’s framework. Attend all-school and division meetings, weekly teacher meetings, subject-area meetings, and US and MS meetings. Serve on ad hoc or standing committees as needed. Extracurricular Involvement: Lead or assist in two seasons of After-School Activities (ASAs) and one Club annually. Chaperone student events, assist with athletic events, supervise recess and other non-structured times, and support ResLife weekend activities. Approximate expectation: 2 shifts per semester.  Event Participation: Participate in Opening Meetings, Off-site Orientation Trips, Family Weekend, Monthly Professional Days & Afternoons, PIN Points, Dive into NEIA, Accepted Student Days, Admission Open House Events, Graduation, NEIA Expo, and End-of-School Meetings, and other events as needed. Educational Approach: Embody NEIA’s principles of empathy, equity, personalization, authentic work, and collaboration. Develop and implement engaging curriculum and lesson plans tailored to students' interests and needs. Use varied and innovative teaching methods and instructional techniques to cater to diverse learning styles. Assess student progress, provide constructive feedback, and build positive relationships with students. Collaborate with colleagues and counselors to enhance student learning experiences. Identify and support students facing challenges, liaising with the Student Support Team as needed. Maintain effective communication with parents and guardians about student performance and needs. Residential Life Responsibilities (For On-Campus Staff): Oversee evening hours, ensuring safety and a quiet environment from lights out. Supervise students during weekends and chaperone off-campus trips. Serve as the overnight on-campus presence for student safety and order. Act as an emergency contact for residential students’ guardians outside school hours (5:30 p.m. - 7:30 a.m. on weekdays). Manage weekend passes, permissions, and emergencies. Attend residential life house and staff meetings. Note : Additional duties may be assigned by the Head of School as needed. Qualifications: Ability to create long-term work plans that incrementally improve academic outcomes. Ability to create a welcoming and supportive community for a diverse student body. Ability to work with professionalism, discretion, sound judgment, equity, honesty, and personal accountability at all times.   Proficient knowledge of teaching strategies and methods.   Ability to incorporate goals, competencies, and objectives into lesson plans in ways that directly apply to students' lives.   Ability to use technology effectively in teaching, learning, and administrative functions and willingness to stay current in technology skills and learn emerging technologies as needed. Strong written and verbal communication skills.   Strong administrative and organizational skills.   Strong creative and critical thinking skills. Ability to efficiently and effectively manage the time of self and others.   Understanding and adhering to applicable laws, codes, policies, regulations, and safety practices and procedures. Salary Range: This position is a full year (12 months), full time, benefits eligible position. The pay range for this position is $90,000 - $110,000. Education and/or Experience:  Master’s degree required. At least 5 years of teaching experience in a residential or day school setting. A minimum of 5-7 years of leadership or administrative school experience. Supervisory Responsibilities: Director of Curriculum & Interdisciplinary Program & Teacher does not supervise any other employees at NEIA.  Physical Requirements An employee must meet the physical demands described here to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Stand/sit for long periods. Bend, lift, push, kneel, crouch, crawl, stoop. Capable of moving around the classroom while teaching a class. Capable of adapting to frequent changes in position throughout the workday. Hearing and speaking to understand and exchange information in person or on the telephone. Speak clearly so listeners understand. Use hands and fingers for manipulation, educational tools, play equipment, keyboarding, first aid, and CPR performance. Specific vision abilities required include close vision, distance vision, color vision, and depth perception. Nothing in this job description restricts NEIA’s right to assign or reassign duties and responsibilities to this position at any time.  Interested candidates are asked to send a cover letter and resume to careers@neiacademy.org with the subject: Director of Curriculum & Interdisciplinary Program & Teacher  We are unable to respond to phone or email inquiries. To learn more about New England Innovation Academy, please visit our website: https://neiacademy.org/ Wed, 27 May 2026 17:44:50 -0400 https://alumnijobs.cofc.edu/jobs/rss/22304738/vice-president-of-development https://alumnijobs.cofc.edu/jobs/rss/22304738/vice-president-of-development Los Angeles, California, START DATE: Summer 2026 REPORTS TO: Chief Executive Officer SUPERVISES: Development Team, comprised of 4 team members at the Director and Manager levels WORK TYPE: The Partnership team works in a hybrid capacity. This position is based in Los Angeles and is a combination of working remotely, in our Downtown LA office, and at Partnership schools. This is a full-time, year-round position.   ABOUT THE PARTNERSHIP FOR LOS ANGELES SCHOOLS Launched in 2007, the Partnership for Los Angeles Schools’ mission is to transform schools to revolutionize school systems, empowering all students with a high-quality education. The Partnership is a non-profit, in-district partner to LA Unified, not a charter network. As an independent nonprofit organization, the Partnership serves 13,550 students across 20 LA Unified schools in Boyle Heights, South Los Angeles, and Watts. The Partnership works within the LA Unified School District context, which includes honoring all collective bargaining agreements for its teachers and school staff. To learn more about the Partnership, our mission, and how we approach our goals, please visit our website .   ABOUT THE POSITION The Partnership for Los Angeles Schools is looking for a strategic, collaborative, and proactive new Vice President of Development. The new Vice President (VP) has an exciting opportunity to help build the Partnership’s next phase of transformative growth and impact, and have a real and lasting impact on our communities. The VP of Development will drive the Partnership’s philanthropic revenue strategy, which is responsible for delivering an ambitious five-year income plan that secures increasing levels of support. The VP will provide strategy and leadership for the Partnership’s development programs, spanning annual, major, and planned giving; corporate and foundation gifts and grants; stewardship programs; donor marketing; and other development-related activities. Reporting to the Chief Executive Officer (CEO), this leader will engage with the Board of Directors and the Fundraising Committee to increase the Partnership’s relationships with new and existing prospects and constituencies.   Internally, the VP of Development will strengthen development systems and structures and foster a culture of philanthropy across the organization. The VP will manage a staff of four development professionals spanning major gifts and institutional giving, and will coach the team to drive relationship-based fundraising and deepen and diversify the Partnership’s base of major donors and institutional funders.   The VP of Development will have a direct and positive impact on the 2025-2030 strategic plan through developing an organization-wide culture of philanthropy, major and principal donor strategy, and timely execution at one of the nation’s largest in-district transformation organizations.   The Partnership is committed to continuously building an anti-racist culture that promotes diversity, equity, inclusion, and belonging in classrooms and in our home office. The VP of Development will be someone who is committed to implementing these values in creative ways when executing day-to-day tasks and responsibilities, as well as through org-wide leadership and external influence.   POSITION RESPONSIBILITIES Position responsibilities include but are not limited to:   Fundraising Strategy & Culture Design and execute a multi-year fundraising strategy aligned with organizational vision and strategic plan, including annual targets and gift table plans Personally manage and grow a portfolio of top prospects and donors, including individuals, foundations, and corporations, with a focus on high-net-worth individuals and multi-year transformational gifts Oversee development of compelling cases for support, tailored donor communications, and stewardship strategies to strengthen relationships and secure flexible, unrestricted funding Expand and refine prospect pipeline, integrating historical context and new identification strategies to diversify and grow the donor base Serve as a trusted advisor and collaborative thought partner to the CEO and Board of Directors, and share responsibility with these team players on fundraising strategy execution Regularly brief the CEO and Executive Team on revenue performance, emerging opportunities, and fundraising risks Serve as a dynamic external face for the Partnership, representing the organization at major events, donor meetings, and public forums to increase visibility and inspire investment In collaboration with the organization’s communications team, elevate the voices and stories of students, families, and school communities in donor-facing communications Build and embed a collaborative, organization-wide fundraising culture, engaging board members, executive leadership, and program teams as active fundraising partners   Internal Capacity-Building & Systems Management Equip internal stakeholders with tools, training, and messaging to confidently support donor cultivation and stewardship efforts Champion the Partnership’s commitment to diversity, equity, inclusion, and belonging in all team and external fundraising activities Strengthen internal systems and processes for prospect management, donor tracking, stewardship, and revenue reporting to ensure accountability and data-driven decision-making Oversee the use and optimization of CRM tools (e.g., Raiser’s Edge) to support robust pipeline development and "pipeline health" dashboards to monitor progress, identify gaps, and proactively adjust cultivation strategies Ensure operational excellence and sustainability in all fundraising activities, positioning the organization for long-term financial resilience   Leadership & Team Management Lead, build, inspire, and support a high-performing Development Team that grows an increasingly larger and diverse base of support by increasing donors and prospects, ensuring effective management, and maximizing strategic donor engagements Mentor the Development Team members through individualized coaching, instilling a growth mindset, engaging in identity-based learning and management practices, and community-building, with an expectation of 25% or more of time dedicated to team and individual management Model effective cross-functional collaboration, project management, and alignment to organizational values and priorities Provide thought partnership and collaboration with the Executive Team, Board of Directors, and other team members   MAJOR OBJECTIVES Within the first 12-18 months, the VP of Development will achieve the following major objectives: Build strong, collaborative, and trusting relationships through visible, confident, and capable leadership with the CEO, Executive Team, Board of Directors, school leadership, teachers, students, community partners, donors, volunteers, and external stakeholders. Plan, develop, and implement a strategic development plan that prioritizes the Partnership’s funding needs and private support and raises up to $8 million annually Strengthen internal and Board fundraising capacity by strengthening the Partnership’s culture of philanthropy, supporting the Board’s Fundraising Committee, improving systems for stewardship and donor tracking, and increasing donor pipeline and cultivation strategies. Roll out a fundraising-aligned communications strategy that centers equity, elevates the Partnership’s narrative, and deepens connection to impact across donor and community audiences. Close the current gap to the year’s goal with several funding wins while adopting a more ambitious approach to overall fundraising efforts.   REQUIREMENTS & QUALIFICATIONS A minimum of 10 years of progressively responsible development leadership experience with a strong track record of securing multi-year funding and building diversified and unrestricted revenue streams Proven experience in raising and leading teams to secure significant major gifts at the six- and seven-figure level, including events and campaigns Proven ability to hire, manage, motivate, and retain a diverse team of professionals that strive to achieve and exceed annual goals in an open, transparent, and inclusive manner Deep expertise in cultivating high-level donor and foundation relationships, including grant writing and stewardship of major institutional funders Experience as a proactive, goal-oriented, and data-informed development leader with demonstrated success in building productive, long-term relationships with senior administrators, community leaders, boards, volunteers, and donors Excellent inspiring and persuasive interpersonal and communication skills with experience serving as an external ambassador to diverse audiences, including Board members and community partners Strong emotional intelligence and people-centered leadership skills, with the ability to foster a culture of care, model curiosity-driven problem-solving, and resolve conflicts with empathy Ability to cast a clear and mission-aligned strategy and vision, and bring others along through goal-setting, progress monitoring, and executing day-to-day work Strong skills in managing multiple projects and priorities in a fast-paced environment Familiarity with CRM platforms (Raiser’s Edge preferred) K-12 public education experience valued, but not required A deep belief in the power of our communities, the Partnership’s mission, approach, and core values A commitment to fostering a diverse, equitable, and inclusive work environment for all team members A willingness to learn, grow, and model the Partnership competencies : Anti-racism, root cause analysis, long-term thinking, teaming and collaboration, psychological safety, and learning and growth   COMPENSATION & BENEFITS The Partnership’s commitment to diversity, equity, and inclusion extends to our compensation practices. Our goal is to ensure that salaries are fair for all staff members who hold many intersectional identities, and we set salaries based on a robust compensation model grounded in consistency and transparency.    The starting salary for this position is $213,134. The exact salary for this position is set through the Partnership’s compensation policy and is dependent on the candidate’s relevant skills, experiences, and organizational tenure. In support of our vision for pay equity, candidate salaries are determined by a formula, and we do not negotiate.    The Partnership also offers a robust benefits package, including employer-paid health, dental, and vision insurance for employees and their dependents; a 403(b) retirement program with employee match and vesting; parental and sabbatical leaves; a professional development allowance; and generous paid time off.   APPLICATION GUIDELINES Please prepare your resume and a cover letter tailored to this position. You will submit your documents and application via this link . Research shows that women and individuals from systemically marginalized communities are less likely to apply for jobs unless they meet all of the qualifications. While this job description outlines the major responsibilities and requirements to be successful in this role, the Partnership is committed to considering all applicants who are passionate about our mission and can see themselves excelling in this role – including those with diverse and non-traditional work experience.   For technical assistance or support for applying with a disability, please contact the Home Office Talent Team .   EQUAL OPPORTUNITY EMPLOYER Partnership for Los Angeles Schools is an equal opportunity employer that is committed to – and actively pursues – diversity, equity, and inclusion in the workplace. The Partnership prohibits discrimination based on race (including traits historically associated with race such as hairstyle), creed, color, religion, registered domestic partner status, national origin, ancestry, sex, gender, gender expression, gender identity, sexual orientation, marital status, citizenship status, age, military and veteran status, medical condition, genetic information, political affiliation, pregnancy or childbirth, physical disability or mental disability, or any other basis protected by federal, state, or local law or ordinance or regulation. The Partnership also prohibits discrimination based on the perception that anyone has any of these characteristics, or is associated with a person who has or is perceived as having any of those characteristics.   This policy applies to all employment practices within our organization, including recruiting, hiring, placement, promotion, training, transfer, wages, benefits, termination, and all other privileges, terms, and conditions of employment. Wed, 27 May 2026 17:15:44 -0400 https://alumnijobs.cofc.edu/jobs/rss/22304585/5th-grade-homeroom-teacher https://alumnijobs.cofc.edu/jobs/rss/22304585/5th-grade-homeroom-teacher San Rafael, California, 5th Grade Homeroom Teacher Full-Time Position Beginning August 2026   Mark Day School seeks a collaborative, innovative educator with a passion for teaching 5th grade. Join us and teach in a community characterized by academic excellence, student-centered teaching methods, close collaboration between colleagues, a block schedule, a 1:1 laptop program, and a commitment to diversity, equity, inclusion, and belonging. Teachers challenge, nurture, and engage all learners by mixing traditional best practices with progressive, student-centered approaches such as competency-based assessment, project-based learning, student-centered inquiry, and differentiated instruction. The successful applicant for this position will help advance the school’s mission with positive energy, creativity, dedication to a diverse and equitable community, love for children, a strong work ethic, and a desire to collaborate in partnership with the wider school community.    Opportunities and Responsibilities Build a strong, positive classroom community in which students advocate for themselves and others. Challenge all students with high academic and behavioral expectations while maintaining a climate of responsibility, safety, kindness, enthusiasm, and fun. Form supportive and responsive relationships with students and families. Differentiate instruction to challenge every learner. Provide constructive, timely feedback that fosters a growth mindset.  Model personal standards of excellence: warmth, clarity of expectations, consistency, and accountability. Participate fully in a learning community committed to diversity, equity, inclusion, and belonging. Employ equitable and culturally responsive teaching practices.  Collaborate regularly with grade-level colleagues. Engage in ongoing professional development. Use school technologies to enhance student learning, faculty collaboration, and responsive communication. Work with learning specialists, counselors, and parents when necessary to design differentiated programs for students who require specialized support. Collaborate with colleagues to carry forward major project initiatives in the cross-disciplinary literacies as well as enhance the students’ overall experience. Observe, evaluate, encourage, and monitor students’ academic and social development and progress. Communicate proactively and regularly with students, parents, and colleagues regarding students’ progress and needs.    Additional Responsibilities Include: Back to School Night  Parent information evenings Admission tours, open houses, and assessments Committee work Weekly faculty meetings Recess supervision Chaperone 5th Grade Big Sur outdoor education trip   Education, Experience, and Qualifications Bachelor’s degree or higher from an accredited institution  Relevant teaching experience with a minimum of two years preferred Relevant subject area knowledge Proven track record of working effectively to advance diversity, equity, inclusion, and belonging Strong skills in curriculum design, differentiated instruction, initiative, follow-through, organization, collaboration, and communication   Compensation and Salary Range Mark Day School places faculty on a published internal salary scale with steps based on years of experience in education. Full-time employees also receive individual benefits through the school as well as generous professional development support. The Mark Day faculty salary range for full-time faculty positions is $75,000 - $158,000, depending on experience.   More About Mark Day School Mark Day School is an independent, all-gender, K-8 school located in the Bay Area in San Rafael, CA, with an enrollment of 380 students. Innovative, inclusive, and full of heart, Mark Day School unites an enriched, challenging academic program with a kind and inclusive community. The school nurtures a love of learning, engagement in the community, and development of compassion and an ethical framework. Students learn and practice the intellectual, social, and emotional skills they will apply to the unique challenges and opportunities of their time; graduates stand out not only for their intellectual curiosity and pursuit of ideas but also for their joy of learning and a deep sense of responsibility to be active, engaged citizens.    Mark Day School has established a consistent practice of thoughtful innovation in its curricular program, focusing on current-century skills and concepts including four cross-disciplinary literacies: cross-cultural literacy, media and information literacy, eco-literacy, and social and emotional literacy. Highlights include the award-winning Media Literacy program; well-established local and global partnerships with Adopt-a-Family, the Ritter Center, Cedars, LITA, eSibonisweni School and Kliptown Youth Program in South Africa, Ren Ai School in Taiwan, and Beijing Experimental Primary School #2 in China, among others; Boxlight and FrontRow technology in every classroom, with a one-to-one laptop program beginning in sixth grade; Mandarin and Spanish language beginning in kindergarten; an integrated Social and Emotional Learning program; a commitment to differentiation across the school; and more. Mark Day School is a vibrant and diverse community, and all community members continue to work towards the furthering of an inclusive and supportive school. Mark Day School is an equal-opportunity employer committed to excellence through diversity and multiculturalism. Mark Day School's salary and benefits are very competitive by both NAIS and regional standards. For more information about Mark Day School, please visit our website ( www.markdayschool.org ) . Interested candidates should visit our website and send a letter of interest and resume via email to usresumes@markdayschool.org Wed, 27 May 2026 12:50:16 -0400 https://alumnijobs.cofc.edu/jobs/rss/22304708/7th-grade-english-teacher-and-student-mentor https://alumnijobs.cofc.edu/jobs/rss/22304708/7th-grade-english-teacher-and-student-mentor San Rafael, California, 7th Grade English Teacher and Student Mentor  Full-Time Position Beginning August 2026   Mark Day School seeks a collaborative, innovative educator with a passion for teaching English to middle school students. Join us and teach in a community characterized by academic excellence, student-centered teaching methods, close collaboration between colleagues, a block schedule, a 1:1 laptop program, and a commitment to diversity, equity, inclusion, and belonging. Teachers challenge, nurture, and engage all learners by mixing traditional best practices with progressive, student-centered approaches such as competency-based assessment, project-based learning, student-centered inquiry, and differentiated instruction. The successful applicant for this position will help advance the school’s mission with positive energy, creativity, dedication to a diverse and equitable community, love for children, a strong work ethic, and a desire to collaborate in partnership with the wider school community.    In their study of English, students critically engage with a wide variety of texts, including whole-class novels, small group novels, and independently selected works, including plays, short stories, and poetry. They develop effective and powerful written communication, including analytical, narrative, and creative writing. They also build public speaking and group discussion skills.   Opportunities and Responsibilities Teach three sections of 7th grade Engilsh and serve as a middle school mentor group (advisory) leader. Teach weekly classes to 7th and 8th graders through our Arts and Creativity Electives Program and our Cross-Disciplinary Literacies Program.  Challenge all students with high academic and behavioral expectations while maintaining a climate of responsibility, safety, kindness, enthusiasm, and fun. Differentiate instruction to challenge every learner. Provide constructive, timely feedback that fosters a growth mindset.  Model personal standards of excellence: warmth, clarity of expectations, consistency, and accountability. Participate fully in a learning community committed to diversity, equity, inclusion, and belonging. Employ equitable and culturally responsive teaching practices.  Collaborate regularly with 6th and 8th grade English colleagues. Engage in ongoing professional development. Form supportive and responsive relationships with students and families. Build a strong, positive classroom community in which students advocate for themselves and others. Use school technologies to enhance student learning, faculty collaboration, and responsive communication. Work with learning specialists, counselors, and parents when necessary to design differentiated programs for students who require specialized support. Collaborate with colleagues to carry forward major project initiatives in the cross-disciplinary literacies as well as enhance the students’ overall experience. Observe, evaluate, encourage, and monitor students’ academic and social development and progress. Communicate proactively and regularly with students, parents, and colleagues regarding students’ progress and needs.    Additional Responsibilities Include: Back to School Night  Parent information evenings Admission tours, open houses, and assessments Committee work Weekly faculty meetings Recess supervision Chaperone 7th Grade Yosemite outdoor education trip   Education, Experience, and Qualifications Bachelor’s degree or higher from an accredited institution  Relevant teaching experience with a minimum of two years preferred Relevant subject area knowledge Proven track record of working effectively to advance diversity, equity, inclusion, and belonging Strong skills in curriculum design, differentiated instruction, initiative, follow-through, organization, collaboration, and communication   Compensation and Salary Range Mark Day School places faculty on a published internal salary scale with steps based on years of experience in education. Full-time employees also receive individual benefits through the school as well as generous professional development support. The Mark Day faculty salary range for full-time faculty positions is $75,000 - $158,000, depending on experience.   More About Mark Day School Mark Day School is an independent, all-gender, K-8 school located in the Bay Area in San Rafael, CA, with an enrollment of 380 students. Innovative, inclusive, and full of heart, Mark Day School unites an enriched, challenging academic program with a kind and inclusive community. The school nurtures a love of learning, engagement in the community, and development of compassion and an ethical framework. Students learn and practice the intellectual, social, and emotional skills they will apply to the unique challenges and opportunities of their time; graduates stand out not only for their intellectual curiosity and pursuit of ideas but also for their joy of learning and a deep sense of responsibility to be active, engaged citizens.    Mark Day School has established a consistent practice of thoughtful innovation in its curricular program, focusing on current-century skills and concepts including four cross-disciplinary literacies: cross-cultural literacy, media and information literacy, eco-literacy, and social and emotional literacy. Highlights include the award-winning Media Literacy program; well-established local and global partnerships with Adopt-a-Family, the Ritter Center, Cedars, LITA, eSibonisweni School and Kliptown Youth Program in South Africa, Ren Ai School in Taiwan, and Beijing Experimental Primary School #2 in China, among others; Boxlight and FrontRow technology in every classroom, with a one-to-one laptop program beginning in sixth grade; Mandarin and Spanish language beginning in kindergarten; an integrated Social and Emotional Learning program; a commitment to differentiation across the school; and more. Mark Day School is a vibrant and diverse community, and all community members continue to work towards the furthering of an inclusive and supportive school. Mark Day School is an equal-opportunity employer committed to excellence through diversity and multiculturalism. Mark Day School's salary and benefits are very competitive by both NAIS and regional standards. For more information about Mark Day School, please visit our website ( www.markdayschool.org ) . Interested candidates should visit our website and send a letter of interest and resume via email to usresumes@markdayschool.org Wed, 27 May 2026 16:14:03 -0400 https://alumnijobs.cofc.edu/jobs/rss/22304460/middle-school-english-faculty-2026-2027 https://alumnijobs.cofc.edu/jobs/rss/22304460/middle-school-english-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 School English faculty member will exemplify Trinity Prep’s three Core Leadership Competencies that apply to all faculty of the organization:    Self-Development Directs, Optimizes and Plans Work Develops Talent Position Summary:  Trinity is seeking applicants for a full-time middle school English instructor. Qualified candidates must have the ability to develop meaningful relationships with highly motivated students from diverse backgrounds. This teacher should plan to be an integral component of the students' lives, in and out of the classroom, and to collaborate with colleagues on a grade-level team and as a member of the English 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:           Nurture a group of assigned advisory students for the purpose of advising them on academics, social, and future-planning issues as well as acting as the liaison between the parents and school.  Prepare lesson materials, grade papers, manage the classroom, and evaluate and give feedback to students. 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. Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. Prepare, administer, and grade tests and assignments in order to evaluate students' progress. When necessary, meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs. Collaborate with other teachers and administrators in the development, evaluation, and revision of school programs to ensure students are prepared for Grade 7. In addition to teaching and advising, Trinity faculty lead a significant out-of-the-classroom activity like coaching a sport or a competitive academic team. 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, grammatical, and oral communication skills.. Excellent organizational and presentation skills. Proven success working collaboratively with other members of the English 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   Wed, 27 May 2026 10:07:30 -0400 https://alumnijobs.cofc.edu/jobs/rss/22304431/mid-elementary-school-teacher https://alumnijobs.cofc.edu/jobs/rss/22304431/mid-elementary-school-teacher Traverse City, Michigan, Middle Elementary School Teacher Pathfinder School — Traverse City, Michigan Position Summary Pathfinder School seeks a dynamic, reflective, and student-centered Middle Elementary School Teacher who is committed to cultivating both intellectual facility and self-assurance in every student. The ideal candidate believes deeply in the capacity of children to think critically, collaborate meaningfully, create boldly, and take ownership of their learning. This educator will design and facilitate engaging, inquiry-driven learning experiences that foster academic growth while also developing responsibility, initiative, resilience, and confidence. The Middle Elementary School Teacher serves as both a guide and mentor, creating a classroom culture where students are challenged, supported, and empowered to become capable, curious, and compassionate learners. The Teacher will also facilitate class meetings in her or his role as Homeroom Teacher. About Pathfinder School At Pathfinder School, our mission centers on two essential outcomes for students: Intellectual Facility — developing the ability to think critically, solve problems creatively, communicate effectively, and apply learning with depth and flexibility. Self-Assurance — nurturing confidence, independence, responsibility, initiative, and a strong sense of personal agency. Instruction and Learning Design Design and implement engaging, interdisciplinary (focusing on Math, Language Arts, and Social Studies) learning experiences aligned with academic standards and Pathfinder’s educational philosophy. Foster a classroom environment that promotes inquiry, exploration, creativity, and intellectual risk-taking. Differentiate instruction to meet the developmental and academic needs of diverse learners. Utilize project-based, experiential, and collaborative learning approaches. Encourage students to take ownership of their learning through goal-setting, reflection, and self-assessment. Integrate opportunities for critical thinking, problem-solving, discussion, and innovation across subject areas. Support students in developing strong communication, organizational, and executive functioning skills. Student Development and Classroom Culture Build a classroom culture grounded in mutual respect, responsibility, inclusion, and belonging. Cultivate student self-assurance by encouraging independence, perseverance, and thoughtful decision-making. Serve as a mentor and trusted adult who supports students’ social-emotional development. Promote student voice, agency, and leadership within the classroom community. Help students develop accountability for their work, behavior, and contributions to the community. Collaboration and Community Collaborate closely with colleagues to design curriculum, support student growth, and strengthen school culture. Maintain strong communication and partnerships with families. Participate actively in school meetings, professional learning, and community events. Contribute positively to the continued growth and evolution of Pathfinder School. Assessment and Reflection Use formative and summative assessments to monitor student growth and inform instruction. Provide meaningful feedback that supports both academic development and student confidence. Reflect regularly on teaching practices and pursue ongoing professional growth. Document and communicate student progress effectively with students and families. Required Qualifications Bachelor’s degree in Education or a related field. Experience working with elementary-aged students. Strong classroom management and relationship-building skills. Excellent communication, collaboration, and organizational abilities. Commitment to student-centered, inquiry-based learning. Preferred Qualifications Experience with project-based learning, experiential education, or progressive educational models. Understanding of social-emotional learning and child development. Experience fostering student agency and collaborative classroom practices. Ability to integrate creativity, innovation, and interdisciplinary learning into instruction. Generous Tuition Remission Health Insurance Wed, 27 May 2026 09:23:34 -0400 https://alumnijobs.cofc.edu/jobs/rss/22304794/global-associate-one-year-ay26-27 https://alumnijobs.cofc.edu/jobs/rss/22304794/global-associate-one-year-ay26-27 Cambridge, Massachusetts, Reports To: Diversity, Equity, Inclusion, and Global Education Officer Start Date: June 15, 2026 About Buckingham Browne & Nichols: Located in Cambridge, Massachusetts, Buckingham Browne & Nichols is a day school that engages students in grades Pre-K through 12 in a rich and invigorating educational experience of the highest quality. The school excels at helping students discover their unique talents and passions and develop those strengths to the fullest. The curriculum is challenging, forward-thinking, innovative, and flexible, designed to help qualified students, from a range of backgrounds and with a wide spectrum of talents and interests, reach new levels of accomplishment. Co-curricular opportunities in athletics, the arts, community service, and other areas add important dimensions to students’ learning. Students learn on three age and developmentally-appropriate campuses. At every grade, BB&N takes full advantage of the range of opportunities its locations afford. BB&N is committed to becoming an anti-racist institution. This commitment is integral to the mission and vision of the School. BB&N is an academically excellent, diverse, and inclusive community where students develop into lifelong learners who lead with kindness, curiosity, and integrity. We prepare students to be responsible and open-minded as they engage with the world around them. Our school is guided by the core values of: Inquiry, in which we promote curiosity and critical thinking to inspire a lifelong love of learning. Integrity, in which we strive to be honest, conscientious, and accountable in our actions, even when no one is watching. Belonging, in which we foster a culture of respect, well-being, and connection that values all individuals and empowers them to discover and be their authentic selves, and Kindness, in which we strengthen our communities by recognizing our common humanity and treating ourselves and others with respect and compassion. The vibrancy and vitality we feel in the classrooms, hallways, stages, and playing fields of BB&N derive from the people who are here. At its root are the varied interests and experiences, the different backgrounds, cultures, religions, views, and perspectives that our students and faculty bring to their classes and families bring to myriad activities. Each of us adds to the richness of another’s experience. Working and playing together teaches us lifelong lessons about appreciating, knowing, understanding, and learning from each other. Summary Description: The Office of Diversity, Equity, Inclusion, and Global Education at BB&N is seeking a Global Associate for a one-year full-time position that will support BB&N’s global program, including administrative, logistical, and operational support, collaborating with campus-based faculty and staff to develop curriculum. This position will provide support to trip leaders throughout the school year when trips are occurring. Key Tasks and Responsibilities: Key functions for this position include, but are not limited to: Serve as the point person to interact with faculty and staff in the Middle School and Upper School who are leading global programs. Work with DEIG Practitioners to support the Global dialogue within the community and in the curriculum. Provide administrative, logistics, and operations support to all global programs, including but not limited to: creating, distributing, and collecting necessary forms from faculty, staff, students, and parents ensuring that risk management protocols are established communicating with faculty, staff, students, and parents creating the budget for each global program and reviewing it with the DEIG Officer before finalizing Lead the student application process to participate in a global experience. Lead the faculty application process to participate as a trip leader. Lead Global Program communication with partners, most importantly Round Square and Atlas. Support global trips as they are happening, troubleshooting for trip leaders and communicating with DEIG Officer, as necessary. Participate in at least one year-long opportunity with students, to be determined based on BB&N needs and incumbent’s abilities. Produce content and publish the monthly DEIG Newsletter. Participate in and support DEIG Team events throughout the year. Other responsibilities as assigned. Requirements, Skills, and Competencies: A hardworking, passionate, and dedicated community member who values and respects diversity, promotes equity and inclusion in work. In keeping with BB&N’s commitment to the community, the Global Associate will be able to exemplify cooperation and collaboration, demonstrate leadership, and have at least 2 years of experience coordinating programs–global programs preferred. Bachelor’s Degree Required. In addition, the ideal candidate will demonstrate the following: Strong organizational and time-management skills, with the ability to prioritize competing tasks and meet deadlines. Excellent communication skills (verbal and written). Excellent computer/technical skills. Excellent teamwork/collaboration skills. Ability to work independently, anticipate needs, and proactively resolve scheduling or logistical challenges. Commitment to BB&N's values in daily work. Salary: $50,000 - $60,000 BB&N offers competitive salaries and benefits, employing equitable and consistent compensation practices. The starting salary for any hired candidate is based on experience within salary bands. Compensation for eligible full-time and part-time employees includes a 403(b) plan with up to a 10% match of salary and other competitive benefits offerings. Benefits offered to eligible employees include health & dental insurance; commuter benefits; long-term disability insurance, and more. To Apply: Please visit the Careers at BB&N page to complete your online application. Please upload your Cover Letter, Resume, and Reference List. Successful candidates submit complete applications, inclusive of all requested materials, and respond to all posting questions completely and thoughtfully. Buckingham Browne & Nichols School does not discriminate on the basis of race, color, religion, creed, age, gender identity, national origin or ancestry, veteran status, sexual orientation, genetic information, or any non-job-related physical or mental disability. We welcome candidates who will increase our diversity; we encourage candidates of color and all diverse candidates to apply. Wed, 27 May 2026 21:31:42 -0400 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/22302199/high-school-dean-of-students https://alumnijobs.cofc.edu/jobs/rss/22302199/high-school-dean-of-students Washington, D.C., JOB SUMMARY:    The High School Dean of Students works to promote the general well-being and social, academic, and moral progress of students in the high school. The High School Dean of Students is highly visible and accessible to students and faculty in the high school. The High School Dean of Students supervises the advisory system in the high school and promotes a mission-centered student culture. The High School Dean of Students develops policies which guide and respond to student conduct and works with faculty to maintain student discipline and build a climate of integrity and accountability. This position is a 10-month faculty contract with some on-campus availability and work required over the summer. ESSENTIAL DUTIES AND RESPONSIBILITIES  Student Support & Advocacy Serve as a visible, accessible point of contact for student, parent, and faculty concerns Facilitate conflict resolution between students and between students and teachers Assist in developing and implementing individualized student behavior and support plans Advise high school students and maintain an advisory assignment Ensure student supervision during and after school hours Conduct, Policy & Accountability Develop and communicate policies that guide student conduct and behavior expectations Partner with faculty and administrators to enforce conduct policies consistently Maintain accurate disciplinary records in line with policy and best practice Communicate with students, parents, and staff in a timely way regarding behavior and attendance Oversee the high school attendance system Advisory System Leadership Oversee four Grade Deans and the high school advisory program Develop and guide advisory curricula aligned with the school's mission Serve as a resource to faculty on student behavioral and developmental issues Oversee and assign duties for high school faculty and staff Culture, Community & Student Life Promote a mission-centered student culture throughout the high school Collaborate with the Director of Student Activities, Athletic Director, and Student Government on school-wide programs, events, and traditions Develop, coordinate, and manage budgets for community-building trips and student life programming Foster school spirit and a strong sense of community Equity, Inclusion & Wellness Partner with the Director of Equity, Inclusion, and Culture on school-wide DEI programming and initiatives Support and facilitate civic engagement work across the high school in collaboration with the Director of Civic Engagement Collaborate closely with the School Counselor on student psychological and social health concerns Administrative & Team Leadership Serve on the High School Support Team and High School Administrative Team Consult regularly with the Head of High School on student life matters Carry some teaching responsibilities based on school staffing needs MINIMUM REQUIREMENTS Education/Experience B.A. required Master’s degree preferred 5 – 10 years’ experience as a teacher (including teaching experience in high school) Possess a strong understanding of the developmental needs of high school-aged students Knowledge, Skills, and Abilities Knowledge and understanding of Burke’s mission and progressive philosophies and practices Deep understanding of Burke’s high school Strong listening skills and empathy Ability to be clear, consistent, candid, compassionate, and to work collaboratively Experience and ability to work effectively with students, teachers, administrators, and parents of diverse backgrounds Ability to be objective and fair while working to balance the needs of students and the needs of the School with complex and difficult issues such as discipline, integrity, and mental and emotional health Ability to help plan, organize, and implement high school events and programs Ability to run effective meetings and share in high school duties Ability to write and speak effectively Excellent organizational and presentation skills Possess qualities of enthusiasm, courtesy, flexibility, integrity, gratitude, kindness, self-control, perseverance, and punctuality Ability to represent Burke and its mission to parents, prospective parents, and outside administrators Ability to manage a demanding schedule and set priorities Sense of humor 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. PROCEDURE TO APPLY 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, color, religion, gender identity, sex, sexual orientation, age, national origin, physical or mental disability or handicap, veteran status, marital status or any other classification protected by law. Interested candidates are invited to submit the following materials confidentially as a single PDF file: A cover letter indicating the candidate’s particular interest in and qualifications for the position A current resume A statement of educational philosophy The names, email addresses, and telephone numbers of five references, including your current Head of School (if you work at a school) and at least one additional recent supervisor. In total, candidates should provide two recent supervisors among their five references. Please indicate your relationship with each reference (e.g., supervisor, colleague, or direct report). References should be able to speak to your effectiveness as an educator and administrator, your ability to work successfully with children, and your capacity to collaborate collegially with adults. References will be contacted only with the candidate’s permission.   Salary based on relevant experience and other job-related factors Tue, 26 May 2026 13:16:31 -0400 https://alumnijobs.cofc.edu/jobs/rss/22301985/math-and-science-classroom-teacher-nj-campus https://alumnijobs.cofc.edu/jobs/rss/22301985/math-and-science-classroom-teacher-nj-campus Whippany, New Jersey, Winston Preparatory School is seeking a knowledgeable, engaging educator to join our Whippany, NJ campus as a full-time Math and Science classroom teacher , with the opportunity to also serve as a 1:1 instructor. 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. 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 math and science 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, nonverbal learning disabilities, expressive or receptive language disorders, and executive functioning difficulties.  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.   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) in Mathematics, Science, Special Education, or a related field Master’s degree (MA or MS) in Special Education, Math or Science Education, or Learning Specialist preferred Minimum of two (2) years of teaching experience; specific experience working with students with learning differences is preferred Experience  with scaffolded, multisensory, or evidence-based instructional approaches 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 Whippany, NJ. The salary range for this position is $60,000-80,000, commensurate with education and experience. Ready to apply? Interested candidates should submit their resume and cover letter to: Erica Piche Head of School epiche@winstonprep.edu Salary commensurate with education and experience Tue, 26 May 2026 10:18:36 -0400 https://alumnijobs.cofc.edu/jobs/rss/22302381/associate-director-of-admissions https://alumnijobs.cofc.edu/jobs/rss/22302381/associate-director-of-admissions New York, New York, About Léman: Léman Manhattan is the only independent school in Lower Manhattan serving students from 12 months through Grade 12 , offering a rigorous International Baccalaureate (IB) Programme in one of the world’s most dynamic educational environments.   Consistently ranked among New York’s top private schools by Niche (#29 K–12, #5 Arts, #3 Boarding, #3 Diversity), Léman is also NYC’s only boarding school and the first private school to achieve acceptances to all Ivy League institutions within its first decade of graduates .   Our community represents over 130 countries , fostering a global perspective and inclusive culture. Blending distinguished tradition with cutting-edge innovation, Léman prepares students for the rapidly evolving college and career landscape—guided by our mission: “Each student, future prepared.”   Main Purpose of Role:  This role is part of Léman Manhattan’s vibrant, collaborative learning community, which delivers an engaging and academically rigorous program for all students.   Each employee demonstrates a commitment to anti-bias and anti-racism work and to fostering an inclusive learning community. As an international school with a global outlook, Léman Manhattan utilizes the International Baccalaureate Programme's philosophy to equip students with the knowledge and skills to become thoughtful, engaged leaders. As a school community, we are committed to promoting diversity, equity, belonging, and justice, and to holding ourselves accountable for addressing harm, repairing relationships, and continuing to learn together.   Position Summary: The Associate Director of Admissions plays a vital role in advancing Léman Manhattan's enrollment goals by managing key recruitment initiatives, nurturing relationships within the NYC educational community, and overseeing the applicant journey from inquiry to enrollment. This role requires a dynamic professional with strong leadership skills, a keen marketing sensibility, and a commitment to providing exceptional service to prospective families and campus partners.   Léman is seeking a driven and strategic Associate Director of Admissions who serves as a compelling spokesperson for the school, reaches new families through strategic outreach, and drives enrollment growth. The ideal candidate understands that the family experience is central to the admissions process and brings genuine warmth and responsiveness to every interaction with prospective families. This is a full-time, 12-month position that reports to the Head of Admissions & Enrollment Management. Key Responsibilities:  (The primary tasks, functions and deliverables of the role) Serve as an enthusiastic and engaged spokesperson for the school. Be a leader in the admissions team: give school tours, attend on-campus and off-site admissions events  Effectively tell the school’s story with enthusiasm and tailor messages to specific audiences. Conduct parent and student interviews to assess candidate fit, answer family questions, and highlight school offerings. Ensure applicant files are accurate and complete with detailed notes. Communicate regularly with the admissions pipeline to grow interest and drive enrollment results. Financial Aid: Assist with all aspects of financial aid applications, including working within the Clarity platform, to help families ensure their timely completion. Lead admissions outreach events for prospective families that effectively showcase the school’s differentiators. Conduct strategic outreach to feeder schools, consultants, and other organizations to grow interest. Develop and execute outreach plans to introduce the school to new markets and grow word of mouth. Track and analyze admissions metrics to drive strategy; create reports and updates for leadership as needed. Present candidates for admission to the Admissions Committee. Represent the admissions office to faculty and staff. Perform additional duties as assigned.   Required Qualifications Bachelor’s degree required. Minimum of 3 years’ experience in school admissions, teaching, administration, or a related field; NYC admissions experience strongly preferred. A proven track record of success in developing and implementing recruitment strategies and achieving enrollment goals. Strong marketing sensibility with demonstrated success in enrollment growth. Enthusiastic, effective, and credible communicator; excellent written and oral communication skills, including public speaking and presentations to large and small groups. Ability to convey the school’s academic results and community strength verbally and in writing. Ability to analyze data and interpret statistics to inform recruitment decisions, evaluate trends, and produce reports. Strong project management and organizational skills to manage multiple tasks, events, and deadlines concurrently. Demonstrated ability to make sound, independent decisions and exercise good judgment and discretion, especially with confidential information. Exceptional leadership, interpersonal, and relationship-building skills to engage effectively with diverse populations—parents/guardians, prospective and enrolled students, and campus partners. Sincere interest in participating in the life of the school. Professional, service-oriented, reliable, and responsive; high level of customer service and a welcoming attitude toward applicants and their families. Demonstrates a strong growth mindset, proactive initiative, and adaptability to effectively navigate the fast-paced, evolving landscape of independent school admissions. A self-motivated individual who takes initiative and can work both independently and collaboratively as part of a team. Familiarity with Ravenna, Clarity, and Google Suite. Able to attend evening and weekend school events and travel locally for professional development and conferences as needed. Tue, 26 May 2026 23:00:28 -0400 https://alumnijobs.cofc.edu/jobs/rss/22299764/administrative-assistant-for-athletics https://alumnijobs.cofc.edu/jobs/rss/22299764/administrative-assistant-for-athletics Litchfield, Connecticut, Administrative Assistant for Athletics 10 - Month Position Reports To: Athletic Director   Position Overview Forman School seeks a highly organized, collaborative, and student-centered Administrative Assistant for Athletics to support the daily operations of the Athletic Department. This position plays an essential role in coordinating attendance, managing communications, overseeing logistics, organizing events, maintaining records, and supporting departmental operations to ensure the smooth functioning of the School’s athletic programs. The Administrative Assistant works closely with the Athletic Director, coaches, the CCE Office,, Health Center, faculty, families, and students to promote clear communication, student accountability, and comprehensive support for student-athletes. This individual serves as a central point of contact for the Athletic Department and helps ensure efficient day-to-day operations in a fast-paced school environment. The ideal candidate will demonstrate exceptional organizational skills, attention to detail, professionalism, flexibility, initiative, and the ability to manage multiple priorities independently. Candidates should be comfortable problem-solving proactively, anticipating departmental needs, and maintaining confidentiality while supporting students, families, and colleagues. As a member of the Forman community, this individual will support the School’s mission of empowering students who learn differently while contributing positively to an inclusive and student-centered campus culture. Forman School Mission, Promise, and Core Values   Forman School is an independent, coeducational, college preparatory school for boarding and day students with identified learning differences. Forman develops the whole student, based on each individual’s learning profile, so that all graduates become educated, confident self-advocates throughout life. Forman is committed to sustaining an inclusive environment that fosters a deeper understanding of differences in race, gender, sexual orientation, age, ethnicity, religion, socioeconomic status, geographical origin, physical ability, and family structure. We believe society is strengthened when we learn from and embrace those with experiences and perspectives different from our own. Our community values truth, respect, and kindness. Essential Responsibilities Athletic Operations & Attendance Maintain daily athletic attendance records for all teams and programs. Track and account for students absent from practices, games, or athletic commitments. Communicate attendance concerns and repeated absences to the Athletic Director. Collaborate with the CCE Office regarding attendance contracts and student accountability. Coordinate with the Counseling Department and Health Center regarding students unable to participate. Maintain accurate student participation records and athletic eligibility information. Ensure student-athlete information is updated and organized in departmental systems. Scheduling, Transportation & Logistics Maintain the athletic calendar, including practices, contests, transportation, facility usage, and special events. Coordinate transportation arrangements and confirm game schedules with opposing schools. Communicate schedule changes promptly with students, families, coaches, and faculty. Assist with game-day operations, including officials, scorekeeping, event preparation, and facility coordination. Coordinate postseason events, senior recognition events, athletic banquets, and other departmental functions. Ensure teams have necessary equipment and supplies. Assist with facility reservations and shared campus scheduling needs. Administrative Support Provide general administrative support to the Athletic Director and coaching staff. Manage phone calls, emails, parent inquiries, and departmental correspondence. Support the daily operations of the athletic office, including greeting students, families, visitors, and vendors. Prepare reports, spreadsheets, rosters, schedules, and other departmental documents. Maintain accurate athletic records, files, and student participation information. Assist with uniform distribution, collection, inventory management, and laundering coordination. Coordinate equipment orders, purchasing requests, invoices, reimbursements, and departmental supply needs. Support budget tracking and organization of athletic department expenditures. Update athletic schedules, scores, standings, announcements, and other information on the Forman Athletics webpage and HVAL records. Assist with data entry and management within athletic, scheduling, transportation, and student information systems. Communication & Collaboration Serve as a liaison between the Athletic Department and students, families, faculty, and outside organizations. Maintain clear and professional communication with coaches, opposing schools, transportation providers, and community partners. Collaborate effectively with campus offices to support student-athlete wellbeing and accountability. Help ensure a welcoming, organized, and student-centered athletic environment. Qualifications High school diploma required; Associate’s or Bachelor’s degree preferred. Previous administrative, office management, or athletic department experience preferred, ideally in an independent school or educational setting. Strong organizational, communication, multitasking, and customer service skills. Ability to prioritize responsibilities, work independently, and manage multiple deadlines in a fast-paced environment. Demonstrated professionalism, discretion, and ability to maintain confidentiality regarding sensitive student information. Proficiency with Microsoft Office Suite and Google Workspace. Experience with scheduling systems, athletic management platforms, databases, website updates, and digital communication tools preferred. Familiarity with athletics and school operations preferred. Valid driver’s license preferred. Physical Requirements Ability to move throughout campus and athletic facilities. Ability to lift and transport athletic equipment and supplies up to 25 pounds. Ability to work evenings or weekends during athletic seasons and special events. Ability to adapt to seasonal workload fluctuations throughout the academic year. Equal Opportunity Statement Forman School is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, veteran status, or any other protected status under applicable law. Sun, 24 May 2026 13:47:55 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295717/upper-school-math-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22295717/upper-school-math-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 Math 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 Math, Math 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 15:00:11 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295711/upper-school-science-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22295711/upper-school-science-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 Science 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 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 Science, Science 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 14:53:21 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295714/assistant-spanish-teacher-in-the-upper-school https://alumnijobs.cofc.edu/jobs/rss/22295714/assistant-spanish-teacher-in-the-upper-school 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 Assistant Spanish Teacher in the Upper School division beginning August 2026 for the 2026-2027 school year.  Reporting to the US Division Director, the Assistant Spanish 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 CSE meetings, when appropriate. *Other duties as assigned. Qualifications BA or BS Degree in Spanish, Education with a Spanish concentration, or Special Education 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: This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $47-60k.  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 relevant 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. 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 14:58:32 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295716/us-math-head-teacher-middle-school-grades https://alumnijobs.cofc.edu/jobs/rss/22295716/us-math-head-teacher-middle-school-grades 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 a Math Teacher for middle school grades beginning mid-August 2026 for the 2026-2027 school year. Reporting to the Upper School Division Director, the Head Teacher is responsible for providing developmentally appropriate and responsive math instruction to students with language-based learning disabilities. The Head teacher serves as the lead educator in the classroom and works collaboratively with Assistant Teacher(s), Grade Lead, Department Coordinator, related service providers, and specialists to support student learning. Head Teachers are responsible for planning, instruction, classroom culture, communication, maintaining student records, and classroom leadership. This role also includes intentional mentorship, modeling of best practices, and ongoing feedback to the Assistant Teacher assigned to the classroom. 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 Planning and Teaching Plan and implement lessons in assigned subject and content areas using developmentally appropriate, multisensory, and structured teaching practices. Modify curriculum and instructional materials to meet the diverse needs of students with language-based learning disabilities. Utilize varied co-teaching models to meet the diverse needs of students Utilize educational technology to enhance instruction, engagement, and accessibility. Design and implement assessments to measure student progress and inform instructional decisions. Classroom Management, Culture, and Student Support Maintain an organized, consistent classroom management system. Supervise students during group activities, lunch, recess, transition, and other duties as assigned, facilitating social skills and problem-solving when appropriate. Collaboration and Communication Engage in collaborative planning with all members of the instructional team, emphasizing the individual needs of learners (assessments, homework, lessons, accommodations, and supports). Communicate regularly and professionally with colleagues to ensure alignment across content areas and student support services. Initiate and maintain ongoing communication with families regarding student progress, concerns, and successes. Attend relevant staff meetings, professional development, and school events as required, Maintain accurate student records, including grading, report cards, conference notes, and attendance Advisement Responsibilities  Lead daily advisement meetings. Participate and supervise community building activities. Support students’ executive functioning skills. Schedule and facilitate three parent conference days per year. Coordinate required materials for and attend CSE meetings, when appropriate. Mentorship and Professional Support of the Assistant Teacher Create and sustain an atmosphere of teamwork and shared responsibility within the classroom. Hold regular planning meetings with the Assistant Teacher(s). Offer timely, constructive feedback following lessons and model effective teaching practices and classroom management strategies Ensure Assistant Teacher(s) have opportunities for growth to advance their classroom skills. * Other duties as assigned Qualifications BA or BS Degree in Education, Math, Math Education, Special Education; MA/MS preferred NYS Teacher Certification in relevant content preferred Familiarity with Singapore Approach and multi-sensory instruction 3 or more years of classroom experience building positive and appropriate relationships with students Knowledge of, or willingness to continue higher levels of education to obtain knowledge of effective service strategies and methodologies for working with children with language-based learning disabilities High degree of technology proficiency, including comfort with educational platforms and student information systems. Patience, flexibility, good organization skills, and a sense of humor Strong leadership, communication, interpersonal, and organizational skills.. Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices. Compensation: This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $60k - $85K. 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 relevant 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. 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 14:59:33 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295745/lower-school-head-teacher https://alumnijobs.cofc.edu/jobs/rss/22295745/lower-school-head-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 a Head Teacher in the Lower School Division for the 2026-2027 school year. Reporting to the LS Division Director, the Head Teacher is responsible for delivering instruction that is developmentally appropriate and responsive to the needs of students with language-based learning disabilities. The Head Teacher serves as the lead educator in the classroom and works collaboratively with Assistant Teacher(s), Grade Lead and Department Coordinator, related service providers, and specialists to support student learning. Head Teachers are responsible for planning, instruction, classroom culture, communication, maintaining student records, and classroom leadership. This role also includes intentional mentorship, modeling of best practices, and ongoing feedback to the Assistant Teacher assigned to the classroom. 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 Planning and Teaching Plan and implement lessons in assigned subject and content areas using developmentally appropriate, multisensory, and structured teaching practices. Modify curriculum and instructional materials to meet the diverse needs of students with language-based learning disabilities. Utilize educational technology to enhance instruction, engagement, and accessibility. Design and implement assessments to measure student progress and inform instructional decisions. Classroom Management and Student Support Maintain an organized, consistent classroom management system in alignment with Lower School policies. Supervise students during group activities, lunch, recess, transition, and other duties as assigned, facilitating social skills and problem-solving when appropriate. Collaboration and Communication Engage in collaborative planning with all members of the instructional team, emphasizing the individual needs of learners (assessments, homework, lessons, accommodations, and supports). Communicate regularly and professionally with colleagues to ensure alignment across content areas and student support services. Initiate and maintain ongoing communication with families regarding student progress, concerns, and successes. Attend relevant staff meetings, professional development, and school events as required. Maintain accurate student records, including grading, report cards, conference notes, and attendance. Homeroom Responsibilities Lead daily homeroom meetings. Participate and supervise community building activities. Support the development of students’ executive functioning skills. Schedule and facilitate three parent conference days per year. Coordinate required materials for and attend CSE meetings, when appropriate. Mentorship and Professional Support of the Assistant Teacher Create and sustain an atmosphere of teamwork and shared responsibility within the classroom. Hold regular planning meetings with the Assistant Teacher(s). Offer timely, constructive feedback following lessons and model effective teaching practices and classroom management strategies Ensure Assistant Teacher(s) have opportunities for growth to advance their classroom skills. *Other duties as assigned. Qualifications The ideal candidate will have... BA or BS Degree in Elementary Education or Special Education; MA or MS preferred NYS Teacher Certification in relevant content preferred Familiarity with Singapore Approach and multi-sensory instruction 3 or more years of classroom experience building positive and appropriate relationships with students Knowledge of, or willingness to continue higher levels of education to obtain knowledge of effective service strategies and methodologies for working with children with language-based learning disabilities High degree of technology proficiency, including comfort with educational platforms and student information systems. Patience, flexibility, good organization skills, and a sense of humor Strong leadership, communication, interpersonal, and organizational skills.. Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices. Compensation  This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $60K - $85K. 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: lsresume@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 Mission To provide an innovative and transformational K-12 learning community that empowers students with language-based learning disabilities. 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 15:31:25 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295645/head-boys-lacrosse-coach https://alumnijobs.cofc.edu/jobs/rss/22295645/head-boys-lacrosse-coach Norcross, Georgia, Greater Atlanta Christian School (GAC) is a premier, independent, PreK-12th grade school located just outside metro Atlanta.  We are a faith-infused, academically rich community, recognized for teaching quality, as well as exceptional arts and athletics. We are Christians, change-makers, dreamers, and hard workers.  Together, we are raising a generation of inspired, generous leaders. We are a community where high academic rigor is matched by active faith and a deep commitment to caring for one another on a collegiate-style campus.  We live out our passions, our curiosity, and our faith in the collective pursuit to Be Greater. The mission of Greater Atlanta Christian School is to help each student grow as Jesus did, in wisdom, in stature, and in favor with God and man. RESPONSIBILITIES Leads all aspects of the Boys Lacrosse with purpose and excellence Develops the total student athlete through an intentional environment for athletic, emotional, mental, and Spiritual growth. Provides Leadership for all levels of Boys Lacrosse: Varsity, JV, Middle School and Lower School. Creates a dynamic team culture of respect, accountability, team-unity, and sportsmanship. Provides a positive role model and demonstrates personal integrity and spiritual character. Instructs student athletes in skill development and game strategies; Selects and oversees rosters; Organizes and executes effective practice plans; Manages the Boys Lacrosse budget; Maintains inventory, issue/receipt of uniforms + other equipment Supervises, leads, and develops assistant and sub-varsity coaches; Schedules and manages games; coordinates with other coaches and officials; Organizes transportation and coordinates team travel; Promotes the Boys Lacrosse program to the GAC community and beyond; Other related duties as assigned. EDUCATION AND EXPERIENCE A minimum of a bachelor’s degree from an accredited college is required; a master’s degree is preferred Ability to lead, manage, and provide oversight across all levels of the GAC Lacrosse program. Effective organizer and delegator to address all details of the program Deep Knowledge of Lacrosse skills and tactics of the sport; must have experience coaching and a good understanding of how to work with Grade 9-12 student-athletes; A strong commitment to the student-athlete concept Good communication skills with players, parents, and the Athletics Department; Energetic, self-motivated, flexible, punctual, dependable, and a team player; Head Coaching experience preferred. CERTIFICATIONS CPR/AED/First Aid training. PHYSICAL REQUIREMENTS The work is typically performed while intermittently sitting, standing, walking, bending, crouching, or stooping. The employee frequently lifts light objects, uses tools or equipment requiring a high degree of dexterity, and distinguishes between shades of color. The work is typically performed in an office and outdoors, occasionally in cold or inclement weather. PRE-EMPLOYMENT REQUIREMENTS Successful background check, reference checking, and drug/alcohol screening clearance; Acknowledgment and agreement with GAC’s Statement of Faith and Community Covenant. Statement of Faith and Community Covenant    PERKS AND BENEFITS GAC offers competitive salary and benefits including: All-inclusive dining program, onsite fitness center, professional development, healthcare benefits, student loan debt repayment assistance, retirement plan, and a Christian community of innovative, engaged individuals. Greater Atlanta Christian School is an equal opportunity employer. As allowed by federal law, Greater Atlanta Christian School seeks applicants who are in concert with and will support its mission. QUALIFICATIONS GAC strives to create an inclusive environment that welcomes and values the diversity of the people we serve. We foster fairness and inclusion to create a workplace environment where everyone is treated with respect and dignity. We are most interested in finding the best candidate for the job that is engaged and passionate about promoting our faith-based mission for our students, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't meet every one of the qualifications listed. https://recruiting.paylocity.com/Recruiting/Jobs/Details/4190387 Wed, 27 May 2026 08:58:45 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295725/physical-education-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22295725/physical-education-assistant-teacher New York, New York, Position Summary and Overview Reporting to the Athletic Director, the Physical Education 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 developmentally appropriate Physical Education instruction for K–12 students, emphasizing safety, inclusivity, enjoyment, differentiation, and skill acquisition. Modify curriculum and instructional materials to meet the diverse needs of students with language-based learning disabilities. Classroom Management and Organization Support classroom routines, transitions, and behavior expectations in alignment with Lower and Upper School policies. Assist with preparing instructional materials, differentiated resources, and assessments. Utilize learning management and student information systems (e.g., Blackbaud, Seesaw) to support instruction, documentation, and communication. 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. *Other duties as assigned. Qualifications BA or BS in Physical Education, Kinesiology, closely related field and/or Special Education Current CPR, AED, and First Aid (Pediatric/Adult) certifications(or willingness to complete prior to start date). Completed concussion-awareness training (or willingness to complete prior to start date). Demonstrated professionalism, integrity, and the ability to inspire students and student-athletes to achieve high standards. 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: This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $47-60k.  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: eapergis@churchillschoolnyc.org .  Candidates should make sure to outline all experiences relevant 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. 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 15:03:07 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295723/upper-school-math-co-teacher https://alumnijobs.cofc.edu/jobs/rss/22295723/upper-school-math-co-teacher New York, New York, Position Summary and Overview - US Math Co-Teacher  The Churchill School & Center, a K-12 school for students with language-based learning disabilities, is seeking a Math Co-Teacher beginning mid-August 2026 for the 2026-2027 school year. Reporting to the Upper School Division Director, the Co-Teacher (Co-Head Teacher) is responsible for providing developmentally responsive, content-appropriate programming to students with language-based learning disabilities. This role is grounded in a collaborative co-teaching model and requires close partnership with the other Co-Teacher, Grade Lead and/or Department Coordinator, related service providers, and specialists to support student learning.  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. Co-Head Teaching Partnership Expectations Create and sustain an atmosphere of teamwork and shared responsibility within the classroom. Hold regular meetings focused on planning, student progress, and student needs. Collaborate closely in planning, assessment design, and instructional delivery. Utilize varied co-teaching models to meet the diverse needs of students Strategize and maintain effective communication channels within the teaching team and with families. Duties and Responsibilities* Instructional Planning and Teaching Plan and implement lessons in assigned subject and content areas using developmentally appropriate, multisensory, and structured teaching practices. Modify curriculum and instructional materials to meet the diverse needs of students with language-based learning disabilities. Utilize educational technology to enhance instruction, engagement, and accessibility. Design and implement assessments to measure student progress and inform instructional decisions. Classroom Management, Culture, and Student Support Maintain an organized, consistent classroom management system. Supervise students during group activities, lunch, recess, transition, and other duties as assigned, facilitating social skills and problem-solving when appropriate. Collaboration and Communication Engage in collaborative planning with all members of the instructional team, emphasizing the individual needs of learners (assessments, homework, lessons, accommodations, and supports). Communicate regularly and professionally with colleagues to ensure alignment across content areas and student support services. Initiate and maintain ongoing communication with families regarding student progress, concerns, and successes. Attend relevant staff meetings, professional development, and school events as required, Maintain accurate student records, including grading, report cards, conference notes, and attendance Advisement Responsibilities  Lead daily advisement meetings. Participate and supervise community building activities. Support students’ executive functioning skills. Schedule and facilitate three parent conference days per year. Coordinate required materials for and attend CSE meetings, when appropriate. * Other duties as assigned Qualifications BA or BS Degree in Math, Math Education, Special Education; MA or MS preferred NYS Teacher Certification in relevant content preferred Familiarity with Singapore Approach and multi-sensory instruction 3 or more years of classroom experience building positive and appropriate relationships with students Knowledge of, or willingness to continue higher levels of education to obtain knowledge of effective service strategies and methodologies for working with children with language-based learning disabilities High degree of technology proficiency, including comfort with educational platforms and student information systems. Patience, flexibility, good organization skills, and a sense of humor Strong leadership, communication, interpersonal, and organizational skills.. Proven ability to establish a positive learning environment with effective classroom management and behavior-support practices. Compensation: This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $60K - $85K. 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 relevant 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. 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 15:02:03 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295722/lower-school-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22295722/lower-school-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 a Lower School Assistant Teacher for the 2026-2027 school year. Reporting to the LS 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 Lower School policies. Assist with preparing instructional materials, centers, and hands-on activities. Supervise students during group activities, lunch, recess, 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. Homeroom Responsibilities Support daily homeroom 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 Elementary 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   This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $47-60k.  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: lsresume@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 15:01:31 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295724/lower-school-art-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22295724/lower-school-art-assistant-teacher New York, New York, Position Summary and Overview   Reporting to the LS Division Director, the Art 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. *Other duties as assigned. Qualifications BA or BS Degree in Art, Art Education, Special Education 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: This is a 10-month, in-person role with a start date of August 2026. The salary range for this position is $47-60k.  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: lsresume@churchillschoolnyc.org .  Candidates should make sure to outline all experiences relevant 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. 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 15:02:34 -0400 https://alumnijobs.cofc.edu/jobs/rss/22295696/learning-specialist https://alumnijobs.cofc.edu/jobs/rss/22295696/learning-specialist New Lebanon, New York, Learning Specialist  Position Specifics The Learning Skills Program is a comprehensive support program that serves students with mild to moderate learning needs, focusing on the individual as a whole. Our Learning Skills faculty assist students experiencing challenges by providing direct instructional support to grow their understanding of how they learn and develop tools for success. Most typically, this includes skills needed to effectively prioritize and plan work, break down major assignments and utilize systems for written production. Learning Skills coaches also help students and faculty to identify and understand an individual’s learning strengths and needs while promoting self-advocacy skills and independence. This is a full-time, 10-month academic year position and does not support visa sponsorship. Responsibilities of this position include: Work with individual or small groups of students daily or weekly as needed Teach up to 3 classes per trimester/semester. Communicate and collaborate with faculty around appropriate accommodations and learning needs. Closely understand the learning profiles of their students. Collaborate with students to create skills goals, track progress, and write Learning Skills Progress reports three times a year Participate meaningfully in the annual review and preparation of student Learning Profiles Engage with professional organizations to maintain knowledge of learning and learning support practices that are current and relevant. Supervise Learning Skills faculty in their work with students Responsibilities of all Darrow faculty: If residential, serve as a dorm parent in our residential program and work within a team to supervise and facilitate weekend activities on occasional weekends Advise a small cohort of students Benefits of this position include: On-campus housing, including utilities if participating in the residential program Generous paid time off Medical and dental insurance 403(b) retirement plan (Darrow will match 2% of gross salary after one year of service) Health Savings Account Health Reimbursement Account Basic life and AD&D coverage Required skills/qualifications: A Bachelor’s Degree with skill sets related to English, Math, or mild to moderate learning needs; Master’s Degree preferred. Experience in a setting that required instructional practices to address a range of learning needs. Demonstrated ability to forge strong relationships with students and colleagues with a mindset of unconditional positive regard Adept with technology and a desire to grow skills with technology specific to learning disabilities An understanding of the developmental and emotional needs of students A desire to be part of a close, diverse, and vibrant boarding school community with roles extending beyond the classroom, strengthening relationships and student learning. Fri, 22 May 2026 14:04:58 -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/22293071/director-of-admissions https://alumnijobs.cofc.edu/jobs/rss/22293071/director-of-admissions Manhattan, New York, BASIS Independent Manhattan is seeking qualified candidates for a  Director  of Admissions!   SUMMARY:   The Director of Admissions is responsible for leading and managing all aspects of the campus level admissions, and enrollment and marketing activities in partnership with the Head of School, ensuring all tours, events, application processes and partnerships are conducted using approved Spring Education Group admissions practices.     RESPONSIBILITIES:   Conducts interviews with prospective student families and evaluates prospective student’s needs, interests and qualifications while providing clear and concise information to help prospective families make an informed decision to attend or not attend the school.    Communicates the philosophy and unique features of the school to prospective families; is an excellent storyteller.   Leads the development of annual strategic enrollment plans in collaboration with school leadership, and Central team leadership.   Provides execution capabilities, direction, and leadership to all individual contributors in the enrollment and admissions process to ensure each and every prospective family has the highest quality experience from inquiry through the first day of school.   Leads and Coordinates campus tours to ensure the Head of School, plus key teachers, will engage with the prospective family for an optimal tour experience.   Directs the planning and execution of high-quality admissions events, including family meetings, campus tours, and entrance exam sessions and playdates, Information Sessions, Open Houses, and other admissions-related events; expected to host these events with school leadership.   Oversees prospective family marketing and communications initiatives from the Admissions team including newsletters, content campaigns, blogs, social media, local PR and earned media, thought leadership opportunities from school leadership, and other communications.   Cultivates and leads strategic partnerships with feeder schools while serving as the primary relationship manager for key external organizations, including Parents League, ISAAGNY, and independent education consultants.    Develops and executes a comprehensive marketing outreach strategy through identifying high-value opportunities for prospective parent engagement, including sponsorships, events, community campaigns, etc.   Mobilizes the current parent community through brand ambassadors and other programs to drive new student inquiries and support enrollment growth through organic referrals.   Drives annual enrollment goals by analyzing and translating funnel analytics into actionable strategies, proactively identifying and resolving funnel trends and gaps, to ensure enrollment targets are met.   Collaborates closely with Central Marketing and Communications to ensure brand consistency, finds ways to elevate the brand experience, and identifies targeted local marketing and public relations opportunities.   Leads and develops an Admissions team across two separate campuses (Upper West Side and Chelsea), driving campus-wide admissions success through collaborative leadership, training, and mentorship to direct team’s efforts to achieve annual enrollment goals.   Assists prospective student families through the admissions process in accordance with all applicable federal and state regulations, school policies and procedures, and in compliance with all accrediting standards and requirements.   Manages CRM system input, upkeep, and follow through for all campus enrollment.   Presents information in a factual and ethical manner regarding the school’s programs and tuition. ESSENTIAL SKILLS & EXPERIENCE:   Education & Credentials:   Bachelor’s  degree required; degree in Marketing or Communications preferred.    4+ relevant sales experience.   2-3 years admissions experience at top secondary or post-secondary institution.   Working knowledge of Microsoft Office.    Abilities:   Organization - Ability to maintain a highly-organized team in a fast-paced environment with multiple parallel workstreams.   Detail Oriented - Ability to identify and improve key details of any project or task.   Communication - Ability to communicate internally and externally in a highly effective, clear, complete and persuasive manner, both verbally and in written communications.   Accountability - Ability to take ownership of own work as well as team's work products, establish trust, and be receptive to feedback.   Cooperation - Ability to thrive in a highly collaborative setting and work closely with others to execute complex team projects at the highest quality.   Efficiency - Ability to make decisions, prioritize, and execute daily responsibilities in a manner that demonstrates strong judgment and execution capabilities.   Benefits:   BASIS Independent Schools offers a comprehensive benefits package which includes:   Competitive salary dependent on education and experience.   Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools.   Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred.   Three PPO medical plans to choose from, as well as dental and vision insurance.   An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit.   Student tuition remission for your children to attend our schools.   Thu, 21 May 2026 13:32:35 -0400 https://alumnijobs.cofc.edu/jobs/rss/22292964/school-counseling-department-chairperson https://alumnijobs.cofc.edu/jobs/rss/22292964/school-counseling-department-chairperson Hempstead, New York, Position Overview Sacred Heart Academy, a premier all-girls Catholic college preparatory school on Long Island sponsored by the Sisters of St. Joseph of Brentwood, seeks a dynamic, experienced and faith-filled leader to serve as Chairperson of the School Counseling department.  The School Counseling Chairperson provides visionary leadership for a comprehensive, student-centered counseling program that supports academic excellence, college readiness, social-emotional growth, and ethical character development in a rigorous Catholic college preparatory high school environment. The Chairperson supervises and coordinates the counseling department, collaborates closely with administration, faculty, parents, and external partners and ensures that all students are challenged and supported to achieve their highest potential. This position requires a highly organized, collaborative, and student-focused leader who can maintain exceptionally high professional standards while fostering a culture of care, accountability, and continuous improvement.   Primary Responsibilities Leadership & Program Management Lead and supervise the school counseling department, including counselors and support staff. Develop, implement, and evaluate a comprehensive counseling program aligned with SHA’s mission and strategic goals. Establish clear departmental expectations, procedures, and standards of professional excellence. Coordinate counseling services across 9 th -12th grade levels to ensure continuity and consistency. Analyze student data and trends to improve academic outcomes, student wellness, and college placement success. Facilitate regular departmental meetings, professional learning, and program review initiatives. Collaborate with school leadership on policies, scheduling, student support systems, and crisis response planning. Academic Counseling Guide students in course selection and academic planning consistent with college preparatory expectations and academic excellence. Monitor student academic progress and intervene proactively when concerns arise. Support students in developing strong study skills, time management, resilience, self-advocacy and leadership skills that define a SHA education. Work closely with teachers, learning specialists, and administrators to support student achievement. Ensure equitable access to advanced coursework, enrichment opportunities, and academic support services. College Counseling & Postsecondary Planning Oversee a highly effective college counseling program focused on top, selective college admissions and best-fit outcomes. Advise students and families regarding college selection, admissions requirements, standardized testing, financial aid, scholarships, and application timelines. Coordinate college-related programming including workshops, college fairs, visits from admissions representatives, and parent information sessions. Maintain strong relationships with colleges, universities, and educational organizations. Ensure timely preparation and submission of transcripts, recommendations, school reports, and supporting data management, record keeping and documentation. Social-Emotional & Student Wellness Support Promote a safe, inclusive, and supportive school environment for adolescent young women. Provide leadership in responding to student mental health concerns, crisis situations, and referrals to outside professionals when necessary. Support initiatives related to student wellness, belonging, character education, and healthy decision-making. Collaborate with families and outside agencies to support student needs. Ensure counseling practices reflect confidentiality, ethical standards aligned with SHA’s mission, and legal requirements. Collaboration & Communication Serve as a key liaison among students, parents, faculty, administration, and external partners. Communicate effectively and professionally with families regarding academic progress, student concerns, and college planning. Participate actively in school leadership teams, faculty committees, and strategic planning initiatives as an advocate for school excellence. Support faculty and staff through consultation regarding student concerns and developmental needs. Professional Expectations Stay current on trends and best practices in counseling, adolescent development, college admissions, and mental health. Maintain appropriate licensure and professional affiliations. Model Catholic values, professionalism, integrity, cultural competence, and commitment to high standards of excellence. Uphold all school policies, ethical guidelines, and accreditation standards. Qualifications Master’s degree in School Counseling, Educational Leadership, Psychology, or related field required. Appropriate state certification/licensure in school counseling required. Minimum of 10 years of successful counseling experience in a secondary school setting preferred. Prior leadership or supervisory experience strongly preferred. Deep knowledge of college admissions, academic advising, adolescent development, and counseling best practices. Special education experience, experience with IEPs and 504s Exceptional organizational, interpersonal, written, and verbal communication skills. Demonstrated ability to lead with professionalism, empathy, discretion, and high expectations. Commitment to Catholic education and the integration of the mission of SHA’s founders, the Sisters of St. Joseph.   Desired Characteristics The ideal candidate will: Demonstrate unwavering commitment to student growth and achievement. Thrive in a rigorous academic environment with high expectations. Build strong, trusting relationships with students, families, and colleagues. Lead collaboratively while maintaining accountability and excellence. Balance compassion with firmness and sound professional judgment. Exhibit initiative, flexibility, and strong problem-solving skills. Foster a culture of integrity, inclusivity, wellness, and continuous improvement. Commensurate with experience. Thu, 21 May 2026 10:22:13 -0400 https://alumnijobs.cofc.edu/jobs/rss/22293087/middle-school-spanish-teacher https://alumnijobs.cofc.edu/jobs/rss/22293087/middle-school-spanish-teacher San Francisco, California, Job Title : Middle School Spanish 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 Middle School Spanish 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 world languages at the middle or secondary level. This position typically teaches 7th and 8th grades primarily.  Spanish instruction at Presidio Hill is an integrated experience that draws on art, drama, music, outdoor education, geography, and cultural studies. By middle school, students follow an immersion model that began in lower school, with curriculum aimed at strengthening their oral and written Spanish along with their presentational abilities. Among the methodologies incorporated are the Natural Approach, Total Physical Response (TPR), and Teaching Proficiency Through Reading and Storytelling (TPRS). Candidates with training or 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: Design and deliver developmentally appropriate Spanish curriculum that is differentiated, multi-sensory, and hands-on, which actively engages the entire class and is guided both by student interest and grade level learning objectives and benchmarks Establish a safe and inclusive classroom where students feel comfortable taking risks through self-discovery, collaboration, and community engagement Demonstrate a commitment to diversity and equity Collaborate with the Lower School Spanish teacher, middle school grade level teachers, and specialist teachers (Arts, Music, Physical Education, Library) to design integrated curriculum with cultural competency at the center Observe, assess, and communicate student development through narrative reports and parent teacher conferences Participate in middle school outdoor education trips (two to four nights, additional stipend paid) Serve as a middle school advisor Lead 1-3 electives per year Set up the classroom, order and manage materials, and maintain a classroom budget Plan relevant field trips, events, and learning celebrations Assist the school by supporting 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: A Bachelor's degree in Spanish language, Spanish literature, or a related area of study. A graduate or in-progress graduate degree in education, Spanish, or Spanish education is preferred. Native or near-native fluency in Spanish Training or experience in methodologies such as the Natural Approach, Total Physical Response (TPR), and Teaching Proficiency Through Reading and Storytelling (TPRS) 3+ years of Spanish teaching experience, ideally including middle school or early secondary levels Experience teaching Spanish at a variety of levels and proficiencies Deep knowledge of Spanish language and of Spanish and Latin American cultures Experience working in a multicultural environment Knowledge of progressive education Demonstrated commitment to the mission and core values of Presidio Hill School An empathetic and clear communicator with students, colleagues, and parents Strong organizational and planning skills Good humor, energy, a passion for teaching, and a love of learning Enthusiasm for outdoor and experiential education and a willingness to participate in overnight trips Comfort using technology to support teaching, including Google Workspace and iPads 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 Middle School Spanish 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 13:58:00 -0400 https://alumnijobs.cofc.edu/jobs/rss/22293088/tk-8th-grade-art-teacher https://alumnijobs.cofc.edu/jobs/rss/22293088/tk-8th-grade-art-teacher San Francisco, California, Job Title : TK-8th Grade Art 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 (or, if preferred, 80% FTE) TK-8 Art Teacher to begin for the 2026-2027 school year. Qualified candidates will demonstrate a deep understanding of the developmental nuances of children ages 4 to 14, a commitment to progressive education, and a passion for inclusive and multicultural teaching practices. Candidates will ideally have substantial experience teaching visual arts across an expansive range of media to students at both the elementary and middle school levels.   Art instruction at Presidio Hill is an integrated experience that draws on the broader curriculum across grade levels and connects to subjects including history, literature, science, and cultural studies. Our program is grounded in the belief that art is a way of thinking, making, and seeing the world, and we welcome candidates who are excited about bringing ideas to realization alongside their students.   In addition to providing excellent teaching and maintaining effective communication with parents and students, the PHS Art Teacher is expected to contribute to the greater school community through work on various committees and for a range 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, joyful, and inclusive classroom environment where students feel comfortable taking creative risks through self-discovery, collaboration, and community engagement Demonstrate a commitment to diversity, equity, and inclusion Design and deliver a rich and comprehensive visual arts curriculum for students in TK through 8th grade that is developmentally appropriate, employs a wide variety of media, and is guided by both student interest and grade level learning objectives Collaborate with grade level teachers and specialist teachers (Music, Drama, Physical Education, Library) to design integrated curriculum and support school-wide productions Coordinate rotating art displays throughout the campus and organize an annual culminating art show, potentially in collaboration with the classroom and music teachers Observe, assess, and communicate student development through narrative reports and parent and guardian conferences twice each per year Supervise parent volunteers Seek professional development resources, training, and experiences related to visual arts, progressive pedagogy, and multicultural education Set up the classroom, order and manage materials, maintain a classroom and program budget Plan relevant field trips and learning celebrations Supervise recess and lunch duties   Secondary Responsibilities Participate in all-school events and processes as needed or requested by the Head of School and other lead administrators Support middle school clubs, electives, overnights, and/or challenge days 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 visual arts practice across a wide range of media 3-5 years of art teaching experience, ideally including both elementary and middle school grades Curiosity regarding curriculum design and varied pedagogical approaches to arts education A personal style that inspires students, builds strong relationships, and promotes equity and inclusion Good humor, energy, a passion for teaching, and a love of learning Experience and interest in supervising students on field trips and short overnight trips Strong organizational, communication, and interpersonal skills Comfort using technology to support teaching, communication, and report writing, including Google Workspace, iPads, and EdTech tools appropriate for arts education A Bachelor's degree. A graduate or in-progress graduate degree in arts or arts education is desirable Previous experience in an independent school setting is a plus 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 Art 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 13:59:43 -0400 https://alumnijobs.cofc.edu/jobs/rss/22293238/learning-specialist-lower-school-grades-5-6 https://alumnijobs.cofc.edu/jobs/rss/22293238/learning-specialist-lower-school-grades-5-6 San Francisco, California, Lower School Learning Specialist   Our School The International School of San Francisco is a bilingual, multicultural learning community where students learn to navigate the complexities of the world with confidence, empathy, and joy. Our vibrant urban campus is situated in the heart of the city and serves nearly 1,100 students beginning at age 2 and continuing through grade 12.    Mission Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance.    Opportunity Working at The International School of San Francisco opens up a myriad of opportunities both personal and professional. When minds and cultures from around the world come together, boundless curiosity takes hold; faculty and staff benefit from that deep intellectual engagement and joyful discovery as we live out our values of respect, integrity, inclusion, collaboration, and curiosity. Each employee is both teacher and learner in our vibrant, multicultural, multilingual school community.   Position:  The Lower School Learning Specialist facilitates an inclusive learning environment by providing direct learning support for students in grades K-5 within the context of a holistic approach to addressing student needs. Reporting to the Director of Student Support and proactively collaborating with the student support team, including learning specialists and counselors from all sections of the school, the Learning Specialist maintains the practices and procedures that ensure a multi-tiered system of support which is coherent and continuous as students move through the school. The Learning Specialist communicates actively with all stakeholders, including leaders, faculty/staff, families and caregivers, and especially students, to foster a joyful and supportive experience for neurotypical and neurodiverse students alike.   Focus and  Responsibilities:  Support the Director of Student Support in gathering, updating, and interpreting data on student progress and needs, including internal data and external evaluation reports Maintain records of student progress and services in accordance with school policies and practices Collaborate with the Director to identify students with emerging or shifting needs; administer initial psycho-educational evaluations for students of concern Collaborate with the Director of Student Support, the student support team, and the section team and faculty to create data-informed learning and support plans for students, taking into account both academic and social-emotional needs Facilitate student-centered, inclusive processes for regularly updating learning plans, annually at a minimum Provide small group, targeted Tier 2 support in push-in and pull-out formats, in alignment with schoolwide progressions and best practices in the field; this work should constitute at least 20 hours of direct student contact  Support groups of students during after-school study hall for up to 2 hours per week Support students in the development of executive functioning skills  Through coaching, class visits, and resource sharing, support faculty in providing robust tier 1 classroom accommodations  to enable all students to thrive Foster inclusive physical learning environments Complete necessary documentation for accommodations on external standardized testing, and ensure full provision of those accommodations Act as case manager for individual students as assigned by the Director Communicate consistently with classroom teachers to share current strategies and ensure thorough implementation of learning plans internally Maintain strong lines of communication with families and caregivers of students in the case load, providing regular progress reports and sharing resources to foster partnership Participate in meetings regarding student progress as directed by the Director and the Maternelle and Lower School Principal In collaboration with colleagues, design and deliver professional development for faculty on key areas including differentiation, executive functioning, and core literacy With the support of the Director, communicate and collaborate as needed with outside evaluators and service providers Maintain a strong understanding of current learning support techniques, and collaborate with the Director and student support team to provide a developmentally-appropriate sequence of research-based strategies across the school Chaperone overnight trips as requested by the Principal and the Global Travel Program Manager Participate in the life of the school, and perform other duties as assigned   Key qualities : Excellent knowledge of best practices in learning support with grades K-5  Strong cross-cultural communication skills and the ability to develop trust with all constituencies A team-oriented, collaborative approach A desire to work in a fast-paced multilingual environment Empathy, patience, and a genuine passion for supporting students’ holistic development A growth mindset and a practice of keeping current with developments in the field Bachelor's degree and/or professional coursework or certification indicating training applicable to the responsibilities of the position; advanced coursework preferred Expertise in language and literacy development, particularly in a bilingual setting Knowledge of French a plus but not required   This is a full-time, salaried position reporting to the Director of Student Support. Salary range of $65,153 - $110,975 is specified by the collective bargaining agreement, based on education and relevant years of experience. Excellent knowledge of best practices in learning support with grades K-5  Strong cross-cultural communication skills and the ability to develop trust with all constituencies A team-oriented, collaborative approach A desire to work in a fast-paced multilingual environment Empathy, patience, and a genuine passion for supporting students’ holistic development A growth mindset and a practice of keeping current with developments in the field Bachelor's degree and/or professional coursework or certification indicating training applicable to the responsibilities of the position; advanced coursework preferred Expertise in language and literacy development, particularly in a bilingual setting Knowledge of French a plus but not required specified by the collective bargaining agreement, based on education and relevant years of experience. Thu, 21 May 2026 19:07:05 -0400 https://alumnijobs.cofc.edu/jobs/rss/22292978/kindergarten-assistant-teacher https://alumnijobs.cofc.edu/jobs/rss/22292978/kindergarten-assistant-teacher Washington, D.C., About Sidwell Friends School Sidwell Friends School is a dynamic pre-kindergarten through grade 12 educational community, on campuses in Bethesda, Maryland, and Washington, DC. Sidwell is grounded in Quaker values of ethical leadership, global citizenship, environmental stewardship, and service. Through our curriculum and our approach to learning, we strive to help students discern deeper truths about themselves and our common humanity so that they may “let their lives speak.” Sidwell Friends will open a new Upper School for grades 9-12 in September 2026. It will be the largest building on campus and will feature state-of-the art facilities, welcoming common spaces, and natural light throughout. The current Lower School, in Bethesda, Maryland, has been separated from the rest of the Sidwell campus for more than 60 years. Starting in the summer of 2026, Sidwell Friends will begin construction of a new Lower School that will incorporate parts of the existing Upper School, with significant additions and modifications to accommodate the needs of our youngest students. The new Lower School, along with the creation of a new central green space that will unite the campus, will open in the fall of 2028. Position Overview The Kindergarten Assistant Teacher supports the academic and social-emotional development of students in collaboration with the Lead Teacher in a classroom of 16 children. This role offers aspiring educators the opportunity to engage fully in the life of the classroom while learning alongside experienced colleagues. The Assistant Teacher participates in all aspects of teaching and supervision, with opportunities to gradually assume greater instructional responsibility. The position is ideal for individuals pursuing a career in education, working toward a teaching credential, or seeking a fully engaged teaching role with fewer external demands. Key Responsibilities Teaching and Instructional Support Build strong, supportive relationships with students, families, and colleagues. Assist the Lead Teacher in delivering instruction through 1:1, small group, and whole-class teaching. Support academic and social-emotional interventions for individual students or small groups. Collaborate with the Lead Teacher to plan lessons and document student growth. Take over classroom leadership when the Lead Teacher is attending meetings or off-site. Attend and participate in faculty meetings, professional development sessions, parent conferences, and community events. Supervisory and Student Support Supervise students during non-instructional times such as transitions, lunch, recess, arrival, and dismissal. Maintain a safe, respectful, and inclusive classroom environment. Support carpool and end-of-day routines. Classroom Management and Clerical Support Assist with the preparation, organization, and cleanup of materials and classroom spaces. Help maintain classroom organization and ensure a clean, inviting learning environment. Support attendance tracking, documentation of student work, and updates to learning platforms (e.g., Canvas). Help check and track student work and assignments. Required Skills & Experience Passion for early childhood education and a student-centered approach to learning. Strong interpersonal, communication, and organizational skills. Commitment to culturally responsive and inclusive teaching practices. Flexibility, collaboration, and a willingness to grow as an educator. Salary & Benefits Sidwell Friends School offers a comprehensive benefits package designed to support employees’ health, well-being, and long-term financial security. Benefits include multiple medical, dental, and vision plan options; school-paid life and long-term disability insurance; wellness programs; and flexible spending accounts. Sidwell contributes 7% of gross salary to a 403(b) retirement plan, with a 3% employee contribution, along with generous paid time off including school breaks, federal holidays, personal days, and paid family leave. Additional benefits include free lunch and parking, public transportation support, access to campus facilities, childcare and summer program discounts, and other community-focused resources. Salary : $51,366 To Apply To be considered, qualified candidates must upload a cover letter, resume, and three references through our applicant tracking system (ClearCo). To learn more about our school and current openings, please visit our  website . Diversity Statement Sidwell Friends School affirms the centrality of diversity and inclusion in all aspects of academic and campus life. Honoring a multiplicity of voices, we celebrate shared joys and address tensions productively. Together, we are guided by Quaker testimonies and seek to answer the question, “How do we nurture a sense of belonging in our community and demonstrate our commitment to a just world?" Thu, 21 May 2026 11:42:37 -0400 https://alumnijobs.cofc.edu/jobs/rss/22289888/assistant-director-of-athletics https://alumnijobs.cofc.edu/jobs/rss/22289888/assistant-director-of-athletics Southborough, Massachusetts, Start Date: August 2026 Contract Type: 10-month, annual School Type: Boarding Schedule: Full-Time Bring your passion for athletics, student mentorship, and community leadership to St. Mark’s as we continue a proud tradition of competitive excellence and character-driven athletics. Why Join Us At St. Mark’s, athletics are an essential part of the educational experience. We believe athletics provide meaningful opportunities for students to develop leadership, resilience, accountability, teamwork, and confidence both on and off the field of play. As a residential school, we view the work of faculty holistically. Coaches and faculty engage deeply with students throughout the day and across campus life, building relationships that extend well beyond practices and games. Faculty members contribute meaningfully to the broader life of the School through advising, residential responsibilities, and participation in community traditions and events. This role offers an exciting opportunity to help shape the overall student-athlete experience while contributing to the daily leadership and operations of a dynamic athletics program. Housing is available for this position. What You’ll Do Reporting to the Director of Athletics, the Assistant Director of Athletics serves as a key member of the Athletics Department and the broader residential community. You will: Coach at least two athletic seasons during the academic year, with coaching assignments determined in collaboration with the Director of Athletics. There is currently an opening for Head Varsity Boys’ Basketball Coach, along with other potential coaching opportunities. Organize and lead carefully planned practices and competitions that foster skill development, teamwork, sportsmanship, and competitive excellence Build strong and inclusive team cultures rooted in leadership, accountability, service, and the values of St. Mark’s Support student-athletes in their academic, personal, and athletic growth Communicate effectively with students, families, colleagues, alumni, and administrators Collaborate closely with athletic trainers to ensure the health, wellness, and safety of student-athletes Create and maintain the master athletic game schedule and coordinate scheduling logistics with league schools and officials Represent St. Mark’s at ISL scheduling meetings and other athletic association events Coordinate student-athlete registration and assist with preseason planning and onboarding Maintain athletic department records, including team rosters, schedules, scores, and collegiate athletics alumni tracking Manage athletics website updates and communications related to schedules, scores, and events Assist with game-day operations, including site supervision, facility preparation, and event coordination Collaborate regularly with colleagues across the School, including the Advancement Office, Business Office, Dean’s Office, Residential Life, Academic Office, Dining Hall, Admissions, and College Counseling Support departmental programming, including coaches’ meetings, awards ceremonies, team photography, and other athletic events Serve as an advisor and participate actively in residential life through evening and weekend responsibilities Contribute positively to the daily culture, operations, and long-term vision of the Athletics Department Qualifications Bachelor’s degree required Previous coaching and/or athletic administration experience required Experience in independent schools, boarding schools, or residential education preferred Demonstrated ability to work effectively with students, families, and colleagues in a collaborative community setting Why You’ll Love It Here A welcoming and mission-driven community that values teamwork, mentorship, and connection The opportunity to help shape a vibrant and competitive athletics program Close collaboration with dedicated colleagues across athletics, academics, and residential life Comprehensive benefits, including housing, meals, health coverage, and tuition remission Access to outstanding athletic facilities and a beautiful campus setting in Southborough, MA The chance to make a meaningful impact on students both through athletics and throughout their boarding school experience   About St. Mark’s St. Mark’s School is a coeducational boarding high school of approximately 375 students, located in Southborough, MA, 22 miles west of Boston. Since 1865, St. Mark’s has prioritized deep curiosity, character formation, and community. We are committed to diversity, equity, and inclusion, and welcome applications from candidates of all backgrounds and experiences. We invite interested candidates to apply through the St. Mark’s School Employment page . What We’re Looking For The successful candidate will: Demonstrate a strong understanding of athletics, coaching, and student-athlete development Bring coaching experience and a passion for mentoring adolescents through athletics Exhibit the ability to motivate, inspire, and serve as a positive role model for students Demonstrate strong organizational, communication, and interpersonal skills Collaborate enthusiastically with colleagues and contribute meaningfully to all aspects of school life Build authentic relationships with students and families rooted in trust, care, and accountability Show flexibility, professionalism, and enthusiasm in a dynamic boarding school environment Demonstrate a commitment to equity, inclusion, and fostering positive team cultures   Pay is commensurate with experience. Wed, 20 May 2026 13:51:33 -0400 https://alumnijobs.cofc.edu/jobs/rss/22289822/director-of-annual-and-leadership-giving https://alumnijobs.cofc.edu/jobs/rss/22289822/director-of-annual-and-leadership-giving North Palm Beach, Florida, The Benjamin School, an independent co?educational preparatory school serving students from Pre?K3 through 12th grade, is seeking a Director of Annual and Leadership Giving for its North Palm Beach campus. This role requires a relationship?driven, innovative, and goal?oriented fundraising professional with exceptional attention to detail. The Director will oversee the daily operations of the Annual Fund and Major Gifts programs, supporting both the School’s capital campaign and its expanding culture of philanthropy. Success in this position includes effectively managing and building consensus among parent volunteer committees. A strong record of cultivating donor relationships and securing major gifts, beginning at the five?figure level and higher, is essential, along with the ability to advance fresh, strategic ideas to advance the Development Department’s work. Essential Functions  Annual Fund Work closely with the Chief Development Officer to set annual giving goals and priorities consistent with the School’s operating needs Develop and implement a detailed operational action plan and calendar for the Annual Fund  Lead and create strategy, messaging, and timing for appeals via regular mail, email, and social media in conjunction with the Chief Development Officer and Director of Communications Meet regularly with Annual Fund chairs   Approves and oversees monthly Annual Fund progress reports (prepared by Development and Special Events Coordinator) sent to grade chairs, Development Committee Chairs, and Chief Development Officer Determine and cultivate Annual Fund volunteers in consultation with Annual Fund chairs Strategize and track the progress of the alumni Annual Fund campaign with the Alumni Relations Manager Closely coordinates the timing of all annual fund donor outreach with the Director of Special Events (for BASH)   Major Gifts Manage portfolio of 100 major gifts prospects in the $50,000 to $250,000 range, including current parents, alumni, grandparents, and parents of alumni Grow current donor portfolio through moves management: Focus on building the pool of capital campaign  prospects to secure support for campus-wide priorities, including new facilities/renovations and endowments for academic programs, endowed chairs, and financial assistance  Craft proposals, talking points, contact reports, and cultivation/stewardship correspondence as needed Work with the database administrator to maintain a log of campaign pledges and gifts received Assist the Chief Development Officer in recruiting, training, and guiding capital campaign steering committee members to conduct well-developed solicitation strategies Participate in development activities, including annual BASH Gala, Leadership receptions and dinners, and alumni events; attend school events like admission open houses, Grandest Friends Day, football games, etc Required Skills/Abilities: Exceptional verbal and written communication skills Excellent organizational skills and attention to detail; ability to prioritize and work independently, and address several challenges simultaneously Possession of a pleasant and collaborative style in the workplace and with volunteers, including board members Knowledge of financial planning, tax and charitable gift laws, and planned giving vehicles and methods Well-versed in technology, various software suites, and office equipment related to the position Ability to maintain confidential information Effective managerial techniques and approaches; positive leadership style   Education and Experience: Bachelor's Degree required, Advanced degree or professional certification (e.g., CFRE) preferred 5 years of experience, preferably work ing at an independent school with a successful background in major gifts Key Expectations of all TBS employees: Demonstrates support for the school’s mission and policies Consistently models The Benjamin School values Builds positive interpersonal relationships with colleagues by establishing effective communication through listening, responsiveness, openness, availability, and approachability  Takes initiative and ownership in displaying a positive work ethic and behaviors and encourages this attitude in others  Maintains proficiency in the field through personal and professional development that strengthens the role and the school    Physical and Work Requirements:  We expect this person to spend a lot of time out of the office and be actively involved in major gifts work. Regional and national travel will be required.  Occasional movement about the office and lift and/or move up to 15 pounds Ability to work in excess of 8 hours a day, as well as evening and weekend hours as necessary for events and projects Performs Other Duties As Assigned    Reasonable accommodations will be made to enable individuals with disabilities to perform these essential functions. The Benjamin School offers a competitive salary and an outstanding benefits package, including comprehensive Medical, Dental, and Vision; AFLAC; 403(b) Retirement; Paid Time Off; Flexible Spending; Student Tuition Discounts; Educational Assistance; and School?paid Basic Life Insurance and Long?Term Disability. Additional information is available at www.thebenjaminschool.org . If selected to advance in our hiring process, you will be required to complete both a background check and a drug screening. In accordance with state regulations, your background check will be conducted through the Florida Care Provider Background Screening Clearinghouse. For more information about the Clearinghouse, including its purpose, FAQs, and additional resources, please visit:  https://info.flclearinghouse.com/   Send resume and letter of interest to juancarlos.fanjul@thebenjaminschool.org  Please, no telephone calls DFWP/EOE Wed, 20 May 2026 12:18:41 -0400 https://alumnijobs.cofc.edu/jobs/rss/22290029/preschool-chinese-lead-teacher https://alumnijobs.cofc.edu/jobs/rss/22290029/preschool-chinese-lead-teacher San Francisco, California, Chinese American International School in San Francisco, CA seeks a Preschool Chinese Lead Teacher This is a Chinese language position Exempt, full-time position OPPORTUNITY Join the vibrant community at the Chinese American International School’s new Forever Home campus on 19th Avenue as a Preschool Chinese Lead Teacher. Become part of a team striving to be the world’s most innovative, inspiring, and influential Chinese English dual-language immersion school. OUR IDEAL CANDIDATE The ideal candidate finds resonance with CAIS’s mission to Embrace Chinese, Become Our Best Selves, and Contribute to a Better World ; our Core Values of Courage, Curiosity, Inclusion, Kindness, and Perseverance . As CAIS aims to empower independent, effective, and inspired learners, we look for a candidate adept at student-centered pedagogy such as differentiation, use of assessment to inform teaching, and Workshop-based instruction. This candidate can foster a joyful learning community that strikes a developmentally appropriate balance between deepening students’ academic skills and nurturing the curiosity and creativity of our learners. Our new team member will collaborate with grade level Chinese partner teachers and enjoy a wealth of professional development opportunities. Within the framework of a strong curricular vision supported by the Chinese Program Director, the candidate will enjoy considerable autonomy in developing the classroom curriculum. CAIS offers a dynamic dual culture setting in which faculty are immersed in a culture of language learners. We look for a candidate who will embrace CAIS’s work to create an equitable, inclusive environment where all faculty, students, and families are supported in their individual identities. We welcome all applicants who aim to actively support and participate in our diverse and inclusive community. ESSENTIAL DUTIES Position responsibilities include ( but are not limited to) : Demonstrate teaching excellence, a growth mindset, professionalism, flexibility, and integrity Hold strong child development and pedagogical content knowledge Lead curriculum planning, assessment, report writing, and parent-teacher conferences, while contributing to and sustaining key program initiatives. Collaborate with Music, PE and Art teachers to integrate curriculum and support a cohesive, interdisciplinary learning experience for students. Support young children with whole group instructions, small group activities and differentiated instruction Use child observation, documentation, and assessment to inform instruction, plan learning experiences Develop and sustain the habit of reflective and intentional practice in their daily work Maintain a healthy, safe, engaging, and developmentally appropriate environment Interact with children using positive, supportive, and respectful attitude, language, and tone Encompass a positive discipline approach in guiding student behavior Partner with families to support each child’s learning and overall development Foster a positive intellectual, emotional, and social classroom environment where all children feel valued and experience a strong sense of belonging Collaborate closely with grade level and cross grade level teaching teams, including lead teachers, teaching associates, support teachers, and specialist teachers Facilitate classroom team meetings and support the professional growth of associate and support teachers Foster a collaborative community through constructive communication, while maintaining professionalism and respect for students, staff, and families. Active participation in Teacher Collaboration Time (TCT) to align curriculum and plan instruction, while maintaining professionalism and respect for students, staff, and families. Make sound, timely, and appropriate decisions and take responsibility for those decisions ESSENTIAL REQUIREMENTS Bachelor's degree in Education Minimum of 12 ECE units or Child Development Teacher Permit 2 or more years of teaching experience in early childhood Mandarin Chinese language proficiency Excellent interpersonal and communication skills Ability to work with colleagues from different backgrounds Commitment to school mission, policies, and initiatives Technical/Computer skills as required for job performance Initial and continued tuberculosis clearance Initial and continued criminal background clearance by DOJ and FBI CPR and First Aid Certification VALUED SKILLS & EXPERIENCE We value, but do not require, the following attributes: Master's degree preferred Three units of administration ECE or site supervisor preferred Personal experience with Chinese immersion education / second language acquisition BENEFITS & COMPENSATION The CAIS Board of Trustees and administration are expressly dedicated to ensuring that CAIS is a great place to work. The school is committed to attracting, developing, retaining, and rewarding top-tier employees with a strong benefits package. The salary range for this position is: $84,700 - $119,200 , based on experience. Please see the final page for a description of benefits. ABOUT CAIS As the nation’s first Mandarin immersion day school, Chinese American International School (CAIS) is an independent Preschool through 8th grade school in San Francisco. Our mission— Embrace Chinese, Become Our Best Selves, and Contribute to a Better World —guides every aspect of our work. CAIS prepares students to navigate and contribute to an interconnected world through language, culture, and character development. Our new campus and state-of-the-art performing arts facilities provide an exceptional foundation for creative teaching, learning, and community engagement. TO APPLY CAIS’s commitment to diversity, equity and inclusion is central to our mission. People of color and LGBTQIA candidates are strongly encouraged to apply. Click here to apply. Please no calls. CAIS as a Workplace Chinese American International School is dedicated to attracting, developing, rewarding and retaining world-class employees and ensuring that this is a great place to work. We put a high priority on advances in compensation, benefits, and work climate with a 2026-2027 benefits package and perks including: Distinctively CAIS Benefits Commuter benefits (up to $340/month) Trips to China and Taiwan Chaperone student trips to Taiwan (Taipei) and China (Guilin and Yunnan Province) Dynamic, dual culture setting valuing honest self assessment, thoughtful self reflection, intentional planning, and focused implementation Financial Benefits CAIS contributes 5% of your earnings immediately in a 403(B) retirement plan (no contribution required on your part) Salary scale benchmarked to the Bay Area’s competitive standards, including annual cost-of-living adjustments Consideration for relocation costs Approximately 90% adjustment to tuition for exempt employees   Professional Development Robust opportunities for conferences, workshops, and courses Membership in California Teacher Development Collaborative — https://catdc.org/   Health Benefits CAIS pays 100% of the premium for medical, dental, vision, acupuncture, chiropractic, short-term disability and long-term disability, and life insurance for you (along with competitive rates for spouse and family coverage) Employer-funded Health Savings Account (HSA) and Pre-tax HSA employee contribution Pre-tax Flexible Spending Account (FSA) for medical and dependent care Vacation / Holiday / Paid Time Off Thanksgiving Break – 1 week Winter Break (December/January) – 2 weeks Winter Break (February) – 1 week Spring Break (April) – 1 week Summer Break – 9 weeks from mid-June to mid-August Paid school holidays according to the school calendar Up to 2 additional days off for religious holidays Accrue 11.5 days of Sick Time annually Accrue 3 days of Personal Time annually Quality of Life and Appreciation Monthly appreciation lunches Twice-yearly Faculty/Staff Appreciation Events Annual milestones luncheon Free tickets to annual dinner/dance gala Lunar New Year luncheon Birthday gift card   ESSENTIAL REQUIREMENTS Bachelor's degree in Education Minimum of 12 ECE units or Child Development Teacher Permit 2 or more years of teaching experience in early childhood Mandarin Chinese language proficiency Excellent interpersonal and communication skills Ability to work with colleagues from different backgrounds Commitment to school mission, policies, and initiatives Technical/Computer skills as required for job performance Initial and continued tuberculosis clearance Initial and continued criminal background clearance by DOJ and FBI CPR and First Aid Certification The salary range for this position is: $84,700 - $119,200. Wed, 20 May 2026 19:02:24 -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/22290045/college-office-writing-specialist https://alumnijobs.cofc.edu/jobs/rss/22290045/college-office-writing-specialist New York, New York, College Office Writing Specialist   The College Office Writing Specialist is a dedicated instructional resource designed to help students find their unique voices in the college application process. Rather than writing for the students, this role focuses on coaching, brainstorming, and the iterative revision process to ensure every student submits authentic and compelling narratives. This position reports directly to the Director of College Counseling and works collaboratively with the counseling team to manage the heavy volume of the "application season."   DUTIES AND RESPONSIBILITIES: 1. Student Coaching & Brainstorming Individual Consultation: Meet one-on-one with students to extract meaningful personal narratives and "micro-stories" for the Common App Personal Statement. Workshop Facilitation: Design and lead small-group "Writing Bootcamps" during the spring and early fall, focusing on narrative structure and hook development. Supplemental Support: Direct the strategy for all non-Common App writing, ensuring students produce authentic, highly-researched responses to school-specific prompts (including "Why Us," short takes, and creative supplements) that align with their overall application persona. 2. Editorial Review & Feedback Narrative Consistency: Review application drafts for clarity, tone, and flow, ensuring the student’s voice remains central and is not overshadowed by adult "over-editing." Proofreading Management: Act as the final departmental set of eyes for grammar, syntax, and adherence to word counts before submission deadlines. Project Tracking: Maintain a dashboard of student progress to ensure all seniors are hitting internal writing deadlines. 3. Institutional Support Counselor Advocacy: Collaborate with College Counselors to ensure the student's personal essays complement—rather than replicate—the information found in the Counselor Recommendation. Resource Development: Create and update a library of writing guides, "exemplar" essays (anonymized), and prompt-specific tip sheets. Faculty Partnership: Occasionally consult with the English Department to align school-year writing skills with application-style narrative writing.   QUALIFICATIONS: Master’s degree preferred. Demonstrated knowledge base of U.S. colleges/universities and independent schools; knowledge of overseas programs a plus. Demonstrated counseling skills beyond college admissions extending to the context of family dynamics. Ability and desire to work in a dynamic and collaborative team environment.  A willingness to learn and counsel in the context of Columbia Prep’s unique culture.  Exceptional communication/marketing, interpersonal, organizational and decision-making skills.   WORK HOURS: 8:00am-4:00pm Monday through Friday Weekly faculty and department meetings until 4:30pm   COMPENSATION:   Salary range for this position is $80,000 - $100,000 annually. 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”). Wed, 20 May 2026 21:55:16 -0400 https://alumnijobs.cofc.edu/jobs/rss/22289886/head-varsity-boys-basketball-coach https://alumnijobs.cofc.edu/jobs/rss/22289886/head-varsity-boys-basketball-coach Southborough, Massachusetts, St. Mark’s School in Southborough, MA, seeks a Head Coach for our varsity boys basketball team. This part-time position begins in late November and concludes in early March. St. Mark’s has a strong tradition of excellence in boys basketball and competes in the Independent School League. The ideal candidate will possess a deep understanding of the game of basketball, demonstrated coaching experience, and a commitment to developing student-athletes both on and off the court. Qualifications: Candidates should have at least 3–4 years of coaching experience at the high school and/or college level. Extensive knowledge of the fundamental, technical, and tactical aspects of basketball. Ability to attract and recruit student-athletes and families to St. Mark’s who will contribute positively to the school’s overall educational program. Ability to positively motivate, inspire, and serve as a role model for student-athletes. Strong communication and organizational skills.   Interested candidates should send a cover letter and resume to Lauren Ames, Director of Athletics, at laurenames@stmarksschool.org. Responsibilities: Manage a Monday-to-Saturday practice and game schedule, including travel to away contests. Organize and conduct purposeful practices that foster player development, teamwork, and competitive preparation. Build and sustain a strong team culture that emphasizes leadership, accountability, sportsmanship, and the school’s values of respect, understanding, safety, and honesty. Work collaboratively with the athletic training staff to ensure the health and safety of all student-athletes. Communicate effectively with students, parents, alumni, faculty, and administration. Support the admission process by helping to identify and recruit prospective student-athletes who are a strong fit for the St. Mark’s community. Represent St. Mark’s and its athletic program with professionalism and integrity. Commensurate with experience. Wed, 20 May 2026 13:49:28 -0400 https://alumnijobs.cofc.edu/jobs/rss/22289701/assistant-director-of-admission https://alumnijobs.cofc.edu/jobs/rss/22289701/assistant-director-of-admission Watertown, Connecticut, The Taft School seeks a full-time Assistant Director of Admission to join a lively, collegial, and dedicated team for an August 2026 start date. The Assistant Director of Admission is responsible for contributing to the admission and enrollment process for prospective students and their families. They serve as an ambassador for the school’s mission and as a faculty member who supports the learning and development of all Taft students. Assistant Directors carry primary responsibility for territory management, outreach, interviews, application review, and family communication while contributing to a thoughtful, equitable, and mission-driven admissions process. A Bachelor’s degree plus a minimum of 5 years of Admission experience is preferred. Ideal candidates will have a deep understanding of both domestic and international independent school markets, along with excellent communication and follow-up skills.  Guided by Taft’s motto, Not to be served, but to serve , Assistant Directors of Admission engage fully in the life of a residential boarding school community and play a vital role in welcoming students and families to Taft. Review of applications will begin immediately and continue until the position is filled. Interested applicants should submit a cover letter, resume, and the names of three references to the online application through ADP. Primary Responsibilities Applicant Engagement & Evaluation Conduct interviews with prospective students and families, both on campus and virtually. Review applications holistically, contributing thoughtfully to admissions committee discussions. Communicate clearly and professionally with families throughout the admissions process. Recruitment & Territory Management Manage assigned geographic territories and recruitment responsibilities in alignment with institutional priorities. Travel for a minimum of 2 weeks per year. Build and maintain relationships with sending schools, counselors, community-based organizations, and prospective families. Represent Taft at school fairs, conferences, and recruitment events, including travel during peak seasons. Admissions Operations & Team Collaboration Support the execution of core admissions operations, including campus visit programs, interview scheduling, yield events, and seasonal initiatives. Collaborate closely with Senior Associate Directors and colleagues to ensure smooth workflows and consistent practices. Participate actively in committee work, file reading, and decision execution. One week of in-office work during the summer and other time as needed to prepare for the school year.   Data, Systems & Administrative Responsibilities Maintain accurate and timely records within admissions systems and platforms. Use admissions data and reporting tools to inform recruitment work and territory planning. Contribute to ongoing process improvement by identifying operational challenges and offering practical solutions. Faculty & Community Responsibilities Participate fully in faculty life at a residential boarding school. Faculty responsibilities include advising, evening and weekend duty, seated dinners, and two co-curricular programs, as assigned. Collaborate with campus partners to support enrolled students and a positive enrollment experience. Qualifications Bachelor’s degree required; Master’s degree preferred. Minimum of two to four years of experience in admissions, education, or a related field; independent school experience preferred. Experience in databases such as Slate and Veracross strongly preferred. Strong interpersonal, organizational, and communication skills. Ability to manage multiple priorities in a fast-paced, seasonal environment. Commitment to equity, inclusion, and Taft’s mission and values. Willingness to work evenings, weekends, and travel during peak admissions periods. Authorized to work in the United States of America and be in possession of a valid driver’s license  Portrait of an Educator Alignment: Strive for Wisdom – Continuously seek feedback, reflection, and collaboration to deepen their knowledge and enhance practice. Find Joy in Purpose – Draw inspiration from meaningful connections with students, colleagues, and the school’s mission. Nurture Relationships – Foster empathy, inclusion, and a sense of belonging through authentic, caring relationships. Build Resilience – Approach challenges with adaptability, creativity, and balance between personal and professional well-being. Practice Humility – Embrace feedback, acknowledge limitations, and view learning as a lifelong process. Pursue Excellence – Nurture all dimensions of human flourishing by upholding high standards, seeking out and providing mentorship, and  striving for improvement. Live with Honor – Act with integrity, accountability, and a commitment to the community’s shared values.   Position Details This is a full-time, 10-month , benefits-eligible position that includes either campus housing or housing stipend and use of school facilities including the grounds, athletics center, and dining hall (position specific and subject to availability). Assistant Directors of Admission are essential contributors to the effectiveness, culture, and success of the admissions office. The Taft School is an affirmative action-equal opportunity employer. It is the policy of The Taft School to provide equal employment opportunities to all qualified individuals without regard to age, gender, race, color, national origin, ancestry, religion, actual or perceived disability, marital status, sexual orientation, gender identity or expression, veteran's status, genetic predisposition or any other class protected by law. Wed, 20 May 2026 08:34:54 -0400