https://careers.nassp.org Latest NASSP Career Center Jobs Mon, 11 May 2026 11:46:07 Z https://careers.nassp.org/jobs/rss/22253565/upper-school-college-counselor https://careers.nassp.org/jobs/rss/22253565/upper-school-college-counselor Wilmington, Delaware, JOB TITLE:                   College Counselor DEPARTMENT:           Upper School REPORTS TO:          Director of College Counseling and the Upper School Principal POSITION OVERVIEW: Ursuline Academy is expanding its Upper School Counseling Department with the addition of a second person to support college counseling. This position will involve two primary functions. First, this role supports students and families throughout the college admissions process by providing individualized guidance, strategic planning, and comprehensive programming. This role requires strong knowledge of college admissions trends, excellent interpersonal skills, and a commitment to helping students identify and pursue the best fit for their post-high school education. Second, this position will also support the Upper School with other academic responsibilities that could include teaching and program management.   SPECIFIC DUTIES: Academic Environment Advise and guide students and parents through the college admissions process, including Junior and Senior year course scheduling, college selection, applications, essays, and decision-making. Develop and/or deliver programming to address students’ academic and personal growth. Aid in planning and teaching multiple sections of the Junior Seminar course on college planning. Build strong, supportive relationships with students and families to ensure a thoughtful and individualized college counseling experience. Assist students with selecting appropriate courses for their Junior and Senior years that align with their college goals Write personalized and comprehensive letters of recommendation. Prepare and submit supporting documents to colleges and universities. Counsel students and families on financial aid, scholarships, and affordability considerations. Cultivate and maintain relationships with college admission representatives, both those who visit Ursuline Academy and those who do not visit. Coordinate and host college visits and information sessions. Visit various colleges and universities to remain informed and better assist students with the right college selection for them. Administer standardized and AP tests to students as needed. Participate in events outside of the regular work schedule (Orientation, Open House, Conferences, Guidance Nights) to provide information about the college process. Perform other duties as assigned.   School Community Attend Graduation Ceremonies, Back to School Nights, Conferences, Open Houses, school-sponsored extracurricular events, pep rallies, assemblies, community meetings, special events, etc. and serves as chaperone, as require. Demonstrate support of students through attendance at social and extracurricular events across divisions. Serve as a positive ambassador for Ursuline Academy in the community. Demonstrate a willingness to serve the school community with time and talents in activities outside of the counseling office. Assist in upholding and supporting school rules.   Communication Maintain timely and professional communication with families, responding to inquiries within one business day. Document significant communications and follow up as appropriate. Professionalism Exhibit expertise by remaining up to date on research and trends, attending professional development opportunities, when needed. Model professional qualities of discretion, confidentiality, and respect through interpersonal relationships with colleagues, students, and families. Perform duties as assigned including car line, cafeteria monitoring, hallway coverage, etc. as required by the Principal. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Attend and actively participates in all meetings and in-service days. Alignment with Mission, Core Values and Portrait of an Ursuline Educator Actively uphold the school policies and procedures detailed in the Employee Handbook and Faculty Handbook. Attend school liturgies, prayer services, retreats, and other mission-directed events or activities, as planned. Actively monitor and ensure student adherence to Student Handbook policies and procedures. Model desired behaviors for students both in and out of school, including maintaining standards of school behaviors. Enthusiastically engages in professional development activities designed to support professional growth. QUALIFICATIONS: Bachelor’s degree in education, counseling, or a related field required; Master’s degree preferred. Prior experience in college counseling, admissions, or secondary education preferred. Strong understanding of the college admissions process and trends. Proficiency with educational technology and college counseling platforms (e.g., Naviance, Common App). Excellent interpersonal, communication, and presentation skills. Excellent organizational, prioritization, and time management skills including the ability to plan and manage projects.  Strong analytical and problem-solving skills. Ability to work collaboratively with students, teachers, parents, volunteers and school administration.  Ability to navigate challenging situations with discretion, diplomacy and professionalism. Ability to work independently as well as collaboratively in a team environment.  Passion for bettering the lives of students.  Desire to seek out professional development activities related to the latest instructional strategies, student growth and best pedagogical practices.  Willingness to be an active, enthusiastic member of the Ursuline community. Ability to maintain confidentiality at all times regarding the Ursuline community. Tue, 05 May 2026 16:32:20 -0400 https://careers.nassp.org/jobs/rss/22251038/lower-school-lead-teacher https://careers.nassp.org/jobs/rss/22251038/lower-school-lead-teacher Atlanta, Georgia, Position Title: Lower School Lead Teacher FLSA Classification: Exempt, Instructional Staff, 10-Months Reports To: Lower School Principal  Mission The Howard School celebrates each student, transforming the learning experience and developing lifelong strengths. School Profile The Howard School educates students with language-based learning differences through instruction designed to complement and address each student’s individual needs and to help each student understand and advocate for his/her own learning process. The curriculum focuses on depth of understanding to make learning meaningful and therefore, maximize educational success. Position Purpose The Lead Teacher is responsible, in collaboration with the teaching team, for creating a vibrant, student-centered,  language rich environment that supports the learning and personal growth of each student. This individual must be skillful in establishing a strong relationship with students and creating learning opportunities that motivate and inspire students to develop all aspects of their profiles. The Howard School recognizes and celebrates learner passions and strengths, while also addressing their disabilities and weaknesses, and believes that learners are neither defined nor limited by labels. We seek an experienced educator to join an interdisciplinary team who is committed to interactive learning, student self-knowledge and self-advocacy, collaboration, flexibility, and humor. They must possess the insight and skills to participate fully on a team which brings research-based expertise, depth of experience, and enthusiasm to a full and robust academic program that includes the arts, technology and athletics. Teacher Characteristics Committed to best practices for the education of students with language learning differences and disabilities • Committed to and skilled in differentiation • Committed to designing and adapting instruction to meet a range of student learning needs and interests • Committed to multidisciplinary instruction, encouraging students' creative expression, incorporating student interest and passions, and developing critical thinking • Curious about the world of ideas across multiple disciplines, and excited to teach across different disciplines. • Highly collaborative and excited about generating curriculum and assessment ideas in a team setting • Curious, creative, self-reflective, and willing to take initiative and run with new ideas Essential Functions Develops lesson plans and supplementary materials compatible with the division’s basic instructional and philosophical standards; provides individualized and small group instruction in order to adapt the curriculum to the needs of each student and subgroups of students • Translates lesson plans into learning experiences to effectively and actively engage students in small groups with language, literacy, writing, and math • Guides students to know their own learning profile and to advocate for their learning needs • Seeks regular field experience opportunities for students that extend the classroom into the broader community • Works collaboratively with the teaching team on behalf of students, and seeks the ideas, feedback or advice of colleagues as an integral part of effective planning • Integrates instructional and assistive technologies, media and other tools into instruction • Establishes and maintains standards of student behavior through relationships, positive reinforcement and support • Evaluates and documents academic and social growth of students, and keeps required records. Writes required narrative reports. • Effective and regular verbal and written communication with parents or guardians conferences and other means to discuss student progress • Supervises and monitors students in class and during transitions so that students are safe physically and emotionally • Models non discriminatory practices in all activities • Responsible for supervision of assistant teacher • Performs other duties as assigned • Regular and predictable attendance as well as timeliness are essential functions of the job   Qualifications Bachelor’s degree required • Advanced degree and 3-5 years of classroom experience working with students with language learning disabilities and differences preferred • Desire to plan and work collaboratively on a team is essential • Ideal candidates have the attributes of flexibility, humor, collaboration, creativity, and passion for current  research and pedagogy • Flexible teaching background and interest in teaching electives, coaching and/or advising clubs is a plus • Fully vaccinated for COVID-19 preferred Physical Requirements and Work Environment Must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal classroom levels, outdoors and on the telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift up to 50 pounds; and to bend, stoop, climb stairs and reach overhead. • Work primarily in a traditional climate-controlled office environment • Work intermittently in outside weather conditions, including extreme heat and cold • Duties may be occasionally performed on field trips away from school. The noise level in the work environment is usually moderate. The Howard School is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. All applicants will be considered for employment without regard to race, color, creed, religion, sex, sexual orientation, gender identity, national origin, citizenship status, age, pregnancy, disability/handicap, genetic information, uniform service member status or any other protected status in accordance with applicable federal, state, and local laws, veteran or disability status.  Mon, 04 May 2026 14:54:18 -0400 https://careers.nassp.org/jobs/rss/22250838/nature-nursery-lead-teacher https://careers.nassp.org/jobs/rss/22250838/nature-nursery-lead-teacher Wynnewood, Pennsylvania, Description Friends’ Central School Overview Friends’ Central School is an independent, coeducational Quaker day school founded in 1845 and serving approximately 880 students in Nursery through grade 12. Located in the Philadelphia suburbs, the School has two campuses. The Middle & Upper Schools are located just outside of West Philadelphia in Wynnewood, and the Lower School is on our Old Gulph Road campus in the heart of Wynnewood. The Lower School, which is grades Nursery through Fifth Grade, has approximately 285 students.    The exceptional faculty at Friends’ Central offers a curriculum that cultivates the intellectual, spiritual, and ethical growth of our students. Our pedagogy is grounded in continuing revelation, reflection, and integrity. From Nursery to Grade 12, our students participate in a process designed to foster creative, critical, and flexible thinking, along with compassion. As they transform from playful children to skilled, self-possessed teenagers, they are intellectually curious and engaged thinkers. Friends’ Central prepares graduates to succeed in college and in life.    Lower School Nursery Lead Teacher Our Nature Nursery is a magical place where important lessons about sharing, friendship, math, art, science, and reading happen in the context of the woods, gardens, pond, stream, fields, and classrooms of our beautiful 18-acre campus. Highly qualified teachers guide our youngest students, beginning at age 2 years and 7 months, through their first steps in the Friends’ Central School community. Nursery students play on their own playground and take “field trips” to explore and learn from different facets of our campus. Learning thematically with an integrated approach to language arts, math, and social studies takes place both in the classroom and outdoors, where an exploration of the natural world – including seed germination, planting, harvesting, and eating vegetables – helps children improve their fine-motor skills and make connections across the curriculum. At Nature Nursery, 70 percent of the learning happens outside. Spread across the week are the “specials,” which include science, art, music, library, and Spanish, as well as “gym & jam,” where students explore the gym and its equipment to a background of music.    Friends’ Central School seeks a  Lower School Nursery Lead Teacher  for a full-time position beginning in August 2026. Ideal candidates will demonstrate knowledge of and experience in hands-on and integrated learning; be highly motivated, hard-working, collaborative, and flexible; demonstrate a desire to learn; show initiative; and have a sense of humor. This position is a 10-month, exempt position and will be under the supervision of the Lower School Principal.   In addition to having the required professional and educational background, we seek an enthusiastic, energetic candidate.   Essential functions of the role include: Taking the lead on all curricular areas for their classroom, including literacy, math, and Social Studies  Collaborating with grade team and Lower School specialists to integrate curriculum and support student success  Partnering with the Student Support Team and outside support providers as necessary to promote student success  Having an understanding of how to teach thematically and partnering with resources and experts on campus, including the Light Lab Director, to bring thematic teaching to life  Building community within the classroom and demonstrating clear and affirming classroom management  Developing positive working relationships with students  Supervising students during snack, lunch and all outdoor activities  Supervising and assisting students with transitions throughout the day and student personal needs (bathroom, etc.) Participating in Lower School committee work Communicating meaningfully to families on a regular basis so they have a window into the classroom and understand their child’s achievement and growth  Crafting thoughtful portfolio and conducting thorough parent conference in the fall and spring for each student  Demonstrating a commitment to diversity and inclusivity  Understanding and being committed to the School’s Quaker values and mission Participating in extra duties either before or after school as needed; other duties as assigned   Physical requirements: Our Nature Nursery Program spends most of its time outdoors. This position requires candidates to do extensive amounts of walking outside, in addition to being outdoors in every type of weather, including the cold and rain. This role also requires carrying supplies outdoors and around campus, helping children physically navigate the space and terrain of campus, and being able to pick children up, if necessary.    Qualifications At least 3-5 years of teaching at the elementary level Bachelor’s degree in a related field (advanced degree preferred) A passion for teaching and learning and working with elementary school students Demonstrated knowledge of current research around teaching and learning   Please apply here. The application will ask for a resume, cover letter, and three professional references. All applications should be completed by May 15, 2026.   Friends’ Central School seeks candidates with a commitment to fostering an inclusive learning community, who will address issues of diversity, as well as enhance the Philosophy of Inclusivity and Awareness articulated in our  Diversity Statement . Mon, 04 May 2026 09:44:31 -0400 https://careers.nassp.org/jobs/rss/22250837/3rd-grade-lead-teacher https://careers.nassp.org/jobs/rss/22250837/3rd-grade-lead-teacher Wynnewood, Pennsylvania, Description Friends’ Central School Overview Friends’ Central School is an independent, coeducational Quaker day school founded in 1845 and serving approximately 880 students in Nursery through grade 12. Located in the Philadelphia suburbs, the School has two campuses. The Middle & Upper Schools are located just outside of West Philadelphia in Wynnewood, and the Lower School is on our Old Gulph Road campus in the heart of Wynnewood. The Lower School, which is grades Nursery through Fifth Grade, has approximately 285 students.    The exceptional faculty at Friends’ Central offers a curriculum that cultivates the intellectual, spiritual, and ethical growth of our students. Our pedagogy is grounded in continuing revelation, reflection, and integrity. From Nursery to Grade 12, our students participate in a process designed to foster creative, critical, and flexible thinking, along with compassion. As they transform from playful children to skilled, self-possessed teenagers, they are intellectually curious and engaged thinkers. Friends’ Central prepares graduates to succeed in college and in life.    Lower School Lead Teacher  Friends’ Central Lower School seeks a Lower School Lead Teacher for a full-time position beginning in August 2026. Ideal candidates will demonstrate knowledge of and experience in hands-on and integrated learning; be highly motivated, hard-working, collaborative, and flexible; demonstrate a desire to learn; show initiative; and have a sense of humor. This position is a 10-month, exempt position and will be under the supervision of the Lower School Principal.  In addition to having the required professional and educational background, we seek an enthusiastic, and energetic candidate.    Responsibilities:   • Taking the lead on all curricular areas for their classroom, including literacy, math, and social studies.  • Administering and analyzing formal and informal assessments to differentiate subject areas to a range of learners, including Fountas and Pinnell reading assessments  • Collaborating with the grade team and Lower School Specialists to integrate curriculum and support student success  • Partnering with the Support Services team and outside support providers to promote student success  • Having an understanding of how to teach thematically and partnering with resources and experts on campus, including the  Light Lab  Director, to bring thematic teaching to life  • Building community within the classroom and demonstrating clear and affirming classroom management with the use of Responsive Classroom, as well as Quaker ethos  • Developing positive working relationships with all community members – students, families, and colleagues  • Supervising students in the lunchroom and at recess • Participating in Lower School committee work  • Communicating meaningfully to families regularly to provide them with a window into the classroom and help them understand their child’s achievement and growth   • Crafting thoughtful report cards twice a year and conducting thorough parent conferences in the fall and spring for each student  • Demonstrating a commitment to diversity and inclusivity  • Understanding and being committed to the School’s Quaker values and mission    Qualifications   • At least 3-6 years of teaching experience at the elementary level  • Bachelor’s degree in a related field (advanced degree preferred)  • Passion for working with elementary school students  • Demonstrated knowledge of current research around teaching and learning  • Training in Responsive Classroom, Context for Learning Math, Fundations is a plus    Please apply here. The application will ask for a resume, cover letter, and three professional references. All applications should be completed by May 15, 2026.    Friends’ Central School seeks candidates with a commitment to fostering an inclusive learning community who will address issues of diversity, as well as enhance the Philosophy of Inclusivity and Awareness articulated in our  Diversity Statement .  Mon, 04 May 2026 09:41:25 -0400 https://careers.nassp.org/jobs/rss/22241140/middle-school-pe-teacher-26-27 https://careers.nassp.org/jobs/rss/22241140/middle-school-pe-teacher-26-27 Washington, D.C., About the Position DEPARTMENT:  Middle School PE/Health Education  REPORTS TO:  Middle School Principal   SUPERVISES:  N/A FLSA:  Exempt TYPE OF ROLE:  Full-time DATE:  August 17, 2026 COMPENSATION:  Salaried (based on experience)  BENEFITS: Benefits eligible (dependent upon course load/FTE status) Note: Applications will be reviewed on a rolling basis. Georgetown Day School  is a Pre-K-12 co-educational independent day school dedicated to cultivating a just, inclusive and diverse school community. As such we are committed to excellence in teaching and seek a culturally competent, experienced Physical Education and Health teacher for the 2026-2027 school year. Primary job responsibilities include teaching physical education and health classes to various grade levels in our 5th-8th middle school program. Coaching responsibilities include coaching Middle and High School athletics. Building a positive learning environment, meaningful curriculum and teaching through an equity lens are essential components of a GDS instruction. The ability to provide those elements, work collaboratively with colleagues, and place children’s interests and experiences at the heart of the classroom are essential components of the job. As a diverse, inclusive school devoted to preparing our students to live and work in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting.  Primary Duties and Responsibilities  In collaboration with the Physical Education Team, oversight and teaching of one section each of 5th and 6th-grade Physical Education classes. Co-teach a Pre-Kindergarten or Kindergarten Physical Education section. Teach a rotation of 5th and 6th-grade health classes. Teach 1 period of 7th and 8th-grade health per week. Coach 2 seasons of Middle School Athletics, as assigned by the Athletic Director. Coach 1 season of High School Athletics, as assigned by the Athletic Director. Serve as a Middle School Advisor, supporting the academic and social well-being of a small group of students, and steward the family/school partnership.   Additional Duties and Responsibilities Meet regularly with the department, grade-level teams, and attend divisional meetings. Attend additional meetings and responsibilities beyond school hours, as needed.  Attend grade-level trips as assigned. Set up, take down, and maintain physical education equipment. Fulfill other duties as assigned. D.C. Wage Transparency Act Disclosure Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of full-time teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year, and each year of experience equates to approximately $1000 to 1500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability).   For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds   To Apply   Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org. For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds   As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways. Qualifications Education and Experience A bachelor' s  degree is required.  It is preferred that this degree is in Physical Education or a related field.  A master’s degree is preferred.  3 or more years of teaching experience is strongly preferred.  Experience working with early adolescents is strongly preferred.  Working knowledge of the National Standards for Physical Education (SHAPE) to guide lesson planning and assessment. A shared commitment to ongoing professional learning. Skills Excellent written and verbal communication skills. Work collaboratively with colleagues to design and implement high-quality, engaging learning experiences. Deep understanding of the adolescent learner.  Commitment to leverage effective, research-informed instructional practices and teaching through a lens of equity and inclusion. Engage our parent community through consistent and clear communication about curriculum, school life, and each child’s personal learning journey. Respond positively and restoratively to student needs.   Americans with Disability Specifications Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.  Work Environment: Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate. Thu, 30 Apr 2026 14:58:18 -0400 https://careers.nassp.org/jobs/rss/22227741/4th-grade-teacher https://careers.nassp.org/jobs/rss/22227741/4th-grade-teacher Englewood, Colorado, St. Mary’s Academy Overview: St. Mary’s Academy, located in Englewood, Colorado is Metro Denver’s premier Catholic, Independent school offering rigorous academics in its co-ed PreK-Grade 8, and all-girls High School. SMA offers a safe, yet innovative program that embraces all student backgrounds, and fosters character and moral development from Preschool - Kindergarten to graduation.   SMA is a close community where faculty and staff serve as role models for the students with a mission to foster excellence in each child through academic achievement, spiritual development, and service. The qualities of a strong work ethic, desire for personal growth, and commitment to life-long learning that St. Mary’s Academy expects of students are likewise an expectation for faculty and staff.  Each day, too, is an opportunity to live the Loretto School Values of faith, community, justice, and respect.   SMA is committed to recruiting and retaining a diverse faculty and staff dedicated to their profession and the well-being and life of the St. Mary’s Academy community. St. Mary's Academy does not discriminate on the basis of age, color, sex, disability, marital status, national or ethnic origin, race, sexual orientation, or religion. This policy applies to all areas of student concerns: educational policies, admission policies (historically high school admission is open to women only), scholarship, and grant-in-aid programs, athletic and other school-administered programs as well as employee/personnel concerns. St. Mary's Academy is an equal-opportunity employer.  Job Description: St. Mary’s Academy is seeking a Lower School teacher for the 2026/2027 school year in Grade 4. This is a full-time, 10-month, exempt position reporting to the lower school principal, beginning in August 2026. This individual will collaborate with team members, and support the organization by planning, organizing, and implementing an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential.   Through regular conversations with their division principal and colleagues, St. Mary’s Academy teachers learn and understand their job responsibilities. It has been a hallmark of teachers throughout the history of SMA that their work goes beyond the classroom and includes not only the academic preparation of the student but also the emotional, social, and spiritual development of students. Additionally, teachers at St. Mary’s Academy are enthusiastic and energetic and they find support for new ideas. This enthusiasm is encouraged and applauded at SMA. Additionally, faculty members at St. Mary’s Academy are a supportive group. One does not have to look far to find a helping hand. Major Duties and Responsibilities:   Collaborate with the 4th-grade team to plan and deliver engaging, developmentally appropriate instruction Develop lesson plans with clear objectives aligned to curriculum goals Prepare and maintain an organized, well-equipped classroom environment Differentiate instruction using a variety of strategies, materials, and resources to meet diverse student needs Integrate technology effectively to support teaching and learning Monitor, assess, and document student progress; provide timely, meaningful feedback Maintain accurate records and prepare reports on student performance and growth Establish and manage classroom expectations to support a positive learning environment Communicate regularly with students, families, and colleagues regarding progress and needs   All teachers are also responsible for a variety of duties and tasks throughout the day; the principal will make these assignments and share them with the faculty. These tasks and assignments change as the needs of the community are determined.   Salary: The salary range for this full-time, exempt position is $54,000.00 - $68,000.00.   Benefits: At St. Mary's Academy, we believe that exceptional educators deserve exceptional support. That's why we offer a comprehensive benefits package designed to support both your well-being and professional growth. Our benefits include medical, dental, and vision coverage, life insurance, an Employee Assistance Program, and a retirement plan with a match after one year of employment to help you secure your future. Additionally, we provide tuition remission for your family and robust opportunities for professional development to help you continue growing in your career.    How to Apply: Interested candidates should send a cover letter and resume to Jackie Neal at jneal@smanet.org Applications will be reviewed on a rolling basis. We encourage early submission. No calls, please. Qualifications/Requirements: Education and qualifications should include the following: Bachelor’s degree  A Master’s degree or teaching certification is strongly preferred 3+ years of teaching experience grounded in knowledge of best practices  Willingness to build and maintain collaborative relationships with colleagues and parents Commitment to employing a positive, growth mindset to teaching A sense of resonance with the St. Mary’s Academy mission.   Fri, 24 Apr 2026 15:41:42 -0400 https://careers.nassp.org/jobs/rss/22224215/middle-school-spanish-teacher https://careers.nassp.org/jobs/rss/22224215/middle-school-spanish-teacher Houston, Texas, First Baptist Academy, serving students infant through eighth grade, is seeking a Middle School Spanish Teacher.  FBA teachers exemplify specific characteristics of professional excellence to support FBA’s vision, mission, core values, and strategic goals. This position reports to the Middle School Principal. Mission Statement: Our mission is to equip students with the Truth of God’s Word while developing their character, intellect, and potential to Explore, Create, Challenge, and Lead. Key Responsibilities: Creative Empowerment – Create classroom learning environments that foster a secure and supportive atmosphere, encouraging students to embrace challenges, redefine failure, and advocate for themselves. Work diligently in curriculum planning, implementing instruction, and executing effective classroom management techniques for middle grade-aged students. Comprehensive Personalization – Provide diverse learning opportunities tailored to the unique strengths, interests, and challenges of students, including effective small group instruction, relevant pedagogy, and integration of technology applications. Collective Collaboration – Engage in collective efforts with team members to attain shared goals for the benefit of the students. Communicate with parents during the school year through regular correspondence, electronic gradebooks, and maintaining class pages on FBA’s portal system. Supportive Guidance – Assist students in recognizing their talents and guiding them in utilizing these gifts to serve others and discover God’s desired path for their lives. Ensure that all students make academic and social progress, including the assessment and evaluation of student growth in preparation for high school and the Portrait of an FBA Graduate. Continuous Professional Growth – Pursue professional development opportunities to incorporate optimal teaching methodologies in our classrooms. Required Qualifications: Faithful Integrity – Model Biblical values, principles, and desired behaviors for student guidance while demonstrating a desire to work in a Christian environment. Moral and Ethical Standards – Uphold high moral and ethical standards within the classroom and greater school community. Servant Heart – Demonstrate humility, servant leadership, and a willingness to serve others in a Christ-like manner. Bachelor’s degree from an accredited school with current teacher certification At least two years of full-time teaching experience Benefits: Salary is commensurate with qualifications and experience Group medical insurance coverage for employee Dental and vision insurance available Life Insurance, AD&D and Long-term disability coverage for employee 403(b) matching Paid time off Tuition Discount Fitness Center Discount Background Check Statement : FBA conducts pre-employment screening for all positions which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications. First Baptist Academy is a Christian school dedicated to the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals in an environment that is academically rigorous -  enriched with the truth of scripture and a relevant Biblical Worldview.    It is the policy of First Baptist Academy not to discriminate on the basis of race, color, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law except those exclusions specifically provided to Religious Organizations. Thu, 23 Apr 2026 12:41:16 -0400 https://careers.nassp.org/jobs/rss/22218548/associate-teacher https://careers.nassp.org/jobs/rss/22218548/associate-teacher Pacific Palisdes, California, ST. MATTHEW'S PARISH SCHOOL POSITION:        ASSOCIATE TEACHER REPORTS TO: LOWER SCHOOL PRINCIPAL, GRADES K-4 The Associate Teaching program at St. Matthew’s Parish School is an exciting opportunity to gain experience partnering with experienced Lead Teachers. The Associate Teaching program is a two-year, hands-on teaching experience that emphasizes daily teaching, curriculum planning, and professional growth. Throughout an associate teacher’s time at St. Matthew’s Parish School, they will receive mentoring and experiences to prepare them for the work of a head teacher. Participants will observe and participate in all aspects of the classroom to gain essential experience. This will include planning, implementing, and assessing curriculum while supporting the academic, social, and emotional growth of students. St. Matthew’s Parish School is committed to supporting Associate Teachers who are in master’s or credential programs. Following two years in the program, Associate Teachers can apply for a third year by meeting the eligibility requirements listed in the year 3 application provided by the Administration. ESSENTIAL RESPONSIBILITIES Associate teachers partner daily with a head teacher to plan and teach lessons in all subject areas (math, language arts, and social studies). Associate teachers are key members of their classroom teaching team and grade-wide team. They attend all grade-wide meetings, communicate with parents, and share all classroom responsibilities with their head teacher. They are also assigned supervision duties. Associate teachers model patience, flexibility, kindness, openness, friendliness, responsibility, a sense of humor, and respect for others. HOURS 7:50 am - 3:30 pm Faculty meetings are on Monday from 3:30 to 5:00 pm Occasional evening events COMPENSATION Anticipated base compensation is $70,500 to $75,000, commensurate on experience. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. TERMS OF EMPLOYMENT This is an exempt position. Competitive compensation, commensurate with experience. Benefits package includes, but is not limited to, medical, life, dental insurance, short-term, long-term disability, retirement plan (up to a 9% match). The school is a member of the National Association of Independent Schools and the National Association of Episcopal Schools, and is accredited by the California Association of Independent Schools and the Western Association of Schools and Colleges.   QUALIFICATIONS REQUIRED BUT NOT LIMITED TO: Bachelor’s degree, ideally in education or an education-related field; Master’s and/or credential preferred Minimum of three years’ teaching experience Experience working with lower school-age children in some capacity (teaching, tutoring, coaching, camps) An appreciation for and desire to work with all types of learners Enthusiasm for pursuing a teaching career Proficient in the use of technology, including Google Suite, Zoom, Seesaw Interpersonal, communication, and organizational skills and professionalism to thrive in a collaborative environment Initiative and openness to receiving and giving feedback Interest in and flexibility for helping shape a new program Classroom management skills necessary to ensure a safe, productive, and positive environment Strong organizational and time-management skills Strong desire to be part of a collaborative team Excellent communication, interpersonal, and presentation skills Experience developing, writing, and delivering curriculum Ability to work effectively, communicate, and collaborate in a team situation Excellent time-management, interpersonal, and organizational skills Genuine affinity for working with children and families in a highly engaged community A comprehensive approach to nurturing every aspect of a child’s development Dedication to continuous professional development Proficient in technology and adept at learning new skills Tue, 21 Apr 2026 20:32:30 -0400 https://careers.nassp.org/jobs/rss/22218550/spanish-teacher https://careers.nassp.org/jobs/rss/22218550/spanish-teacher Pacific Palisades, California, POSITION:         SPANISH TEACHER REPORTS TO: MIDDLE SCHOOL PRINCIPAL St. Matthew’s is an independent Episcopal day school for students in Preschool through Grade 8. The school provides a challenging academic program and places a strong emphasis on building character and empathy as well as a focus on service learning. At St. Matthew’s, we value diversity, equity, and inclusion and are seeking candidates for whom these are shared values. To learn more about St. Matthew’s Parish School, please view our website at St. Matthew's Parish School Teachers must have a strong understanding of child development, enjoy young adolescents, and display a passion for their subject. The ideal candidate will have experience creating and implementing a K-8 Spanish curriculum that includes project-based learning units and hands-on curricula for students. Candidates should enjoy collaborating with colleagues and engaging in the entire school experience. The candidate must be capable of and willing to teach a range of students. Additionally, many teachers serve as advisors to a small group of middle school students and may be involved with extracurricular or interdisciplinary programs. ESSENTIAL RESPONSIBILITIES INCLUDE THE FOLLOWING:  Design and deliver inquiry-driven curriculum in subject area/s Collaborate with colleagues to design integrated curriculum, projects, and service-learning opportunities Create a classroom space that is differentiated, engaging, and responsive Integrate student and teacher use of technology into curriculum and instruction to enhance student learning Plan, design, and implement authentic assessment of student progress Integrate student and teacher use of technology meaningfully into instruction and effectively utilize technology for planning and administrative functions Communicate student progress to students and families through assessments, the Schoology portal, progress reports, report cards, and conferences Serve as a middle school advisor, which includes teaching SEL curriculum, providing academic coaching as well as planning and supporting community events and retreats Identify and respond to individual students’ academic, social, and emotional needs, including learning differences in collaboration with the Student Success Team Carry out other responsibilities and duties, such as clubs and recess-lunch supervision Participate in the School community, including faculty and committee work, and other school-related activities Participate in open houses and retreats as needed and perform supervision duties as assigned  Attend day and overnight field trips as needed Perform other duties needed or as assigned to help drive our Vision, fulfill our Mission, and abide by our Organization’s Values EXPECTED HOURS 7:50 am - 3:30 pm Monday through Friday Faculty Meetings are on Mondays from 3:30 to 5:00 pm (Occasional evening events) TERMS OF EMPLOYMENT This is an exempt position. Competitive compensation commensurate with experience. Benefits package includes, but is not limited to, a national medical and dental insurance plan, life insurance, short-term/long-term disability, and retirement plan (up to a 9% match). In addition,  St. Matthew’s has a nearly 70-year record of supporting teachers through a strong professional development program.  The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. All school personnel must successfully complete a fingerprint background check through Live Scan and provide current tuberculosis clearance.   The School is a member of the National Association of Independent Schools and the National Association of Episcopal Schools, and is accredited by the California Association of Independent Schools and the Western Association of Schools and Colleges. SKILLS, KNOWLEDGE AND EDUCATION B.A. or B.S. in education or a related field Teaching Credential and/or Master’s in education preferred  Minimum of three years of teaching experience Excellent classroom management skills necessary to ensure a safe, productive, and positive environment Excellent interpersonal, organizational, and time management skills Strong desire to be part of a collaborative team Excellent communication, interpersonal, and presentation skills Experience developing, writing, and delivering curriculum Ability to work effectively, communicate, and collaborate in a team situation Proficient in technology and adept at learning new skills Must LOVE students and their unique needs as learners Tue, 21 Apr 2026 20:33:51 -0400 https://careers.nassp.org/jobs/rss/22218088/high-school-asl-lead-teacher https://careers.nassp.org/jobs/rss/22218088/high-school-asl-lead-teacher Atlanta, Georgia,   Position Title: Lead American Sign Language (ASL) Teacher  FLSA Classification: Exempt, Instructional Staff, 10-month Reports To: High School Principal   Mission The Howard School celebrates each student, transforming the learning experience and developing lifelong strengths. Position Purpose The Lead Teacher is responsible, in collaboration with the teaching team, for creating a vibrant, student-centered language rich environment that supports the learning and personal growth of each student. He or she must be skillful in establishing a strong relationship with students and creating learning opportunities that motivate and inspire students to develop all aspects of their profiles. The Howard School recognizes and celebrates learner passions and strengths, while also addressing their disabilities and weaknesses, and believes that learners are neither defined nor limited by labels. We seek an experienced educator to join an interdisciplinary team who is committed to interactive project-based learning, student self-knowledge and self-advocacy, collaboration, flexibility, and humor. They must possess the insight and skills to participate fully on a team which brings research-based expertise, depth of experience, and enthusiasm to a full and robust academic program that includes the arts, technology and athletics.  Teacher Characteristics Committed to best practices for the education of students with language learning differences and disabilities  Committed to and skilled in differentiation  Committed to designing and adapting instruction to meet a range of student learning needs and interests  Committed to multidisciplinary instruction, encouraging students' creative expression, incorporating student interest and passions, and developing critical thinking  Curious about the world of ideas across multiple disciplines, and excited to teach across different disciplines Highly collaborative and excited about generating curriculum and assessment ideas in a team setting  Curious, creative, self-reflective, and willing to take initiative and run with new ideas Essential Functions  Design and deliver engaging, student-centered ASL instruction that aligns with school philosophy, incorporates the five Cs of world language learning, and meets the needs of diverse learners through individualized and small-group approaches. Foster student self-awareness and advocacy by helping students understand their learning profiles and develop the skills to communicate their needs effectively. Create real-world, experiential learning opportunities by extending ASL instruction beyond the classroom through community-based experiences and culturally relevant engagement. Collaborate actively with colleagues and support staff to plan, differentiate instruction, and ensure cohesive, student-centered programming across disciplines. Integrate instructional technology and inclusive practices while maintaining a safe, respectful, and affirming classroom environment grounded in positive relationships and non-discriminatory practices. Monitor, assess, and communicate student growth by maintaining accurate records, writing narrative reports, partnering with families, and supporting school-wide expectations for student development and accountability. Communicates regularly and thoroughly with parents or guardians through conferences and other means to discuss student progress  Supervises and monitors students in class and during transitions so that students are safe physically and emotionally  Models non discriminatory practices in all activities  Performs other duties as assigned  Regular and predictable attendance is an essential function of the job Teaches students ASL skills in a small group classroom setting Demonstrates understanding and application of the five Cs of foreign language instruction Designs and conducts staff development pertinent to the effective implementation of the ASL program Maintains and increases knowledge of trends in effective teaching of ASL Qualifications  Bachelor’s degree required   Valid teaching certificate with certification in American Sign Language or in an approved alternative certification program working toward ASL certification Advanced degree and 3-5 years of classroom experience in an independent school environment preferred Prefer bilingual ASL English, bicultural native or near-native ASL speaker Prefer animated speaker, possibly with theater experience Desire to plan and work collaboratively on a team essential Ideal candidates have the attributes of flexibility, humor, collaboration, creativity, and passion for emerging research and pedagogy Flexible teaching background and interest in teaching electives, coaching and/or advising clubs is a plus  Physical Requirements and Work Environment  Must have the ability to sit and stand for extended periods of time; exhibit  manual dexterity to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and  understand speech at normal classroom levels, outdoors and on the  telephone; speak in audible tones so that others may understand clearly in normal classrooms, outdoors and on the telephone; physical agility to lift  up to 50 pounds; and to bend, stoop climb stairs and reach overhead.  Work primarily in a traditional climate-controlled office environment.  Work intermittently in outside weather conditions, including extreme heat and cold.  Duties may be occasionally performed on field trips away from school. The noise level in the work environment is usually moderate. Skills/Abilities   Strong organizational and time management skills. Strong interpersonal skills working within a team-oriented structure.  Ability to work both collaboratively and independently. Willingness, not only to support, but to actively engage in school values of (1) practicing kindness and respect (2) seeking a spirit of partnership (3) honoring one another’s humanity and (4) celebrating our differences.  The Howard School is an equal opportunity employer that is committed to diversity and inclusion in the workplace. All applicants will be considered for employment without regard to race, color, creed, religion, sex, sexual orientation, gender identity, national origin, citizenship status, age, pregnancy, disability/handicap, genetic information, uniform service member status or any other protected status in accordance with applicable federal, state, and local laws, veteran or disability status. Tue, 21 Apr 2026 09:25:20 -0400 https://careers.nassp.org/jobs/rss/22208361/high-school-humanities-ib-diploma-program-economics-teacher-probationary-2-positions https://careers.nassp.org/jobs/rss/22208361/high-school-humanities-ib-diploma-program-economics-teacher-probationary-2-positions New York, New York, Job Title: High School Humanities & IB Diploma Program Economics Teacher (Probationary) - 2 Positions Period: 2026-2027  Union Position-Covered by Collective Bargaining Agreement Status: Non-Exempt As of 02/04/2026 Founded in 1947, the United Nations International School (UNIS) is a Pre-K through Grade 12 independent school in Manhattan, serving a diverse, global community. About half of UNIS families are affiliated with the United Nations, while the rest are internationally minded New York–based parents. Guided by the ideals of the United Nations, UNIS provides an inclusive learning environment where rigorous international programs foster academic excellence, creativity, innovation, and cross-cultural communication, inspiring students to help build a peaceful, compassionate, and sustainable world. UNIS seeks an experienced and reflective educator to teach Humanities in Grades 9 and 10 and IB Diploma Program Economics (SL and HL). The successful candidate will possess a deep understanding of microeconomics, macroeconomics, and global economics. They will inspire students to make meaningful connections to the real-life context of economics.  The position requires a teacher who can engage students in exploring the complexities and interdependence of economic activities in a rapidly changing world. The candidate will be expected to cultivate students’ understanding of IB concepts including scarcity, choice, efficiency, equity, and sustainability while also developing their ability to apply economic reasoning to global challenges. This position reports to the High School Principal. POSITION PURPOSE Full-time teaching role in Humanities (Grades 9-10) and IB Diploma Program SL/Hl Economics (Grades 11-12) Inspire inquiry-based learning that bridges economic theory, historical context, and global citizenship. Guide students in developing critical thinking, analytical, and evaluative skills aligned with IB learning outcomes.   KEY RESPONSIBILITIES Economics Teaching (IB Diploma Program) Teach the core units of the IB DP Economics course: Introduction to Economics – the role of choice and opportunity cost, and the methods economists use. Microeconomics – demand and supply, elasticity, market equilibrium, and market failure (externalities, public goods, market power, asymmetric information). Macroeconomics – aggregate demand/supply, macroeconomic objectives (growth, inflation, employment), inequality and poverty, and policy responses (fiscal, monetary, and supply-side). The Global Economy – international trade, exchange rates, balance of payments, economic integration, development, and sustainability. Integrate the nine key IB Economics concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence, and intervention) into all teaching and learning experiences. Guide students in preparing the Internal Assessment portfolio, consisting of three analytical commentaries based on real-world news articles. Ensure alignment with IB assessment objectives, including:                  - Knowledge and understanding of content and models.                  - Application and analysis using real-world data.                  - Synthesis and evaluation of economic theories and policy implications.                  - Use of appropriate terminology, diagrams, and quantitative methods. Support students in developing research and data interpretation skills for both internal and external assessments, including preparation for Papers 1, 2, and 3. Promote awareness of economic interdependence and the impact of policy decisions on sustainable development and equity. Humanities Teaching (Grades 9–10) Design and deliver inquiry-based units exploring history, geography, global systems, and societal change. Incorporate critical analysis of sources, argumentation, and interdisciplinary connections with economics, ethics, and civic education. Foster understanding of individuals and societies through diverse perspectives and cultural lenses. Collaborative and Professional Contributions Participate in departmental planning, assessment moderation, and professional dialogue to ensure curricular coherence. Contribute to the IB Core as appropriate - for instance Extended Essay supervision, along with creating class connections to TOK and CAS Writing letters of recommendation Teaching Theory of Knowledge and/or other courses related to the candidate’s expertise and profile. Other duties as assigned and in accordance with the Collective Bargaining Agreement (e.g. advisory, supervision duties, intensives) SKILLS AND COMPETENCIES Mastery of economic analysis, including microeconomic and macroeconomic modeling, policy evaluation, and data interpretation. Ability to apply quantitative techniques to identify and explain economic relationships. Strong capacity to integrate current events and global issues into teaching to promote relevance and engagement. Expertise in guiding students through economic argumentation, policy writing, and academic research. Knowledge of IB pedagogy, emphasizing conceptual understanding, international-mindedness, and reflection. Proven ability to foster inclusive and equitable classroom participation across diverse student backgrounds. Excellent communication, organization, and collaboration skills. EDUCATION & EXPERIENCE Bachelor’s degree required; Master’s degree preferred. Experience in a K-12 educational environment is essential Experience with best practices in assessment and reporting preferred (e.g., Standard-Based Grading and Reporting) PHYSICAL REQUIREMENTS Ability to stand for extended periods while instructing or conducting demonstrations. Capability to move around the classroom and laboratory to support students. Comfort with handling lab or fieldwork materials and equipment occasionally weighing up to 15 lbs. Dexterity required for data collection, use of scientific tools, and digital technologies.   COMPENSATION Compensation is between $67,745 and $111,974, commensurate with years of experience as outlined in the Collective Bargaining Agreement (salary is prorated for part-time or temporary positions)  *Pending the completion of collective bargaining negotiations currently underway APPLICATION PROCESS All candidates must submit an electronic application via the school website: https://www.unis.org/about-unis/employment   Supporting documentation, such as a cover letter, résumé, and three letters of recommendation, must be uploaded to the electronic application. Review of applications will begin immediately and will be ongoing. COMMITMENT TO DIVERSITY, EQUITY & INCLUSION Research shows that women and people from underrepresented groups often apply to jobs only if they meet 100% of the qualifications. We recognize that it is highly unlikely that someone meets 100% of the qualifications for a role. If much of this job posting describes you, then please apply for this role.   The United Nations International School provides equal opportunity to all employees and applicants for employment without regard to race, color, religion, creed, sex, height, weight, sexual orientation, national origin, ancestry, age, mental or physical disability, pregnancy, alienage or citizenship status, marital status or domestic partner status, genetic information, genetic predisposition or carrier status, gender identity, HIV status, military status and any other category protected by law in all employment decisions, including but not limited to recruitment, hiring, compensation, training, promotion, upgrading, demotion, downgrading, transfer, lay-off and termination, and all other terms and conditions of employment. Mon, 04 May 2026 10:53:36 -0400 https://careers.nassp.org/jobs/rss/22208379/high-school-science-environmental-systems-and-societies-ess-probationary https://careers.nassp.org/jobs/rss/22208379/high-school-science-environmental-systems-and-societies-ess-probationary New York, New York, Job Title: High School Science (Environmental Systems and Societies - ESS) (Probationary) Period: 2026-2027  Union Position-Covered by Collective Bargaining Agreement Status: Non-Exempt As of 01/13/2026 Founded in 1947, the United Nations International School (UNIS) is a Pre-K through Grade 12 independent school in Manhattan, serving a diverse, global community. About half of UNIS families are affiliated with the United Nations, while the rest are internationally minded New York–based parents. Guided by the ideals of the United Nations, UNIS provides an inclusive learning environment where rigorous international programs foster academic excellence, creativity, innovation, and cross-cultural communication, inspiring students to help build a peaceful, compassionate, and sustainable world. UNIS seeks an experienced teacher with a proved record of successfully teaching Environmental Systems and Societies (ESS) in the IB Diploma Programme at both Standard Level (SL) and Higher Level (HL). The successful candidate should be passionate about guiding students to understand complex environmental issues through multiple perspectives—scientific, social, cultural, economic, and ethical—and to develop critical thinking, systems thinking, and sustainability literacy. This position reports to the High School Principal. KEY RESPONSIBILITIES Teach IB Environmental Systems and Societies (ESS) using inquiry-based and concept-driven methodologies that integrate scientific and social science perspectives as well as Life Science ((Integrated Science) in Grades 9 and 10. Design learning experiences that promote systems thinking and holistic understanding of environmental challenges. Guide students in developing the skills required for research, critical analysis, and evaluation of real-world sustainability issues across local and global contexts. Support students through the Internal Assessment (Individual Investigation) process, helping them design and conduct ethical, data-driven research projects. Facilitate collaborative projects, including the IB Collaborative Sciences Project, emphasizing teamwork and interdisciplinary inquiry. Collaborate closely with colleagues in both the Science department to ensure alignment and interdisciplinary coherence. Contribute to Extended Essay supervision, Theory of Knowledge connections, and other components of the IB core as appropriate. Other duties as assigned and in accordance with the Collective Bargaining Agreement (e.g., advisory, supervision duties, office hours). SKILLS AND COMPETENCIES The requirements below are representative of the knowledge, skill, and/or ability required to successfully perform this job. A successful candidate will meet many of these requirements and have the desire and capacity to learn the rest on the job. ?   Strong knowledge of environmental systems, sustainability, and interdisciplinary education. Ability to engage students through conceptual teaching, case studies, and data-driven investigation. Excellent analytical, organizational, and communication skills. Capacity to foster critical thinking, global awareness, and ethical reflection. Demonstrated ability to collaborate effectively across departments and disciplines. Flexible, creative, and reflective teaching philosophy aligned with the IB Learner Profile. EDUCATION & EXPERIENCE Bachelor’s degree required; Master’s degree preferred. Experience teaching and assessing IB Diploma Programme ESS (SL and/or HL) is essential. Demonstrated understanding of IB philosophy and assessment principles. Experience teaching in a K–12 international or independent school environment preferred. Familiarity with fieldwork, research methodologies, and data analysis in environmental contexts. PHYSICAL REQUIREMENTS Ability to stand for extended periods while instructing or conducting demonstrations. Capability to move around the classroom and laboratory to support students. Comfort with handling lab or fieldwork materials and equipment occasionally weighing up to 15 lbs. Dexterity required for data collection, use of scientific tools, and digital technologies. COMPENSATION Compensation is between $67,745 and $111,974, commensurate with years of experience as outlined in the Collective Bargaining Agreement (salary is prorated for part-time or temporary positions)  *Pending the completion of collective bargaining negotiations currently underway APPLICATION PROCESS All candidates must submit an electronic application via the school website: https://www.unis.org/about-unis/employment Supporting documentation, such as a cover letter, résumé, and three letters of recommendation, must be uploaded to the electronic application. Review of applications will begin immediately and will be ongoing. COMMITMENT TO DIVERSITY, EQUITY & INCLUSION Research shows that women and people from underrepresented groups often apply to jobs only if they meet 100% of the qualifications. We recognize that it is highly unlikely that someone meets all of the qualifications for a role. If much of this job posting describes you, we encourage you to apply. The United Nations International School provides equal opportunity to all employees and applicants for employment without regard to race, color, religion, creed, sex, sexual orientation, national origin, ancestry, age, disability, gender identity, or any other category protected by law. Fri, 17 Apr 2026 10:21:40 -0400 https://careers.nassp.org/jobs/rss/22205748/middle-school-math-teacher https://careers.nassp.org/jobs/rss/22205748/middle-school-math-teacher Atlanta, Georgia, St. Martin’s Episcopal School is seeking a culturally competent and responsive candidate to serve as a Middle School Math Teacher. The position reports to the Middle School Principal and is responsible for creating a classroom and learning environment favorable to learning and personal growth of every student; establishing effective rapport with students and teachers; motivating students to develop skills attitudes and knowledge needed to provide a good foundation for becoming a responsible citizen in accordance with each student’s ability; and establishing good relationships with parents and with other staff members.  St. Martin’s Episcopal School welcomes families of all faiths, celebrating inclusivity and diversity while fostering an inclusive culture.  The Middle School Math Teacher has the primary responsibility for classroom activities, as well as the management, organization, and discipline of the classroom. Under the direction of the Middle School Principal, the Middle School Math Teacher will: Teach 4 to 5 Middle School math classes and serve as a grade-level advisor. Develop lesson plans and supplementary materials compatible with the division’s basic instructional and philosophical standards. Translate lesson plans into learning experiences to effectively and actively engage students. Demonstrate proficiency with technology and a willingness to integrate modern technology, media and other tools into classroom instruction. Seek regular field experience opportunities for students that extend the classroom into the broader community. Work collaboratively with the teaching team on behalf of students, and seek the ideas, feedback or advice of colleagues as an integral part of effective planning. Establish and maintain expectations of student behavior through relationship, positive reinforcement and support. Evaluate and document academic and social growth of students, and keep required records. Communicate regularly and thoroughly with parents by conducting parent conferences, updating the class web page, planning and attending special events, holding meetings, and through emails and telephone calls.  Sponsor 1 to 2 school clubs or activities. Chaperone field trips, including local field trips, and fall and spring overnight trips. Chaperone one Middle School dance. Attend all grade level, departmental and required School meetings and attend Parent Night. Attend before-school and after-school Parent Conferences as needed. Attend chapel services and include a daily devotion as a grade-level advisor. Assist the Principal in developing long-range plans, School philosophy, and goals. Adheres to all School policies, including safety and emergency procedures. Required Qualifications Bachelor’s degree Experience teaching middle grades  Desire to plan and work collaboratively on a team is essential. Preferred Qualifications Master’s degree 5-7 years of classroom experience Flexible teaching background and interest in coaching and/or advising clubs is a plus. Candidate Characteristics Committed to designing and adapting instruction to meet a range of student learning needs and interests. Committed to multidisciplinary instruction, encouraging students’ creative expression, incorporating student interest and passions, and developing critical thinking. Curious about the world of ideas across multiple disciplines, and excited to teach across different disciplines. Highly collaborative, collegial and excited about generating curriculum and assessment ideas in a team setting. Curious, creative, self-reflective, and willing to take initiative and run with new ideas. Respects and promotes diversity, equity, and inclusion as a core value of the School. Physical Requirements This job is performed inside; the noise level can be soft to loud. While performing the duties of this job, the employee could be required to stand, stoop, kneel, walk, talk, read, and hear. The employee could be required to use hands to type, finger, handle or feel objects, tools, or controls, and reach with hands and arms. The employee may occasionally lift and/or move up to 15 pounds. In compliance with ADA requirements, we will make reasonable accommodations for the known disability of an otherwise qualified applicant. Schedule and FLSA Status The position will follow the typical school calendar and adhere to a regular schedule of Monday - Friday, 7:30am - 3:30pm. The position is Exempt and is eligible for benefits. About St. Martin’s Episcopal School St. Martin’s Episcopal School, founded in 1959, is a coeducational day school serving students from 8 weeks through 8th grade. For more information about the school, please visit our website at www.stmartinschool.org . The School is an Equal Opportunity Employer. In order to provide equal employment and advancement opportunities to all individuals, applicants are considered only on the basis of merit, qualifications, and abilities. Employment decisions will be made without regard to race, color, gender, age, veteran status, religion, sexual orientation, disability, national or ethnic origin, or any other characteristic protected by law. The statements in this job posting are intended to represent the key duties, essential nature and level of work being performed. They are not intended to be all responsibilities or qualifications of the job. All employees are expected to support the mission and vision statements of St. Martin's Episcopal School, and contribute to the overall life of the School. Thu, 16 Apr 2026 12:43:37 -0400 https://careers.nassp.org/jobs/rss/22182584/primary-school-french-teacher-assistant https://careers.nassp.org/jobs/rss/22182584/primary-school-french-teacher-assistant Washington, D.C., Job Summary   Reporting to the Primary School Principal and Assistant Principals, the PS French Teacher Assistant assists in the carrying out of French instruction class activities and student supervision, under the direction of the classroom teacher in Preschool, Pre-Kindergarten, Kindergarten or Grade 1.   Duties and Responsibilities   Contribute to the WIS Mission and Values. Contribute to a climate of respect and understanding amongst faculty and staff, students, and parents. Support the classroom teacher with lesson plans and lesson preparedness. Model French at a native level, both orally and in writing, with excellent communication skills. Reinforce learning in French at the direction of the classroom teacher by working with individual students and small groups of students. Assist with the documentation of student progress. Provide supervision of students to maintain safe and positive interactions throughout the day, including lunch, recess, single subject classes, in restrooms, and in the hallway. Show compassionate, supportive approaches to teaching in line with a strong understanding of child development. Maintain a positive attitude and professional demeanor, demonstrating attributes that are supportive of building school communities. Help to maintain a clean and organized classroom environment, including assistance with classroom displays. Attend parent conferences, back to school nights, and other grade level and school events, as needed. Assist in the execution of distance education when directed and needed to include alternative teaching and learning delivery methods: assist in the development of online courses, assist in the provision of student support to include alternative assignments and assessments, collaborate with colleagues, supervisors, and students online to build a connected and positive learning environment. Participate in ongoing professional development. In case of (short term) absence of the lead teacher, assume responsibility for the class. Perform other duties as needed. Qualifications 2+ years relevant experience working with ages 3-7 year-old children College degree  Preferred Early Childhood Education (ECE) certification Knowledge/experience of PYP preferred French mother tongue speaker Tue, 07 Apr 2026 15:05:55 -0400 https://careers.nassp.org/jobs/rss/22180445/7-8-grade-math-teacher https://careers.nassp.org/jobs/rss/22180445/7-8-grade-math-teacher Washington, D.C., Sidwell Friends School, a co-educational Quaker day school, seeks a Middle School 7th and 8th grade Math teacher who genuinely appreciates and actively supports the Quaker philosophy that underlies our school for the 2026-2027 school year. This full-time benefits-eligible position is based on the Washington, DC, campus and begins in late August 2026. Reporting to the Middle School Principal, this role is primarily responsible for teaching two sections of 7th grade Pre-Algebra and two sections of 8th grade Algebra. In both grades, there are two levels of each course. The ideal candidate will be able to both support and challenge a range of Middle School students in their mathematical thinking. In addition, the role will include advising a group of 7th and 8th grade students; writing student reports; effectively communicating and collaborating with students, colleagues, and families; and other faculty duties such as recess and lunch supervision. The omission of specific responsibilities does not preclude duties logically related to the position from being assigned. Qualifications & Requirements A bachelor’s degree in a relevant field is required, preferably in Math or Education; an advanced degree is preferred. Minimum of 3-5 years of teaching experience, preferably at the middle school level. Experience teaching Math, preferably courses related to Pre-Algebra and Algebra. Demonstrates a clear understanding of the needs of middle school students. Demonstrates the ability to work cooperatively with a team. An appreciation and respect for the School’s Quaker values and the School’s mission. Demonstrates the ability to understand the age group and be excited about working with children from diverse backgrounds. Salary Salary Range $62,407 - $140,253. Salary will be commensurate with experience and qualifications. To Apply To be considered, qualified candidates must upload a cover letter, resume, and three references through our  online application system (ClearCo) . To learn more about our school, please visit  https://www.sidwell.edu . 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 Mon, 06 Apr 2026 08:59:48 -0400 https://careers.nassp.org/jobs/rss/22161439/middle-school-language-arts-teacher https://careers.nassp.org/jobs/rss/22161439/middle-school-language-arts-teacher St. Louis, Missouri, Title: Middle School Language Arts Teacher Department/Location : Middle School, St. Louis Position Type : Full-time, 39-week Summary The Middle School Language Arts Teacher advances Principia by delivering rigorous, engaging instruction in reading, writing, and literature; fostering students’ critical thinking and communication skills; and mentoring students in both academic growth and character development. Reporting to the Middle School Principal, this role plays a critical part in cultivating literate, thoughtful, and reflective learners and collaborates closely with Middle School faculty, the Language Arts department, the Learning Engagement Center, and families to support student learning and well-being. Success in this role draws on strengths in student-centered instruction, curriculum design and assessment, differentiation, relationship building, collaboration, and reflective practice. Who We Are   At our award-winning Early Childhood through grade 12 Principia School in St. Louis, Missouri, and top-ranked Principia College in Elsah, Illinois, Principia faculty and staff make up a close-knit community of educators, coaches, and professionals taking a distinct approach to education—blending academic excellence with Christian Science-based character education. Principia’s team of over 500 employees supports not only Principia School and Principia College, but also a worldwide network of alumni and friends.  At Principia School, our core value is  LOVE . Love and its attributes underpin our foundational beliefs as well as our educational approach. We focus on developing the whole child—intellectually, physically, mentally, socially, and spiritually, preparing students for the next steps in life. We foster a challenging yet supportive environment where character unfolds naturally, and talent is cultivated through boundless opportunities. Character education plays an essential role in every aspect of the student experience, and classroom work is augmented by character trips, leadership development, and real-world, hands-on, project-based learning. Principia employees are part of an engaging academic community preparing students to be tomorrow’s leaders, thinkers, and changemakers. We strive to create a  collaborative and inclusive environment  where everyone feels they belong and are valued. Primary Responsibilities Teach English language arts content and skills, including literature, composition, reading, and journalism, using curriculum designated by the Principia Middle School Language Arts department  Teach sixth, seventh, and eighth grade classes, including daily lesson planning, regular pre?assessment, and backward unit design using the Understanding by Design framework  Differentiate instruction to meet the needs of mixed ability classrooms  Plan engaging lessons that foster student interest and ownership of learning  Create a classroom environment that develops listening, speaking, reading, and writing skills essential to effective communication and literate citizenship  Cultivate student appreciation for high-quality? literature across genres  Encourage students to read widely for information and enjoyment  Develop students’ critical judgment of written and oral communication, including mass media  Foster a love for language arts and interdisciplinary learning  Monitor and support student progress using multiple assessment tools, including rubrics and proficiency scales  Design experiential learning opportunities that deepen understanding  Integrate technology effectively to enhance learning  Communicate regularly with students and parents regarding student growth in language arts  Participate in weekly faculty meetings focused on student academic and character development  Assess students’ approaches to learning  Support the administration of standardized testing and analyze data to identify trends and inform instruction and student interventions  Collaborate with the Learning Engagement Center to support students receiving push in and pull?out services  Collaborate across grade levels and departments to support Integrated Studies and other school?wide initiatives  Participate actively in committee meetings, faculty and parent meetings, and professional development  Support Middle School activities by chaperoning events and trips  Demonstrate a genuine love for working with middle school students and establish respectful, positive rapport  Engage in yearly goal?setting and regular one-on-one? meetings with the supervisor  Reflect regularly on teaching practice and implement continuous improvement  Complete required professional portfolios, including walkthroughs, school visits, reflections, and goal?setting  Attend conferences to strengthen instructional practice and support Middle School initiatives  Contribute to weekly and annual professional development sessions  Engage in professional learning experiences that advance school initiatives Core  Competencies Principia values the unique strengths each employee brings to their role. The following competencies are especially important for success at Principia: Continuous Learning & Expertise:  Demonstrates mastery in your area of responsibility and seeks opportunities for professional growth and development. Accountability & Results Orientation:  Manages time and priorities effectively, meets commitments, and consistently delivers high-quality outcomes. Problem Solving & Judgment:  Approaches challenges thoughtfully, considers multiple perspectives, and makes sound, timely decisions that support institutional goals. Proactivity & Ownership:  Takes initiative, anticipates needs, and drives projects forward with minimal supervision while taking responsibility for outcomes. Excellence & Attention to Detail:  Produces accurate, polished, and high-quality work; continuously looks for ways to improve systems, processes, and results. Service Orientation:  Builds positive, supportive relationships and responds promptly and professionally to the needs of students, colleagues, and other stakeholders. Collaboration & Collegiality:  Works cooperatively across departments and teams; values input from others and contributes to a positive, respectful environment. Communication:  Shares information clearly and concisely; listens carefully to others and adjusts communication style for different audiences and situations. Inclusion & Belonging:  Demonstrates respect for all people; values diverse perspectives and fosters a culture of inclusion, belonging, and mutual respect. Minimum Qualifications Student of Christian Science preferred Supportive of Principia’s guiding statements as articulated here  https://www.principia.edu/about/guiding-statements Bachelor’s degree in English, Literature, Education or a related field; Master’s degree preferred Teaching certification preferred and required within two years of hire Relevant teaching experience with middle school students The statements above describe the general nature and level of work but are not a complete list of responsibilities and are subject to change at the discretion of Principia.  Compensation and Benefits We offer a competitive salary range for this position, starting at $51,000 annually for candidates with a Bachelor’s degree and no prior teaching experience. Salary is commensurate with degree and years of teaching experience. In addition to salary, our comprehensive total rewards package includes: Generous Employee Tuition Discount: Enjoy a 90% discount on tuition (pro-rated for part-time staff) for your eligible children enrolled from Pre-K3 through College (infant and acorn programs excluded). Relocation: Principia provides a relocation reimbursement of up to 12% of your annual salary, when moving from outside a radius of more than 50 miles. Professional Development: Access to learning opportunities, training programs, and career growth support. Comprehensive Benefits: Learn more about all our benefits here, including comprehensive health, dental, and vision plans, paid time off, a 403(b) retirement plan with Principia matching, and more. Equal Opportunity Principia, a mission-driven institution, believes every person has the right to an equitable and respectful educational environment and workplace. Principia does not discriminate on the basis of race, color, national origin, ethnicity, gender (identity or expression), sexual orientation, family status, disability, age, or military or veteran status. In hiring, admissions, and related decisions, Principia—as an institution with a religious mission—gives preference, where Mon, 30 Mar 2026 14:39:33 -0400 https://careers.nassp.org/jobs/rss/22155650/k-5-social-studies-teacher https://careers.nassp.org/jobs/rss/22155650/k-5-social-studies-teacher St. Louis Park, Minnesota, Smith Jewish Academy seeks a thoughtful, creative, and collaborative full-time educator to design and lead a new K-5 social studies program beginning in the 2026-2027 school year. This is a unique opportunity to build a program from the ground up within a school that prioritizes academic excellence, experiential learning, belonging, and Jewish values. Like our Makerspace and science programs, social studies is intentionally positioned to support and connect across disciplines, helping students understand and make meaning of the world around them. Program Vision The K-5 social studies teacher will design and implement a dynamic, developmentally appropriate program that: Aligns with Minnesota academic standards. Builds historical and critical thinking, civic understanding, and cultural awareness. Emphasizes project-based learning, inquiry, and real-world connection. Connects meaningfully to students’ identities as learners and as members of both local and global communities. Integrates with our dual curriculum (general studies and Jewish studies), creating shared themes and interdisciplinary opportunities. Establishes a clear K-8 progression in partnership with middle school social studies. While ELA and math follow established curricula, social studies is intentionally more flexible, offering this position flexibility and creative ownership to design an engaging, interdisciplinary social studies experience. Key Responsibilities Design and teach social studies across K-5. Build a scope and sequence aligned to Minnesota academic standards. Develop interdisciplinary units that connect to ELA, Hebrew, and Jewish studies. Collaborate closely with faculty to ensure coherence across grade levels and subject areas. Use project-based and inquiry-driven approaches to engage students in meaningful learning. Incorporate local context (Minnesota history, civic life, geography) alongside broader global studies. Foster student curiosity, perspective-taking, and a strong sense of identity and community. Build systems for curriculum documentation, assessment, and iteration. Participate in team/faculty meetings and collaborative planning time and professional development. Participate in schoolwide programs, events, and community experiences. Collaboration & Reporting The social studies teacher reports to the director of general studies/lower school principal and works closely with the: Middle school social studies teacher (K-8 alignment). Director of Jewish Living and Learning (integration with Jewish studies). Director of Student and Teacher Resource Team (student support and differentiation). Grade-level teams and specialist faculty. Collaboration is central to the role. Teachers at Smith work as part of a highly communicative, team-oriented faculty with shared responsibility for student growth and program development. Qualifications Experience teaching elementary social studies or related fields Demonstrated strength in curriculum design, especially project-based or inquiry-based learning Ability to create structured, engaging learning environments across multiple grade levels Ability to collaborate across disciplines and contribute to a team-oriented culture Commitment to fostering inclusive classrooms and a strong sense of belonging Interest in or experience with Jewish education is welcomed but not required This teaching position is 10 months (late August-early June) and provides a salary in accordance with the SJA union wage school. We offer a comprehensive benefits package offered through a mission-driven nonprofit employer. Fri, 27 Mar 2026 17:06:38 -0400 https://careers.nassp.org/jobs/rss/22148885/lower-school-homeroom-teacher-26-27 https://careers.nassp.org/jobs/rss/22148885/lower-school-homeroom-teacher-26-27 Washington, D.C., DIVISION: Lower School REPORTS TO:  Lower School Principal SUPERVISES: N/A DATE: August 17, 2026 FLSA: Exempt  TYPE OF ROLE: Full-time  COMPENSATION:  Salaried (based on experience) BENEFITS: Eligible Note: Applications will be reviewed on a rolling basis. Georgetown Day School seeks a Lower School homeroom teacher for the 2026-2027 school year.  Rich content, creative pedagogy, and authentic relationships are essential components of a GDS classroom. The ability to provide those elements, work collaboratively with colleagues, and place students’ interests and experiences at the heart of the classroom are essential components of the job. The Lower School homeroom teacher is responsible for teaching math, language arts, and social studies, as well as being the primary point person for students and their families. As a diverse and inclusive school dedicated to preparing our students to live and work in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting.   Primary Duties and Responsibilities  Creates a safe, collaborative learning environment that aligns with the school’s equity-driven mission.  Works collaboratively with colleagues to design and implement high-quality, engaging learning experiences. Fulfills duties of the homeroom teacher Delivers math, literacy, and social studies lessons to approximately 16 students Assesses student work using standards-based grading Leads daily Morning Meeting and other aspects of Responsive Classroom  Emails weekly homeroom newsletter to families Attends weekly grade level planning, student support, and faculty meetings Assists the class with transitions from one class to the next  Provides supervision and activities during Choice Time Attends Assembly with assigned homeroom class Ensures attendance is taken and communicates clear dismissal plans for students Supervises students during assigned duties Understands different communication styles and modifies classroom interactions accordingly.  Uses positive behavior interventions and support practices. Uses observations/assessment data to inform teaching and improve learning, and to set individual learning goals.  Leverages technology, in support of the learning community. Responds positively and restoratively to student needs and to student interactions. Engages the parent community through consistent and clear communication about curriculum, school life, and each child’s personal learning journey. Secondary Duties and Responsibilities  Chaperone field experiences which may include an Outdoor Education overnight Additional duties outside this description may be assigned as necessary. D.C. Wage Transparency Act Disclosure Regarding the salary range for this position, GDS follows a Pay Equity Scale for Teaching Staff that recognizes years of direct experience and correlates to steps on the Scale. The HR team evaluates resumes on an individual basis to identify years of experience, which correlates to steps on our scale. A teacher entering in their 1st year of teaching is slated to earn approximately $65,000 annually for the 2026-2027 School Year, and each year of experience equates to approximately $1000 to 1500 additional, annually. Compensation for this role will utilize the Equitable Compensation Pay (ECP) and or the Pay Equity Scale (depending upon applicability). For faculty and staff that are contracted to work in a permanent or long-term sub capacity (90 calendar days or more) for at least half-time: A summary of employee benefits are available on the GDS website:  https://www.gds.org/about/careers-at-gds Qualifications Education and Experience A B.A. in elementary education, early childhood education, or a similar discipline is required. A Master’s degree is preferred. 2 years or more of teaching experience at the elementary school level is required. Responsive Classroom training and experience implementing the approach are preferred. Orton Gillingham training preferred. Writing Revolution training preferred. Experience supporting students receiving special education services is preferred. Skills Create a safe and collaborative learning environment that aligns with the school’s equity-driven mission. The ability to work collaboratively with colleagues to design and implement high-quality, engaging learning experiences. Demonstrates a solid knowledge base of diversity (e.g. race, class, ethnicity, gender, ability)  and experience working with a diverse student population and incorporating that knowledge into their culturally and historically relevant instruction. Familiar with, and committed to, standards-based assessment, grading, and reporting. Familiar with, and committed to, the use of positive behavior interventions and supports. The ability to continually use diagnostic (e.g. Fountas and Pinnell), standardized, formative, and summative assessment data to inform teaching and improve learning, and to set individual learning goals. The ability to respond positively and restoratively to student needs. Flexible, innovative, and solution-focused. Committed to leveraging technology in support of learning. A shared commitment to ongoing professional learning.   Americans with Disability Specifications  Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Work Environment Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.   To Apply   Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: http://www.gds.org/Recruiting. To find out more about the school, candidates should visit our website at www.gds.org.  For full-time, permanent roles, a summary of employee benefits are available on the GDS website: https://www.gds.org/about/careers-at-gds   As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways. Wed, 25 Mar 2026 13:07:49 -0400 https://careers.nassp.org/jobs/rss/22138219/middle-and-upper-school-chinese-teacher https://careers.nassp.org/jobs/rss/22138219/middle-and-upper-school-chinese-teacher Washington, D.C., Job Summary Reporting to the Middle and Upper School Principals, the Middle and Upper School Chinese Teacher is responsible for planning and implementing differentiated Chinese instruction for Grades 6-8 and IB Chinese based on ongoing assessment; communicating clearly with parents and colleagues; and coordinating support with the best interests of each individual child in mind.  Duties and Responsibilities   Create a classroom environment that promotes an exemplary learning community: enriched by differences, informed through inquiry, global in reach. Plan and implement clear, well-thought-out lesson plans that connect in-class learning to concepts and real-world situations, and generate enthusiasm and academic excellence in the classroom. Demonstrate command of the Chinese content and curriculum. Use a variety of developmentally appropriate instructional and assessment methods to meet the needs of all learners and provide varied forms of feedback on learning. Monitor the academic, personal, emotional, and social progress of students.  Use technology purposefully in the classroom to enhance learning and to provide information and feedback to students and parents. Establish and maintain standards of pupil behavior to achieve an effective learning atmosphere. Practice regular, punctual attendance of instructional periods. Ensure the safety of students, following supervision standards and guidelines in common areas. Handle appropriately and professionally the supervision and/or re-direction of students. Communicate regularly with parents by relevant means to the learning: class newsletters, notes, telephone calls, conferences, emails, websites, etc. Communicate in a timely, clear, and effective manner with students, parents, and colleagues, informally and formally. Highlight students’ successes and areas of growth through assessment. Implement support strategies with the Student Support Team (SST) and communicate with parents regarding support.  Execute distance education when directed and needed to include alternative teaching and learning delivery methods: develop online courses reflecting best practices, provide student support to include alternative assignments and assessments, collaborate with colleagues, supervisors, and students online to build a connected and positive learning environment. Demonstrate a willingness to be available to students within contractual hours in addition to instructional time. Attend meetings and events necessary for the advancement of student learning, such as faculty meetings and Parent-Teacher Conferences. Prepare adequately for responsibilities to be assumed when absent.  Complete progress reports and report cards in alignment with school requirements. Fulfill regular administrative tasks, such as timely completion and correction of attendance. Serve as a student advisor to a group of upper or middle school students if needed, for an additional stipend.  Engage with students, colleagues, and parents to foster a sense of community. Work with colleagues, management, and staff in a constructive, collaborative, and cooperative manner. Actively seek opportunities for professional growth. Represent WIS in a manner that reflects the Mission and the Core Beliefs of Learning. Work with Admissions to support appropriate acceptance and placement of students at WIS.  Perform other duties as assigned. Bachelor’s degree required; Master’s degree preferred Previous teaching experience of 3-5 years is preferable Experience with the IB MYP and/or DP is preferable, but not required Passion for WIS’s mission Strong communication skills, a sense of humor, humility, and empathy Commitment to diversity and inclusion Previous experience at an international school and/or cultural fluency derived from international experience is a plus Fri, 20 Mar 2026 16:02:44 -0400 https://careers.nassp.org/jobs/rss/22089826/middle-school-english-teacher https://careers.nassp.org/jobs/rss/22089826/middle-school-english-teacher Houston, Texas, First Baptist Academy, serving students infant through eighth grade, is seeking an additional Middle School English Teacher.  FBA teachers exemplify specific characteristics of professional excellence to support FBA’s vision, mission, core values, and strategic goals. This position reports to the Middle School Principal. Mission Statement: Our mission is to equip students with the Truth of God’s Word while developing their character, intellect, and potential to Explore, Create, Challenge, and Lead. Key Responsibilities: Creative Empowerment – Create classroom learning environments that foster a secure and supportive atmosphere, encouraging students to embrace challenges, redefine failure, and advocate for themselves. Work diligently in curriculum planning, implementing instruction, and executing effective classroom management techniques for middle grade-aged students. Comprehensive Personalization – Provide diverse learning opportunities tailored to the unique strengths, interests, and challenges of students, including effective small group instruction, relevant pedagogy, and integration of technology applications. Collective Collaboration – Engage in collective efforts with team members to attain shared goals for the benefit of the students. Communicate with parents during the school year through regular correspondence, electronic gradebooks, and maintaining class pages on FBA’s portal system. Supportive Guidance – Assist students in recognizing their talents and guiding them in utilizing these gifts to serve others and discover God’s desired path for their lives. Ensure that all students make academic and social progress, including the assessment and evaluation of student growth in preparation for high school and the Portrait of an FBA Graduate. Continuous Professional Growth – Pursue professional development opportunities to incorporate optimal teaching methodologies in our classrooms. Required Qualifications: Faithful Integrity – Model Biblical values, principles, and desired behaviors for student guidance while demonstrating a desire to work in a Christian environment. Moral and Ethical Standards – Uphold high moral and ethical standards within the classroom and greater school community. Servant Heart – Demonstrate humility, servant leadership, and a willingness to serve others in a Christ-like manner. Bachelor’s degree from an accredited school with current teacher certification At least two years of full-time teaching experience Benefits: Salary is commensurate with qualifications and experience Group medical insurance coverage for employee Dental and vision insurance available Life Insurance, AD&D and Long-term disability coverage for employee 403(b) matching Paid time off Tuition Discount Fitness Center Discount Background Check Statement : FBA conducts pre-employment screening for all positions which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications. First Baptist Academy is a Christian school dedicated to the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals in an environment that is academically rigorous -  enriched with the truth of scripture and a relevant Biblical Worldview.    It is the policy of First Baptist Academy not to discriminate on the basis of race, color, sex, national origin, age, physical or mental disability, genetic information, or any other protected class under federal, state, or local law except those exclusions specifically provided to Religious Organizations. Tue, 03 Mar 2026 09:12:59 -0500